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ORCID16th LAK 2026: Bergen, Norway
- Proceedings of the LAK26: 16th International Learning Analytics and Knowledge Conference, LAK 2026, Bergen, Norway, 4 March 2028- 1 May 2026. ACM 2026, ISBN 979-8-4007-2066-6
Full Paper
- Lisa-Maria Norz, Elske Ammenwerth:
Who is Socially Present? Gendered Patterns in Online Higher Education: Combining Manual Coding and Social Network Analysis for Equity in Learning. 1-10 - Brody Hannan, Christian Bokhove:
Who Benefits from Using Intelligent Tutoring Systems, and How Much Use is Optimal? Examining the Effects of School Socioeconomic Status and Intelligent Tutoring System Use on Student Mathematics Learning Outcomes in Australian High Schools. 11-21 - Jiayi Zhang, Conrad Borchers, Canwen Wang, Vishal Kumar, Leah Teffera, Bruce M. McLaren, Ryan S. Baker:
Understanding Gaming the System by Analyzing Self-Regulated Learning in Think-Aloud Protocols. 22-31 - Hibiki Ito, Chia-Yu Hsu, Hiroaki Ogata:
Cyclic Adaptive Private Synthesis for Sharing Real-World Data in Education. 32-41 - Yildiz Uzun, Andrea Gauthier, Mutlu Cukurova:
What Students Ask, How a Generative AI Assistant Responds: Exploring Higher Education Students' Dialogues on Learning Analytics Feedback. 42-52 - Hunter McNichols, Fareya Ikram, Andrew Lan:
The StudyChat Dataset: Analyzing Student Dialogues With ChatGPT in an Artificial Intelligence Course. 53-63 - Martin Hlosta, Ivan Moser, Geoffray Bonnin, Per Bergamin:
Do High-SES Students Better Overcome Early Difficulties? Testing the Compensatory Advantage Hypothesis in Online University Courses. 64-74 - Longwei Cong, Leon Hammerla, Sonja Hahn, Sebastian Gombert, Hendrik Drachsler, Ulf Kroehne:
Automatic Short Answer Grading with LLMs: From Memorization to Reasoning. 75-84 - Andres Felipe Zambrano, Jiayi Zhang, Maciej Pankiewicz, Ryan S. Baker:
Practice as the Key to Success: Understanding the Role of Prior Knowledge, Affective States and Learning Resources in Computer Science Education. 85-95 - Cleon Xavier, Luiz A. L. Rodrigues, Ana Valdo, Ariadne Carvalho, Gabriela Matos, Lucas Kalinke, Ramon Vilela, Erika Resende, Thais Moraes, Matheus Silva, Nara Nobre-Silva, Newarney Torrezão da Costa, Fabíola Gonçalves Coelho Ribeiro, Anderson Pinheiro, Dragan Gasevic, Rafael Ferreira Mello:
From Solo Graders to Assisted Annotation: Integrating LLM Suggestions into the Educational Data Creation Pipeline. 96-105 - Qinyi Liu, Lin Li, Valdemar Svábenský, Conrad Borchers, Mohammad Khalil:
Measuring the Impact of Student Gaming Behaviors on Learner Modeling. 106-116 - Eng Lieh Ouh, Kar Way Tan, Siaw Ling Lo, Yuhao Zhang:
Detecting Doubt in Reflective Learning: A Learning Analytics Study with Large and Small Language Models. 117-126 - Daniel Rosa, Andreza Falcão, Jamilla Lobo, Everton Souza, Moésio Wenceslau da Silva Filho, Dragan Gasevic, Rafael Ferreira Mello, Luiz A. L. Rodrigues:
Automated Assessment of Handwritten Math Problems: A Comparison of Prompting Strategies for Open and Closed-source LLMs. 127-137 - Andres Felipe Zambrano, Jaclyn Ocumpaugh, Ryan S. Baker, Jessica Vandenberg:
Emotions in Action: How Students' Regulatory Responses Shape Learning. 138-149 - Marshall An, Mahboobeh Mehrvarz, John C. Stamper, Bruce M. McLaren:
Revisiting the Hint Button: Consistent Negative Associations Between Unproductive Hint Use and Learning Outcomes in Intelligent Tutoring Systems. 150-159 - Conrad Borchers, Ashish Gurung, Qinyi Liu, Danielle R. Thomas, Mohammad Khalil, Kenneth R. Koedinger:
Brief but Impactful: How Human Tutoring Interactions Shape Engagement in Online Learning. 160-170 - Thorleif Harder, Monique Janneck, Amir Madany Mamlouk:
Understanding and Supporting STEM Students Through Digital Nudging: Evidence-Based Requirements for Learning Analytics Interventions. 171-181 - Maximilian Anzinger, Annika Hecking-Veltman, Maxie Bichmann, Stephan Krusche:
Investigating Student Interaction with Competency-Based CS Education. 182-192 - Wicaksono Febriantoro, Qi Zhou, Wannapon Suraworachet, Sahan Bulathwela, Andrea Gauthier, Eva Millán, Mutlu Cukurova:
Examining Student Interactions with a Pedagogical AI-Assistant for Essay Writing and their Impact on Students' Writing Quality. 193-204 - Jianjun Xiao, Cixiao Wang, Wenmei Zhang:
Modeling Collaborative Problem Solving Dynamics from Group Discourse: A Text-Mining Approach with Synergy Degree Model. 205-215 - Mohammed Saqr, Sonsoles López-Pernas, Santtu Tikka, Markus Spitzer:
Early Warning Signals Appear Long Before Dropping Out: An Idiographic Approach Grounded in Complex Dynamic Systems Theory. 216-226 - Kester Yew Chong Wong, Shihui Feng, Sahan Bulathwela, Mutlu Cukurova:
Scaffolding Reshapes Dialogic Engagement in Collaborative Problem Solving: Comparative Analysis of Two Approaches. 227-238 - Zoheb Hassan Borbora, John Bielinski, Bruce Bray:
A Theory Driven Supervised Learning Approach For Math Skill Proficiency Prediction Using Assessment and Practice Data. 239-249 - Conrad Borchers, Hannah Deininger, Zachary A. Pardos:
Toward Trait-Aware Learning Analytics. 250-260 - Jiameng Wei, Dinh Khanh Dang, Kaixun Yang, Emily Stokes, Amna Mazeh, Angelina Lim, David Wei Dai, Joel Moore, Yizhou Fan, Danijela Gasevic, Dragan Gasevic, Guanliang Chen:
Uncovering Students' Inquiry Patterns in GenAI-Supported Clinical Practice: An Integration of Epistemic Network Analysis and Sequential Pattern Mining. 261-271 - Sebastian Gombert, Zhifan Sun, Fabian Zehner, Jannik Lossjew, Tobias Wyrwich, Berrit Katharina Czinczel, David Bednorz, Marcus Kubsch, Daniele Di Mitri, Knut Neumann, Hendrik Drachsler:
Are rubrics all you need? Towards rubric-based automatic short answer scoring via guided rubric-answer alignment. 272-282 - Yeo Jin Kim, Daeun Hong, Xiaotian Zou, Cindy E. Hmelo-Silver, Wookhee Min, Snigdha Chaturvedi, James C. Lester:
Collaborative Dialogue Analysis for Productive Problem Solving. 283-293 - Sila Salta, Deisy Briceno, Louis Longin, Olga Viberg, Oleksandra Poquet:
Learner Data in Context: Students Would Share Grades and Text but Less So Logs and Video Data. 294-304 - Josh Ring, Max Hinne, Inge Molenaar:
Consistent Performance in Adaptive Learning Technologies as a Measure of Self-Regulated Learning. 305-314 - Haejin Lee, Amos Jeng, Sarah Burns, Meg Bates, Cheryl Moran, Hana Kearfott, Tiffany Reyes-Denis, Joseph Cimpian, George Vythoulkas, Nigel Bosch, Michelle Perry:
Teacher Characteristics Shape Engagement and Outcomes in Online Professional Learning Environments. 315-324 - Zhen Xu, Vedant Khatri, Yijun Dai, Xiner Liu, Siyan Li, Xuanming Zhang, Renzhe Yu:
Enhancing LLM-Based Data Annotation with Error Decomposition. 325-335 - Hanke Vermeiren, Pritam Laskar, Maria Bolsinova, Wim Van Den Noortgate, Han L. J. van der Maas, Abe D. Hofman:
Clusters to Validate Knowledge Components: Analysis of an Adaptive Clock Reading Game. 336-346 - Mónica Hernández-Campos, Isabel Hilliger, Francisco José García-Peñalvo:
Beyond the tool: A two-case study of faculty engagement with curriculum analytics for actionable insights. 348-357 - Marek Hatala, Reyhaneh Ahmadi Nokabadi, Özge Nilay Yalçin:
Individual vs. Class-Performance Comparison: Impact of Frame of Reference on Students' Outcome Emotions of Pride, Disappointment, Relief, and Shame. 358-368 - Zack Carpenter, Yeyu Wang, David DeLiema, Panayiota Kendeou, Matthew L. Bernacki, David Williamson Shaffer:
Expanding Design Heuristics for Supporting Impasse-Driven Learning in a Puzzle Video Game Using a Problem-Solving Framework and Multimodal Network Models. 369-379 - Luwen Huang, Inderjit Dhillon, Karen Willcox:
Modeling Longitudinal Student Pathways with Explainable Generative Models. 380-391 - Jeroen Ooge, Anissa Faik, Katrien Verbert:
Detect, Explain, Act: How Teachers Trust and Use an Explainable Real-Time Monitoring Dashboard to Detect Student Outliers in Class. 392-404 - Shan Zhang, Ruiwei Xiao, Anthony F. Botelho, Guanze Liao, Thomas K. F. Chiu, John C. Stamper, Kenneth R. Koedinger:
How to Assess AI Literacy: Misalignment Between Self-Reported and Objective-Based Measures. 405-414 - Yann Hicke, Jadon Geathers, Kellen Vu, Justin Sewell, Claire Cardie, Jaideep Talwalkar, Dennis L. Shung, Anyanate Gwendolyne Jack, Susannah Cornes, Mackenzi Preston, René F. Kizilcec:
MedSimAI: Simulation and Formative Feedback Generation to Enhance Deliberate Practice in Medical Education. 415-424 - Shan Zhang, Siddhartha Pradhan, Ji-Eun Lee, Ashish Gurung, Anthony F. Botelho:
Let Me Try Again: Examining Replay Behavior by Tracing Students' Latent Problem-Solving Pathways. 425-435 - Daniel Ritchie, Nia Nixon, Tamara P. Tate, Mark Warschauer:
From Wandering to Collaboration: Discourse Patterns in Middle School Generative AI Use. 436-446 - Bakhtawar Ahtisham, Kirk Vanacore, Jinsook Lee, Zhuqian Zhou, Doug Pietrzak, René F. Kizilcec:
AI Annotation Orchestration: Evaluating LLM Verifiers to Improve the Quality of LLM Annotations in Learning Analytics. 447-456 - Abisha Thapa Magar, Asad Uzzaman, Tali Zacks, Stephen Fancsali, Vasile Rus, April Murphy, Ethan Shafran Moltz, Steve Ritter, Deepak Venugopal:
Understanding and Modeling Math Strategy Use in Intelligent Tutoring Systems. 457-468 - Jessica Vitale, Alyssa Van Camp, Sarah Miller, Mercedes Ortiz, Sidney D'Mello:
Scaling Teacher Professional Learning Through Automated Feedback: An Evaluation in K-12 Classrooms. 469-479 - Zhiqing Zheng, Marek Hatala, Arash Ahrar:
An Immediate And Retrospective Analysis Of Stability And Change: Examining Students' Emotion And Motivation Profiles In Response To Outcome-Presenting Learning Analytics Dashboards. 480-490 - Yumou Wei, John C. Stamper, Paulo F. Carvalho:
Generate-Then-Validate: A Novel Question Generation Approach Using Small Language Models. 491-502 - Erwin Daniel López Zapata, Atsushi Shimada:
Is Log-Traced Engagement Enough? Extending Reading Analytics With Trait-Level Flow and Reading Strategy Metrics. 503-513 - Fatma Betül Güres, Tanya Nazaretsky, Seyed Parsa Neshaei, Tanja Käser:
Structuring versus Problematizing: How LLM-based Agents Scaffold Learning in Diagnostic Reasoning. 514-525 - Rully Agus Hendrawan, Rafaella Sampaio de Alencar, Alice Micheli, Peter Brusilovsky, Jordan Barria-Pineda, Sergey A. Sosnovsky:
Data-Driven Evaluation of LLM-Based Ontology Concept Extraction from Programming Learning Content. 526-535 - Joyce Horn Fonteles, Nithin Sivakumaran, Clayton Cohn, Austin Coursey, Shoubin Yu, Elias Stengel-Eskin, Ashwin T. S., Mohit Bansal, Gautam Biswas:
A Novel Approach to Evaluating the Effectiveness of Large Language Models for Multimodal Analysis of Embodied Learning in Classrooms. 536-546 - Kyuwon Kim, Jeanhee Lee, Sung-Eun Kim, Hyo-Jeong So:
Productive Discussion Moves in Groups Addressing Controversial Issues. 547-557 - Zhenwan Zhu, Rui Zhong, Longxiang Du:
A Synergistic Framework for Cognitive Diagnosis with LLM-Empowered Data Augmentation. 558-567 - Mei Tan, Lena Phalen, Dorottya Demszky:
Marked Pedagogies: Examining Linguistic Biases in Personalized Automated Writing Feedback. 568-577 - Jieyi Li, Laura Graf, Andrew Zamecnik, Arslan Azad, Srecko Joksimovic, Oleksandra Poquet:
How Do Students Listen to Each Other When Solving Complex Problems? 578-588 - Vimukthini Jayalath, Abhinava Barthakur, Ryan S. Baker, Shane Dawson, Vitomir Kovanovic:
Capturing Professional Skill Development: A Curriculum Analytics Approach. 594-602 - Daniela Rotelli, Yves Noël, Sébastien Lallé, Vanda Luengo:
Automated Enrichment of Course Structure into Moodle logs: The Contribution of Context-Aware Structural Information to Advance Learning Analytics. 598-609 - Toru Sasaki, Rianne Conijn, Martijn C. Willemsen:
The Blind Spots in Automated Feedback Generation for Academic Writing. 610-620 - Jin Eun Yoo, Nam-Hwa Kang, Suna Ryu, Jun-ki Lee, Youngsun Kwak, Taeuk Kim, Hyeong Gwan Kim, Youngwoo Shin, Uiji Hwang:
Development and Evaluation of a Dual-Expertise, Utterance-Level Framework for LLM-Based Science Classroom Discourse Analysis. 621-631 - Chloe Qianhui Zhao, Jie Cao, Jionghao Lin, Kenneth R. Koedinger:
LLM-based Multimodal Feedback Produces Equivalent Learning and Better Student Perceptions than Educator Feedback. 632-642 - Thierry Geoffre, Trystan Geoffre:
Modeling Grammatical Hypothesis Testing in Young Learners: A Sequence-Based Learning Analytics Study of Morphosyntactic Reasoning in an Interactive Game. 643-652 - Fiorenzo Colarusso, Peter C.-H. Cheng, Ronald R. Grau, Grecia Garcia Garcia, Daniel Raggi, Mateja Jamnik:
Can Micro-Behaviours be used for Graph Comprehension Assessment? 653-662 - Qiao Jin, Conrad Borchers, Ashish Gurung, Sean Jackson, Sameeksha Agarwal, Cancan Wang, YiChen Yu, Pragati Maheshwary, Vincent Aleven:
Sticky Help, Bounded Effects: Session-by-Session Analytics of Teacher Interventions in K-12 Classrooms. 663-673 - Duc-Hai Nguyen, Kinza Salim, David Power, Murray Connolly, Ahmed Hamdy, Maya Contreras, Tai Tan Mai, George Shorten, Barry O'Sullivan, Vijayakumar Nanjappan, Hoang D. Nguyen:
Empowering Multimodal Learning Analytics using Agentic AI: A Comprehensive Platform for Simulation-based Clinical Training with Intelligent Assessment. 674-684 - Zijian Li, Luzhen Tang, Mengyu Xia, Xinyu Li, Naping Chen, Dragan Gasevic, Yizhou Fan:
When LLMs Fall Short in Deductive Coding: Model Comparisons and Human-AI Collaboration Workflow Design. 685-696 - Valdemar Svábenský, Conrad Borchers, Elvin Fortuna, Elizabeth B. Cloude, Dragan Gasevic:
Fifteen Years of Learning Analytics Research: Topics, Trends, and Challenges. 697-708 - Fawzia Alamray, Naif R. Aljohani, Ahmed S. Alfakeeh, Nawaf Alhebaishi, Dragan Gasevic:
Exploring Students' Cognitive Engagement with Generative Artificial Intelligence. 709-720
Short Paper
- Naoyuki Kita, Jill-Jênn Vie, Koh Takeuchi, Hisashi Kashima:
Robust Post-hoc Score Allocation in Exams. 721-727 - Christopher Steadman, Stephen Hutt, Margaret Opatz, Panayiota Kendeou:
From Diagnostics to Prediction: A Machine Learning Approach to Understanding Reading Development. 728-735 - Eason Chen, Jeffrey Li, Scarlett Huang, Xinyi Tang, Jionghao Lin, Paulo Carvalho, Kenneth R. Koedinger:
AI Knows Best? The Paradox of Expertise, AI-Reliance, and Performance in Educational Tutoring Decision-Making Tasks. 736-743 - Conrad Borchers, Manit Patel, Seiyon M. Lee, Anthony F. Botelho:
Disentangling Learning from Judgment: Representation Learning for Open Response Analytics. 744-750 - Zifeng Liu, Linlin Li, Jie Chao, Anupom Mondol, Wanli Xing, Yuanlin Zhang:
Do All Roads Lead to AI Literacy? Clustering Behavioral Patterns and Examining Outcomes in an Online AI Literacy Module for Secondary School Students. 751-757 - Masataka Kaneko, Takeo Noda:
How can we analyze learners' thinking during their calculus inquiry based on their observed behavior and the logs of manipulating dynamic geometry? 758-764 - Zifeng Liu, Wanli Xing, Zhihui Fang:
Talking the Talk: Linking Instructional Discourse Patterns to Student In-video Dropout and Learning Outcome. 765-771 - Jostein Kleveland, Michail Giannakos, Yngve Lindvig:
Exploring Human-AI collaboration for formative feedback: Insights from a K-12 case study and implications for analytics. 772-778 - Alejandro Ortega-Arranz, Paraskevi Topali, Pablo García-Zarza, Miguel L. Bote-Lorenzo, Juan I. Asensio-Pérez, Inge Molenaar:
GenAI Analytics and Pedagogical Configurations: Featuring New Generative AI Systems in Education. 779-785 - Sirui Ren, Ha Nguyen, Kathleen Stürmer, Manuel Hopp, Richard Göllner, Tim Fütterer:
Evaluating Large Language Model Feedback to Support Teacher Professional Vision: Prompting Strategies and Pre-service Teacher Engagement. 786-792 - Charles Lang, Yunxi Kong, Geraldine Gray, Jie Gao:
The Learning Analytics Value Chain. 793-801 - Boxuan Ma, Li Chen, Xuewang Geng, Masanori Yamada:
Understanding Study Approaches in E-Book Logs and Their Relation to Metacognition and Performance. 802-808 - Yugo Hayashi, Shigen Shimojo, Paulo F. Carvalho, Kenneth R. Koedinger:
Active Learning Beyond Borders: PEOE Enhancement of Explanatory Understanding in Japanese Undergraduates. 809-814 - Kejie Shen, Luzhen Tang, Junjie Shang:
When Cognitive Offloading Masks Authentic Ability: Using GenAI-Driven Metacognitive Feedback to Support Valid Game-Based Assessment. 815-821 - Sydney Miller, Nigel Bosch:
Prompting for Teachability: Designing Novice Personas in LLMs for Learning by Teaching Contexts. 822-828 - MohammadReza Molavi Hajiagha, Mohammad Moein, Mohammadreza Tavakoli, Abdolali Faraji, Gábor Kismihók, Stefan T. Mol:
Embedding-Based Rankings of Educational Resources based on Learning Outcome Alignment: Benchmarking, Expert Validation, and Learner Performance. 829-836 - Kevin Cevallos Pilay, Angela Carrera-Rivera, Xavier Ochoa, Jose Cordova-Garcia:
Evaluating AI-Generated Narrative Feedback on Nonverbal Communication in Student Presentations. 837-843 - Yufan Zhang, Jaromír Savelka, Seth Goldstein, Michael Conway:
Changes in Coding Behavior and Performance Since the Introduction of LLMs. 844-851 - Angela E. B. Stewart, Stephen Hutt:
Beyond the Numbers: Socio-Cultural Context as a Frame for Learning Analytics. 852-858 - Bailing Lyu, Chenglu Li, Zheng Yao, Hai Li, Rui Guo:
How Pedagogical Agents' Instructional, Cognitive, and Pastoral Conversational Strategies Interactively Shape Students' Learning. 859-867 - Bailing Lyu, Chenglu Li, Hai Li, Rui Guo:
Designing AI Teachable Agents with Personality: Supporting Student Emotions in Mathematics Learning. 868-875 - Siqi Shen, Alyssa Friend Wise, Wesley Morris, Langdon Holmes, Scott R. Hinze, Scott A. Crossley:
The Effects of AI Feedback on College Students' Reading and Writing Performance in an Intelligent Text Framework. 876-882 - Jiayi Zhang, Conrad Borchers, Clayton Cohn, Namrata Srivastava, Caitlin Snyder, Siyuan Guo, Ashwin T. S., Naveeduddin Mohammed, Haley Noh, Gautam Biswas:
Using Large Language Models to Detect Socially Shared Regulation of Collaborative Learning. 883-890 - Wanruo Shi, Abhinava Barthakur, Vitomir Kovanovic, Jingyi Wang, Lixiang Yan, Xibin Han:
Unpacking Co-Creation with AI: Understanding Students' Creativity in a Game Design Course. 891-897 - Gabriel Astudillo, Isabel Hilliger, Jorge A. Baier:
Unveiling Teaching Practices in Higher Education: Leveraging Open-Ended Student Comments in Learning Analytics. 898-904 - Jie Gao, Shasha Li, Jianhua Zhang, Shan Li, Tingting Wang:
Investigating Self-regulated Learning Sequences within a Generative AI-based Intelligent Tutoring System. 905-911 - Tianyi Wang, Marek Hatala, Arash Ahrar, Zhiqing Zheng:
Linking Dashboard Elements and Retrospective Outcome Emotions in Dashboard Feedback: A Transmodal Analysis. 912-918 - Joel Weijia Lai, Shen Yong Ho, Fun Siong Lim:
Learning Analytics for Assessment Preparation: Constructing Graphs to Guide Higher-Order Question Generation. 919-925 - Sachini Samaraweera, Linxuan Zhao, Vanessa Echeverría, Riordan Alfredo, Guanliang Chen, Joy Davis, Sheravika Leonny, Samantha Sevenhuysen, Clifford Connell, Dragan Gasevic, Roberto Martínez-Maldonado, Anuja T. Dharmaratne:
From Formal Learning to Professional Practice: Automated LLM-based Coding and Visualisation of Team Dialogue in in-situ Healthcare Simulation. 926-932 - Elham Tajik, Conrad Borchers, Bahar Shahrokhian, Sebastian Simon, Ali Keramati, Sonika Pal, Sreecharan Sankaranarayanan:
Disagreement as Data: Reasoning Trace Analytics in Multi-Agent Systems. 933-939 - Oleksandra Poquet, Sila Salta, Louis Longin, Olga Viberg:
What Shapes Learner Perceptions of LA Technologies? Demographics, Privacy Dispositions and Contexts. 940-946 - Namrata Srivastava, Megan Humburg, Sarah K. Burriss, Shruti Jain, Clayton Cohn, Yeo Jin Kim, Umesh Timalsina, Joshua A. Danish, Cindy E. Hmelo-Silver, Krista D. Glazewski, James C. Lester, Gautam Biswas:
The Role of LLM-Powered Conversational Agents in Supporting Inquiry in a Narrative-Centered Learning Environment: A Learning Analytics Study. 947-954 - Yerin Kwak, Robin Schmucker, Zachary A. Pardos:
Strengthening Course Transfer Pathways Using Graph-Theoretic Articulation Networks. 955-961 - Carlos Eduardo Paulino Silva, João Pedro Medrado Sena, Julio Cesar Soares Dos Reis, André Gustavo dos Santos, Lucas Nascimento Ferreira:
Modeling Programming Skills with Source Code Embeddings for Context-aware Exercise Recommendation. 962-968 - Yaolan Weng:
Stochastic Simulation of AI Disclosure Policies: Fairness and Norm Internalization in Learning Analytics. 969-975 - Xinyue Jiao, Zifeng Liu, Sijie Mei, Su Cai:
A Multimodal Analysis of Behavioral and Emotional Dynamics in AR-Supported Collaborative Inquiry. 976-982 - Amar Lalwani, Kevin Trebing, Harriet Crisp, Aidan Friedberg:
From Intra-Unit Abort to Completion: Optimizing Engagement in Low-Resource Classrooms. 983-998 - Jaeyoon Choi, Mohammad Amin Samadi, Spencer Jaquay, Seehee Park, Nia Nixon:
Read the Room or Lead the Room: Understanding Socio-Cognitive Dynamics in Human-AI Teaming. 989-995 - Lei Tao, Yanjie Song:
Toward Just-in-Time Scaffolding: Predicting High-Risk Moments in iVR Speaking Tasks. 996-1001 - Luis Pablo Prieto, Cristina Villa-Torrano:
Multi-Method Triangulation in Idiographic Socio-Emotional Learning Analytics: A Case in Doctoral Education. 1002-1008
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