Multimodal learning analytics (MMLA) research has shown the feasibility of building automated models of collaboration quality using artificial intelligence (AI) techniques (e.g., supervised machine learning (ML)), thus enabling the development of monitoring and guiding tools for computer-supported collaborative learning (CSCL). However, the…

In recent years, smart learning environments have become central to modern education and support students and instructors through tools based on prediction and recommendation models. These methods often use learning material metadata, such as the knowledge contained in an exercise which is usually labeled by domain experts and is costly and…

Learning analytics (LA) has been widely adopted in research on education. However, most studies in the area have conducted LA after computer-supported collaborative learning (CSCL) activities rather than during CSCL. To address this problem, this study proposed a LA-based real-time feedback approach based on a deep neural network model to improve…

In this article we analyze how students reason about linear combinations across multiple digital environments. We present the work of three groups of undergraduate students in the Southeast United States (US) who were considered ready to take linear algebra. The students played the game "Vector Unknown," reflected upon aspects of their…

Understanding students' emerging roles in computer-supported collaborative learning (CSCL) is critical for promoting regulated learning processes and supporting learning at both individual and group levels. However, it has been challenging to disentangle individual performance from group-based deliverables. This study introduces new learning…

Nurturing twenty-first-century competency is one important agenda in this era, especially in developing collaborative learning and critical thinking skills. Yet, facilitating such a computer-supported collaborative learning (CSCL) environment is challenging. Although several technological platforms from past research studies were developed to…

Owing to the rapid development of information and communication technologies, online or mobile learning content is widely available on the Internet. Unlike traditional face-to-face learning, online learning exhibits a critical limitation: real-time interactions between learners and teachers are generally not feasible in online learning. To…

Under the notion of "CSCL scripts", different pedagogical models for structuring and supporting collaboration in the classroom have been proposed. We report on a practical experience with scripts based on the Pyramid collaborative learning flow pattern supported by a specific classroom tool and a teacher-facing dashboard that implements…

Learning analytics dashboards have been developed to facilitate teacher guidance in computer-supported collaborative learning (CSCL). As yet, little is known about how teachers interpret dashboard information to facilitate guidance in their teaching practice. This study examined teachers' behavior patterns in interpreting information from…

Collaborative knowledge construction (CKC) involved students' sharing of information, improvement of ideas, and construction of collective knowledge. In this process, knowledge extraction and analysis can provide valuable insights into students' knowledge capacities, depths, and levels in order to improve the CKC quality. However, existing studies…

Group formation is a critical factor which influences collaborative processes and performances in computer-supported collaborative learning (CSCL). Automatic grouping has been widely used to generate groups with heterogeneous attributes and to maximize the diversity of students' characteristics within a group. But there are two dominant challenges…

Data analytics in higher education provides unique opportunities to examine, understand, and model pedagogical processes. Consequently, the methodologies and processes underpinning data analytics in higher education have led to distinguishing, highly correlative terms such as Learning Analytics (LA), Academic Analytics (AA), and Educational Data…

Learning analytics (LA) dashboards are becoming increasingly available in various learning settings. However, teachers may face challenges in understanding and interpreting the data visualisations presented on those dashboards. In response to this, some LA researchers are incorporating visual cueing techniques, like data storytelling (DS), into LA…

This study aimed at proposing an e-Learning framework in school education. The proposed framework consisted of technology and pedagogy dimensions. The method of computer-aided analysis of learners' reflection text was used to evaluate the pedagogical delivery of the proposed framework. A study involving 33 in-service teachers in a teacher…

Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students' discussion about feedback and lack a systematic design…