Learning analytics (LA), like much of machine learning, assumes the training and test datasets come from the same distribution. Therefore, LA models built on past observations are (implicitly) expected to work well for future observations. However, this assumption does not always hold in practice because the dataset may drift. Recently,…

Data are fundamental to Learning Analytics (LA) research and practice. However, the ethical use of data, particularly in terms of respecting learners' privacy rights, is a potential barrier that could hinder the widespread adoption of LA in the education industry. Despite the policies and guidelines of privacy protection being available worldwide,…

A learner can autonomously acquire knowledge by experiencing the world, without necessarily being explicitly taught. The contents and ways of this type of real-world learning are grounded on his/her surroundings and are self-determined by computing real-world information. However, conventional studies have not modeled, observed, or understood a…

This article presents a general-purpose method for detecting cheating in online courses, which combines anomaly detection and supervised machine learning. Using features that are rooted in psychometrics and learning analytics literature, and capture anomalies in learner behavior and response patterns, we demonstrate that a classifier that is…

Teacher dashboards provide insights on students' progress through visualizations and scores derived from data generated during teaching and learning activities (e.g., response times and task correctness) to improve teaching. Despite the potential usefulness of enhancing teacher dashboards, and the respective teaching practices, with rich…

Learning style recognition is an indispensable part of achieving personalized learning in online learning systems. The traditional inventory method for learning style identification faces the limitations such as subject and static characteristics. Therefore, an automatic and reliable learning style recognition mechanism is designed in this…

Despite the growing use of large language models (LLMs) in educational contexts, there is no evidence on how these can be operationalized by students to generate custom datasets suitable for teaching and learning. Moreover, in the context of network science, little is known about whether LLMs can replicate real-life network properties. This study…

Understanding student cognitive states is essential for assessing human learning. The deep neural networks (DNN)-inspired cognitive state prediction method improved prediction performance significantly; however, the lack of explainability with DNNs and the unitary scoring approach fail to reveal the factors influencing human learning. Identifying…

This article aims to study the performance of machine learning models in forecasting gender based on the students' open education competency perception. Data were collected from a convenience sample of 326 students from 26 countries using the eOpen instrument. The analysis comprises 1) a study of the students' perceptions of knowledge, skills, and…

Academic institutions dedicate a substantial effort to ensure the academic success of their students. At the course level, teachers recommend learning paths (RLPs) for students to guarantee the achievement of their learning outcomes. In terms of performance, these kinds of approaches are deemed more effective than others based uniquely on…

The designs of many student-facing learning analytics (SFLA) dashboards are insufficiently informed by educational research and lack rigorous evaluation in authentic learning contexts, including during remote laboratory practical work. In this article, we present and evaluate an SFLA dashboard designed using the principles of formative assessment…

To prevent students from learning risks and improve teachers' teaching quality, it is of great significance to provide accurate early warning of learning performance to students by analyzing their interactions through an e-learning system. In existing research, the correlations between learning risks and students' changing cognitive abilities or…

Decimal misconceptions are a persistent challenge in mathematics education, often hindering students' long-term understanding. This study examines how learning analytics (LA) can be effectively integrated into instructional sequences to address these misconceptions, providing teachers with real-time insights for formative assessment. Despite the…

Providing timely and personalized feedback on open-ended student responses is a challenge in education due to the increased workloads and time constraints educators face. While existing research has explored how learning analytic approaches can support feedback provision, previous studies have not sufficiently investigated educators' perspectives…

Much of learning analytics research has focused on factors influencing model generalizability of predictive models for academic performance. The degree of model generalizability across courses may depend on aspects, such as the similarity of the course setup, course material, the student cohort, or the teacher. Which of these contextual factors…