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Data Driven Approaches in Digital Education

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Cover of 'Data Driven Approaches in Digital Education'

Table of Contents

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    Book Overview
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    Chapter 1 The “Grey Area”: A Computational Approach to Model the Zone of Proximal Development
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    Chapter 2 Machine and Human Observable Differences in Groups’ Collaborative Problem-Solving Behaviours
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    Chapter 3 Diagnosing Collaboration in Practice-Based Learning: Equality and Intra-individual Variability of Physical Interactivity
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    Chapter 4 How Well Do Student Nurses Write Case Studies? A Cohesion-Centered Textual Complexity Analysis
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    Chapter 5 Towards Automatic Assessment of Argumentation in Theses Justifications
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    Chapter 6 Contextualizing the Co-creation of Artefacts Within the Nested Social Structure of a Collaborative MOOC
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    Chapter 7 Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice
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    Chapter 8 Examining Interaction Modality Effects Toward Engagement in an Interactive Learning Environment
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    Chapter 9 Using Embodied Learning Technology to Advance Motor Performance of Children with Special Educational Needs and Motor Impairments
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    Chapter 10 Teacher Dashboards in Practice: Usage and Impact
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    Chapter 11 MAGAM: A Multi-Aspect Generic Adaptation Model for Learning Environments
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    Chapter 12 Automatic Assessment of Programming Assignments Using Image Recognition
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    Chapter 13 Learning Analytics for Professional and Workplace Learning: A Literature Review
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    Chapter 14 Automatic Group Formation in a MOOC Based on Students’ Activity Criteria
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    Chapter 15 The Proof of the Pudding: Examining Validity and Reliability of the Evaluation Framework for Learning Analytics
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    Chapter 16 Opportunities and Challenges in Using Learning Analytics in Learning Design
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    Chapter 17 Evaluating Student-Facing Learning Dashboards of Affective States
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    Chapter 18 Looking THROUGH versus Looking AT: A Strong Concept in Technology Enhanced Learning
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    Chapter 19 A New Theoretical Framework for Curiosity for Learning in Social Contexts
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    Chapter 20 Curious Minds Wonder Alike: Studying Multimodal Behavioral Dynamics to Design Social Scaffolding of Curiosity
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    Chapter 21 Using Sequential Pattern Mining to Explore Learners’ Behaviors and Evaluate Their Correlation with Performance in Inquiry-Based Learning
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    Chapter 22 MOOC Dropouts: A Multi-system Classifier
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    Chapter 23 Effects of a Teacher Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Planning, Lessons and Student Learning
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    Chapter 24 Scalable Mind-Wandering Detection for MOOCs: A Webcam-Based Approach
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    Chapter 25 From MOOCs to SPOCs… and from SPOCs to Flipped Classroom
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    Chapter 26 Identifying Game Elements Suitable for MOOCs
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    Chapter 27 Targeting At-risk Students Using Engagement and Effort Predictors in an Introductory Computer Programming Course
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    Chapter 28 Prompting to Support Reflection: A Workplace Study
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    Chapter 29 An Approach for the Analysis of Perceptual and Gestural Performance During Critical Situations
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    Chapter 30 One Tablet, Multiple Epistemic Instruments in the Everyday Classroom
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    Chapter 31 Effects of Network Topology on the OpenAnswer’s Bayesian Model of Peer Assessment
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    Chapter 32 Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping
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    Chapter 33 “We’re Seeking Relevance” : Qualitative Perspectives on the Impact of Learning Analytics on Teaching and Learning
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    Chapter 34 Affordances for Capturing and Re-enacting Expert Performance with Wearables
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    Chapter 35 An Ontology for Describing Scenarios of Multi-players Learning Games: Toward an Automatic Detection of Group Interactions
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    Chapter 36 Identifying Misconceptions with Active Recall in a Blended Learning System
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    Chapter 37 Let Voices of Both Teachers and Students on the Development of Educational Technologies Be Heard
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    Chapter 38 Learning Analytics for Learning Design: Towards Evidence-Driven Decisions to Enhance Learning
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    Chapter 39 Search of the Emotional Design Effect in Programming Revised
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    Chapter 40 How Gamification Is Being Implemented in MOOCs? A Systematic Literature Review
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    Chapter 41 Using a Mixed Analysis Process to Identify the Students’ Digital Practices
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    Chapter 42 Strong Technology-Enhanced Learning Concepts
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    Chapter 43 NoteMyProgress: A Tool to Support Learners’ Self-Regulated Learning Strategies in MOOC Environments
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    Chapter 44 Exploring Competition and Collaboration Behaviors in Game-Based Learning with Playing Analytics
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    Chapter 45 Using WiFi Technology to Identify Student Activities Within a Bounded Environment
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    Chapter 46 Can Learning by Qualitative Modelling Be Deployed as an Effective Method for Learning Subject-Specific Content?
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    Chapter 47 Towards ‘MOOCs with a Purpose’: Crowdsourcing and Analysing Scalable Design Solutions with MOOC Learners
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    Chapter 48 ReaderBench : A Multi-lingual Framework for Analyzing Text Complexity
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    Chapter 49 VIRTUS Virtual VET Centre (V3C): A Learning Platform for Virtual Vocational Education and Training
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    Chapter 50 Lesson Observation Data in Learning Analytics Datasets: Observata
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    Chapter 51 Ld-Feedback App: Connecting Learning Designs with Students’ and Teachers ’ Perceived Experiences
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    Chapter 52 SmartZoos: Modular Open Educational Resources for Location-Based Games
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    Chapter 53 NoteMyProgress: Supporting Learners’ Self-regulated Strategies in MOOCs
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    Chapter 54 Mapping Employability Attributes onto Facebook: rESSuME: Employability Skills Social Media survEy
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    Chapter 55 ESCORT: Employability Skills COntent cuRation Tool for Social Media Profiles
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    Chapter 56 A Tool for Developing Design-Based Learning Activities for Primary School Teachers
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    Chapter 57 An Empirical Study Comparing Two Automatic Graders for Programming. MOOCs Context
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    Chapter 58 ASR in Classroom Today: Automatic Visualization of Conceptual Network in Science Classrooms
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    Chapter 59 A Course Agnostic Approach to Predicting Student Success from VLE Log Data Using Recurrent Neural Networks
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    Chapter 60 Transferring a Question-Based Dialog Framework to a Distributed Architecture
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    Chapter 61 Collaborative Knowledge Building Through Simultaneous Private and Public Workspaces
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    Chapter 62 An Ethical Waiver for Learning Analytics?
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    Chapter 63 Better Later Than Ever: Comparative Analysis of Feedback Strategies in a Dynamic Intelligent Virtual Reality Training Environment for Child Pedestrians
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    Chapter 64 Child-Friendly Programming Interfaces to AI Cloud Services
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    Chapter 65 A Case of Career Consultancy in STEM for Youths
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    Chapter 66 Mass Customization in Continuing Medical Education: Automated Extraction of E-Learning Topics
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    Chapter 67 Using CollAnnotator to Analyze a Community of Inquiry Supported by Educational Blogs - Preliminary Results
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    Chapter 68 The Implicit Pedagogy of Teachers’ Design Patterns
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    Chapter 69 Cyberlearning Community Report: Emerging Design Themes in US TEL
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    Chapter 70 Towards Personalized Vibrotactile Support for Learning Aikido
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    Chapter 71 Interoperable Adaptivity and Learning Analytics for Serious Games in Image Interpretation
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    Chapter 72 Opeka and Ropeka, the Self-assessing Services for Teachers and Principals
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    Chapter 73 Semantic Boggle : A Game for Vocabulary Acquisition
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    Chapter 74 NAPP: Connecting Mentors and Students at Técnico Lisboa
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    Chapter 75 Designing Learning Experiences Outside of Classrooms with a Location-Based Game Avastusrada
Overall attention for this book and its chapters
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Mentioned by

46 tweeters
1 Facebook page


8 Dimensions

Readers on

138 Mendeley
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Data Driven Approaches in Digital Education
Published by
Springer International Publishing, September 2017
DOI 10.1007/978-3-319-66610-5
978-3-31-966609-9, 978-3-31-966610-5

Lavoué, Élise, Drachsler, Hendrik, Verbert, Katrien, Broisin, Julien, Pérez-Sanagustín, Mar

Twitter Demographics

The data shown below were collected from the profiles of 46 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 138 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 138 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 18 13%
Student > Ph. D. Student 17 12%
Student > Bachelor 5 4%
Student > Postgraduate 4 3%
Student > Doctoral Student 3 2%
Other 13 9%
Unknown 78 57%
Readers by discipline Count As %
Computer Science 29 21%
Social Sciences 6 4%
Engineering 4 3%
Psychology 4 3%
Arts and Humanities 3 2%
Other 10 7%
Unknown 82 59%