Vol-3028⫷ Vol-3029 ⫸Vol-3030
urn:nbn:de:0074-3029-8

Copyright © 2021 for the individual papers by the papers' authors. Copyright © 2021 for the volume as a collection by its editors. This volume and its papers are published under the Creative Commons License Attribution 4.0 International ( CC BY 4.0 ) .

LASI-SPAIN 2021
Learning Analytics Summer Institute Spain 2021

Learning Analytics Summer Institute Spain 2021: Learning analytics in times of COVID-19: Opportunity from crisis

Barcelona, Spain, July 7-9, 2021 .

Edited by

Ángel Hernández-García *
Davinia Hernández-Leo
Manuel Caeiro-Rodríguez *
Teresa Sancho-Vinuesa ****

* Universidad Politécnica de Madrid , Departamento de Ingeniería de Organización, Administración de Empresas y Estadística, Escuela Técnica Superior de Ingenieros de Telecomunicación. Av. Complutense 30, 28040 Madrid, Spain
** Universitat Pompeu Fabra , Department of ICT. Roc Boronat 138, 08018 Barcelona, Spain
*** Universidade de Vigo , Department of Telematics Engineering. Campus Lagoas-Marcosende, 36310 Vigo, Spain
**** Universitat Oberta de Catalunya , Computer Science, Multimedia and Telecommunication Department. Rambla del Poblenou 156, 08018 Barcelona, Spain

Table of Contents

Learning analytics in times of COVID-19: Opportunity from crisis (preface by the editors) 1-7
Ángel Hernández-García , Davinia Hernández-Leo , Manuel Caeiro-Rodríguez , Teresa Sancho-Vinuesa

Summary: The Learning Analytics Summer Institute Spain is part of the global LASI network, conceived as a platform to catalyze educators, technologists, researchers, enterprise and policymakers around shaping the next generation of learning infrastructures to truly serve the needs now facing the education sector. There were 10 papers submitted for peer-review. Out of these, 8 papers were accepted for this volume, 7 as regular papers and 1 as workshop regular paper. The submissions underwent a double-blind peer review process.

Regular papers

Does failing the first assessment affect withdrawal decisions at course level? An empirical evidence 8-19
Juan Antonio Martínez-Carrascal , Teresa Sancho-Vinuesa
What makes a maze-based programming challenge difficult? 20-27
Ioanna Kanellopoulou , Pablo Garaizar , Mariluz Guenaga
Lempel: Developing the pattern recognition skill in computational thinking through an online educational game 28-37
Ekaitz Polledo , Pablo Garaizar , Mariluz Guenaga
Monitoring students' self-regulation as a basis for an early warning system 38-51
Martín Liz-Domínguez , Manuel Caeiro-Rodríguez , Martín Llamas-Nistal , Fernando Mikic-Fonte
Comparing supervised machine learning approaches to automatically code learning designs in mobile learning 52-59
Gerti Pishtari , Luis P. Prieto , María Jesús Rodríguez-Triana , Roberto Martínez-Maldonado
Following up the progress of doctoral students and advisors' workload through data visualizations: a case study in a PhD program 60-72
Andrea Vázquez-Ingelmo , Alicia García-Holgado , Helena Hernández-Payo , Francisco José García-Peñalvo , Roberto Therón
Towards socially shared regulation within CSCL scripts: mirroring group participation in PyramidApp 73-80
Emily Theophilou , Ishari Amarasinghe , Davinia Hernández-Leo , René Alejandro Lobo , Francisco Crespi

Workshop papers

Workshop on human-centred learning analytics: A critical analysis based on the discussion of two case studies 81-89
Khadija El Aadmi-Laamech , Yannis Dimitriadis , Patricia Santos , Davinia Hernández-Leo , Konstantinos Michos , Alejandra Martínez-Monés

2021-11-04: submitted by Ángel Hernández-García, metadata incl. bibliographic data published under Creative Commons CC0
2021-12-04 : published on CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613-0073) | valid HTML5 |