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https://ceur-ws.org/Vol-3059/preface.pdf
IV Conferencia Latinoamericana
de Analíticas de aprendizaje
Proceedings
Universidad Católica de Santa María
Del 19 al 21 de octubre del 2021
Klinge Orlando Villalba-Condori
Jorge Javier Maldonado Mahauad
IV Conferencia Latinoamericana de Analíticas de aprendizaje
Proceedings
Klinge Orlando Villalba-Condori, Jorge Javier Maldonado-Mahauad
Editors
© 2021 for the individual papers by the papers’ authors. Copying permitted for private and
academic purposes. Re-publication of material from this volume requires permission by the
copyright owners.
Editors’ addresses:
Vicerrectorado de Investigación
Universidad Católica de Santa María
Urb. San José, San Jose s/n, Yanahuara Arequipa - Perú
Preface
The fourth edition of the Latin American Conference on Learning Analytics (https:
//lalaconference.laclolala.com/#/) (in short LALA 2021 conference) took place in
Perú on October 19, 20 and 21, 2021. The conference was organized by Universidad Católica
Santa María in collaboration with the LALA community (Learning Analytics to Improve
Higher Education in Latin America).
The LALA Community and the Special Interest Group (SIG-LALA) (https://www.
solaresearch.org/community/sigs/lala-sig/) was the result after the funded project
by the European Commission has finished and that aims at building capacity for learning
analytics in Latin America. The main goal of this LALA Community and SIG is to promote
good research and practice of LA in Latin America, with the aim of facilitate knowledge
exchange among Latin American and international communities related to learning analytics,
support local initiatives of learning analytics, enable the exchange of best practices and
guidelines for learning analytics research, and advance learning analytics research and
practice.
The first version of the LALA conference and workshops were held in 2018 in Guayaquil,
Ecuador (https://www.lalaproject.org/workshop/) as part of the activities of the LALA
project. The conference has its continuation after the project ends in this fourth edition
in Arequipa, Peru. The LALA conference has three main objectives: 1) Create meetings
among stakeholders of HEIs interested in learning analytics in Latin America. This matches
with the LALA community meetings of the LALA project. These LALA meetings enable
the share of knowledge, the possibility of collaboration, and the possibility to interact and
discuss with other stakeholders. 2) Train different stakeholders, and specially teachers,
regarding how to adopt learning analytics in institutions, how to use of learning analytics
tools and how to replicate experiences gained from the application of learning analytics in
other institutions. 3) Disseminate the activities of the LALA Community and SIG.
The LALA 2021, being 10 from different countries and 6 from Latin America. The
conference included presentations of papers. This way, different works about learning
analytics that are taking place in Latin America were presented and discussed. We received
a total of 18 submissions and 11 papers were accepted. These 11 papers are part of
these proceedings. The topics covered in the accepted papers include dashboards, dropout
prediction, adoption at institutional level, analysis of behaviors, and specific experiences.
Each paper had a slot of 15 minutes for presentation in the conference. We would like to
thank all authors for contributing to LALA Conference with their work, and the program
committee members who acted as reviewers.
The LALA 2021 conference also served to disseminate activities, and results generated in
the LALA Community, and to train different stakeholders of HEIs about different learning
analytics issues connected to the LALA project. In this direction, there were three keynotes
(of 1 hour of duration):
3
The first keynote was given by Dr. Rafael Ferreira Mello, from the Rural Federal University
of Pernambuco, Brasil. This keynote was focused on how the use of Learning Analytics
to support the educational feedback process, providing different specific examples on how
to achieve it. The second keynote was given by Dr. Davinia Hernández-Leo, from the
Universidad Pompeu Fabra – Spain. This keynote was focused on Trustworthy, Person-
Centered Learning Analytics.
The third keynote was given by Dr. Roberto Martínez-Maldonado, from the Monash
University – Australia. This keynote was focused on Human-Centred Learning Analytics:
What can we learn from HCI and Interaction Design?
December 2021 The editors.
4
Organizing Committee
Guillermo Enrique Calderón Ruiz (Universidad Católica de Santa María)
Julio Augusto Vera Sancho (Universidad Católica de Santa María)
Karina Rosas Paredes (Universidad Católica de Santa María)
Klinge Villalba Condori (Universidad Católica de Santa María)
María del Pilar Ponce Aranibar (Universidad Católica de Santa María)
Paulo Cesar Ramirez Lazo (Universidad Católica de Santa María)
Scientific Committee
Carlos Alario-Hoyos (Universidad Carlos III de Madrid, España)
Davinia Hernandez-Leo (Universidad Pompeu Fabra, España)
Eliana Scheihing-García (Universidad Austral de Chile, Chile)
Henrique Chevreux (Universidad Austral de Chile, Chile)
Isabel Hilliger-Carrasco (Pontificia Universidad Católica de Chile, Chile)
Jorge Maldonado Mahahuad (Universidad de Cuenca, Ecuador)
Julio Guerra-Hollstein (Universidad Austral de Chile, Chile)
Klinge Orlando Villalba-Condori (Universidad Católica de Santar María, Perú)
Lorena Siguenza-Guzman (Universidad de Cuenca, Ecuador)
Luis Quesada Quirós (Universidad de Costa Rica Mar Perez-Sanagustín, Pontificia
Universidad Católica de Chile, Chile)
Margarita Ortiz-Rojas (Escuela Superior Politécnica del Litoral, Ecuador)
Miguel Angel Zúñiga Prieto (Universidad de Cuenca, Ecuador)
Paola Pesántez-Cabrera (Universidad de Cuenca, Ecuador)
Pedro J. Muñoz-Merino (Universidad Carlos III de Madrid, España)
Pedro Moreno-Marcos (Universidad Carlos III de Madrid, España)
Rafael Ferreira-Mello (Universidade Federal Rural de Pernambuco, Brasil)
Roberto Martinez Maldonado (Monash University, Australia)
Ronald Perez-Alvarez (Pontificia Universidad Católica de Chile, Chile)
Valeria Henríquez-Norambuena (Universidad Austral de Chile, Chile)
Xavier Ochoa-Chehab (New York University, USA)
5
Contents
Adopting Learning Analytics in a Brazilian Higher Education Institution:
Ideal and Predicted Expectations
Samantha Garcia, Elaine Cristina Moreira Marques, Rafael Ferreira Mello,
Dragan Gasevic, Rodrigo Lins Rodrigues & Taciana Pontual Falcão 8
Proposal for the Design and Implementation of Miranda: A Chatbot-Type
Recommender for Supporting Self-Regulated Learning in Online Environ-
ments
Mauricio Calle, Edwin Narvaez and Jorge Maldonado-Mahauad 18
Applying Group Formation in Practice on a Brazilian Postgraduate Course
Giuseppe Fiorentino, Péricles Miranda, André Nascimento, Ana Paula Caval-
canti Furtado & Rafael Ferreira Mello 29
Linking Engagement Profiles to Academic Performance Through SNA and
Cluster Analysis on Discussion Forum Data
Pamella de Oliveira, Gabriel da Silva, Raphael Dourado & Rodrigo Rodrigues 39
Modelling Computer Engineering Student Trajectories with Process Mining
Pablo Martinez, Oscar Montañes, Juan Manuel Serralta & Libertad Tansini 48
A Chatbot to Support Basic Students Questions
Rafael Santana, Saulo Ferreira, Vitor Rolim, Péricles Miranda, André Nasci-
mento & Rafael Ferreira Mello 58
Using Relational Inference Engine to Answer Questions
Elias Oliveira, Jaimel Lima, Gabriel Dias & Juliana Pirovani 68
Learning analytics in computer programming courses
Edna Chaparro, Felipe Restrepo-Calle & Jhon Jairo Ramírez Echeverry 78
Machine Learning for Learning Personalization to enhance student academic
performance
Juan Carlos Muñoz-Carpio, Zohaib Jan & Miguel Angelo Saavedra 88
6
CONTENTS
Dicrev-Dash: Proposal for the Design, Creation and Evaluation of a Dashboard
for Data Visualization
María Delgado, Diego Pando & Jorge Maldonado-Mahauad 100
7