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Forró Trainer: Automated Feedback for Partner Dance Learning.

, , and . UMAP (Adjunct Publication), page 103-104. ACM, (2017)

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Human-Centred Learning Analytics., , and . J. Learn. Anal., (July 2019)From Touches to Teamwork Constructs: Towards Automatically Visualising Collaboration Processes., , and . MexIHC, page 8:1-8:4. ACM, (2018)Speaking (and touching) to learn: a method for mining the digital footprints of face-to-face collaboration., , and . EDM, page 232-233. www.educationaldatamining.org, (2012)Human-Computer Interaction and the Learning Sciences., , and . CSCL (2), page 451-455. International Society of the Learning Sciences, LuLu, Amazon, (2013)Learning about Collaborative Design for Learning in a Multi-Surface Design Studio., , , , , , and . CSCL, International Society of the Learning Sciences, (2015)Cross-LAK: learning analytics across physical and digital spaces., , , , , , , and . LAK, page 486-487. ACM, (2016)"I Spent More Time with that Team": Making Spatial Pedagogy Visible Using Positioning Sensors.. LAK, page 21-25. ACM, (2019)Question-driven Learning Analytics: Designing a Teacher Dashboard for Online Breakout Rooms., , , , , , , and . ICALT, page 176-178. IEEE, (2021)"That Student Should be a Lion Tamer!" StressViz: Designing a Stress Analytics Dashboard for Teachers., , , , , , , , , and . LAK, page 57-67. ACM, (2023)Heterogenous Network Analytics of Small Group Teamwork: Using Multimodal Data to Uncover Individual Behavioral Engagement Strategies., , , , and . LAK, page 587-597. ACM, (2024)