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Generating actionable predictive models of academic performance.

, , , , , и . LAK, стр. 474-478. ACM, (2016)

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Roberto Sanchiño Martínez

Roberto Goya Maldonado

Vania Martínez

Carlos Martínez

Conrado Martínez

 

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Learner-computer interaction., , , , и . NordiCHI, стр. 968-971. ACM, (2018)Cross-LAK: learning analytics across physical and digital spaces., , , , , , , и . LAK, стр. 486-487. ACM, (2016)How to Capitalise on Mobility, Proximity and Motion Analytics to Support Formal and Informal Education?, , , , и . MMLA-CrossLAK@LAK, том 1828 из CEUR Workshop Proceedings, стр. 39-46. CEUR-WS.org, (2017)How do Teachers Use Open Learning Spaces? Mapping from Teachers' Socio-spatial Data to Spatial Pedagogy., , , , , и . LAK, стр. 87-97. ACM, (2022)"That Student Should be a Lion Tamer!" StressViz: Designing a Stress Analytics Dashboard for Teachers., , , , , , , , , и . LAK, стр. 57-67. ACM, (2023)Heterogenous Network Analytics of Small Group Teamwork: Using Multimodal Data to Uncover Individual Behavioral Engagement Strategies., , , , и . LAK, стр. 587-597. ACM, (2024)Seeing Learning Analytics Tools as Orchestration Technologies: Towards Supporting Learning Activities across Physical and Digital Spaces.. CrossLAK, том 1601 из CEUR Workshop Proceedings, стр. 70-73. CEUR-WS.org, (2016)Question-driven Learning Analytics: Designing a Teacher Dashboard for Online Breakout Rooms., , , , , , , и . ICALT, стр. 176-178. IEEE, (2021)Human-Centred Learning Analytics., , и . J. Learn. Anal., (июля 2019)Collaborative concept mapping at the tabletop., , и . ITS, стр. 207-210. ACM, (2010)