Background: Learning analytics (LA) research often aggregates learning process data to extract measurements indicating constructs of interest. However, the warranty that such aggregation will produce reliable measurements has not been explicitly examined. The reliability evidence of aggregate measurements has rarely been reported, leaving an…

Background: Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer-supported collaborative inquiry approaches, such as KB--the focus of this…

Background: Measuring students' self-regulation skills is essential to understand how they approach their learning tasks in order to identify areas where they might need additional support. Traditionally, self-report questionnaires and think aloud protocols have been used to measure self-regulated learning skills (SRL). However, these methods are…

Background: Select and enact appropriate learning tactics that advance learning has been considered a critical set of skills to successfully complete highly flexible online courses, such as Massive open online courses (MOOCs). However, limited by analytic methods that have been used in the past, such as frequency distribution, sequence mining and…

Background: Feedback is central to formative assessments but aligns with a one-way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in ongoing conversations can encourage student…

Background: Augmented reality has been widely applied in various fields, and its benefits in language learning have been increasingly recognized. However, the investigation of effective learning behaviours and processes in augmented reality learning environments, taking into account temporality and analysis of differences in learning behaviours…

Background: Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature. Objectives: To understand their relationships, this study compared the effects of…

Background: When learning causal relations, completing causal diagrams enhances students' comprehension judgements to some extent. To potentially boost this effect, advances in natural language processing (NLP) enable real-time formative feedback based on the automated assessment of students' diagrams, which can involve the correctness of both the…