Publikationen (117) Publikationen von MARIA JESUS RODRIGUEZ TRIANA

2024

  1. Bringing Collaborative Analytics using Multimodal Data to Masses: Evaluation and Design Guidelines for Developing a MMLA System for Research and Teaching Practices in CSCL

    ACM International Conference Proceeding Series

  2. Curriculum analytics in higher education institutions: a systematic literature review

    Journal of Computing in Higher Education

  3. Designing human-centered learning analytics and artificial intelligence in education solutions: a systematic literature review

    Behaviour and Information Technology

  4. How well do collaboration quality estimation models generalize across authentic school contexts?

    British Journal of Educational Technology, Vol. 55, Núm. 4, pp. 1602-1624

  5. Mirror mirror on the wall, what is missing in my pedagogical goals? The Impact of an AI-Driven Feedback System on the Quality of Teacher-Created Learning Designs

    ACM International Conference Proceeding Series

  6. TRACE: A Conceptual Model to Guide the Design of Educational Chatbots

    Lecture Notes in Networks and Systems

  7. The Impact of Attribute Noise on the Automated Estimation of Collaboration Quality Using Multimodal Learning Analytics in Authentic Classrooms

    Journal of Learning Analytics, Vol. 11, Núm. 2, pp. 73-90

2023

  1. CIMLA: A Modular and Modifiable Data Preparation, Organization, and Fusion Infrastructure to Partially Support the Development of Context-aware MMLA Solutions

    Journal of Universal Computer Science, Vol. 29, Núm. 3, pp. 265-297

  2. Designing Technology for Doctoral Persistence and Well-Being: Findings from a Two-Country Value-Sensitive Inquiry into Student Progress

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

  3. Evaluating the Impact and Usability of an AI-Driven Feedback System for Learning Design

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

  4. Exploring Indicators for Collaboration Quality and Its Dimensions in Classroom Settings Using Multimodal Learning Analytics

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

  5. How to Build More Generalizable Models for Collaboration Quality? Lessons Learned from Exploring Multi-Context Audio-Log Datasets using Multimodal Learning Analytics

    ACM International Conference Proceeding Series

  6. How to Build More Generalizable Models for Collaboration Quality?: Lessons Learned from Exploring Multi-contexts Audio-log Datasets Using Multimodal Learning Analytics

    LAK23 Conference Proceeding: 13th International Learning Analytics and Knowledge Conference (Association for Computing Machinery, ACM), pp. 111-121

  7. Impact of Window Size on the Generalizability of Collaboration Quality Estimation Models Developed Using Multimodal Learning Analytics

    LAK23 Conference Proceeding: 13th International Learning Analytics and Knowledge Conference (Association for Computing Machinery, ACM), pp. 559-565

  8. Impact of window size on the generalizability of collaboration quality estimation models developed using Multimodal Learning Analytics

    ACM International Conference Proceeding Series

  9. Integrating Code Reviews into Online Lessons to Support Software Engineering Education

    Lecture Notes in Networks and Systems

  10. Multimodal Learning Analytics Research in the Wild: Challenges and their Potential Solutions

    CEUR Workshop Proceedings

  11. Single-case learning analytics: Feasibility of a human-centered analytics approach to support doctoral education

    Journal of Universal Computer Science, Vol. 29, Núm. 9, pp. 1033-1068

2022

  1. CDM4MMLA: Contextualized Data Model for MultiModal Learning Analytics

    The Multimodal Learning Analytics Handbook (Springer International Publishing), pp. 205-229

  2. Classroom data collection for teachers’ data-informed practice

    Technology, Pedagogy and Education, Vol. 31, Núm. 1, pp. 123-140