Mohammed Saqr
Biographic Data
| ID | 203816 |
|---|---|
| NAME | Mohammed Saqr |
| GIVEN NAMES | Mohammed |
| FAMILY NAME | Saqr |
| SIGNATURE | SAQR M |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0001-5881-3109 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Does the impact of GenAI persist in learning? comparing AI and instructor feedback on accessibility
The continued marginalization of over 1.3 billion people with different abilities is partly due to limited accessibility education in computing curricula. To address this gap, effective pedagogical strategies are needed, yet there is little empirical research on the role of feedback in this domain. Using a quasi-experimental design, this study investigated the comparative effectiveness of AI-generated and instructor-delivered feedback on teaching…
A temporal network approach to reveal the longitudinal dynamics of CSCL group regulation and productive collaboration
Research on online problem-based learning—and computer-supported collaborative learning at large—has mostly focused on either the order of group members’ interactions (using time-oriented methods) or the co-occurrence of interactions (using network methods) within the same collaborative episode, while work on longitudinal dynamics has so far been lagging. In this study, we implement a novel method that combines the advantages of both approaches: …
Human-AI collaboration or obedient and often clueless AI in instruct, serve, repeat dynamics
While research on human-AI collaboration exists, it mainly examined language learning and used traditional counting methods with little attention to evolution and dynamics of collaboration on cognitively demanding tasks. This study examines human-AI interactions while solving a complex problem. Student-AI interactions were qualitatively coded and analyzed with transition network analysis, sequence analysis and partial correlation networks as well…
Enhancing students’ learning outcomes through AI integration
Universal digital accessibility is relevant to equity and sustainability, yet its pedagogical integration in computing curricula and the AI's educational value of AI lacks empirical evidence. This study investigates the pedagogical effectiveness of multi-modal LLMs in enhancing software development students’ understanding and implementation of accessible User Interface (UI) design. A 12-week teaching experiment involving 42 senior computer scienc…
How AI ‐Generated Feedback Hinders or Helps Learning
The Worrisome Dynamics of Persistent Disengagement
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement
While the dominant population-based research is immensely useful in revealing the general trends, it falls short of capturing the intraindividual –or within-person – Changes on the individual level. Capturing the individualized processes helps create personalized interventions and advance our understanding of the person in which the learning process takes place. This study aimed at modeling the within-person profiles of change in engagement and c…
Delving into the psychology of Machines
Large language models (LLMs) offer the potential to simulate human-like responses and behaviors, creating new opportunities for psychological science. In the context of self-regulated learning (SRL), if LLMs can reliably simulate survey responses at scale and speed, they could be used to test intervention scenarios, refine theoretical models, augment sparse datasets, and represent hard-to-reach populations. However, the validity of LLM-generated …
Dynamics of self-regulated learning
Proper self-regulating skills are essential in the new reality of digital learning in higher education. Research has shown that the trace data of students’ learning management system activity can identify various online learning tactics and strategies, but also their transitional dynamics, which are linked to academic performance. This study builds on this work by examining how learning tactics and strategies change within individual courses and …
A Topical Review of Research in Computer-Supported Collaborative Learning
This study maps the evolution and state of Computer-Supported Collaborative Learning (CSCL) research, analyzing 6388 documents published between 1990 and 2022. The findings highlight the sustained engagement of a core group of scholars and the field's geographic concentration in Western countries, particularly the USA and Europe. While the field remains productive and diverse, recent trends reflect a growing emphasis on integrating emerging techn…
Three shades of self‐regulation with unique complex dynamics, drivers and targets for intervention
Self‐regulated learning (SRL) is an active process involving multiple interacting components that evolve over time, exhibiting characteristics of complex systems such as non‐linearity, emergent behaviour, self‐organization, and hierarchy. These interactions unfold at different temporal levels, each warranting a dedicated lens to capture their distinct dynamics. In this study, we apply a complex dynamic systems lens to analyse the longitudinal dyn…
A Typology of Metagamers
Previous research on player profiles or types is based on players’ in-game behaviors and their motivations to play games. However, there are many other activities related to digital games beyond playing the games properly. Using learning analytics methods, the study investigates the prevalence and interconnections between these different metagame activities and classifies gamers based on their use thereof into distinct profiles. The results show …
Mapping soft skills and further research directions for higher education
The global landscape and labour market are rapidly evolving in the twenty-first century, requiring individuals to adapt flexibly to new situations. Soft skills, such as problem-solving and communication skills, are becoming increasingly important for preparing students in higher education for future job opportunities. We conducted a bibliometric analysis of 4,358 research studies with the aim of guiding future research and practice. We sought to …
Assessment of accessibility in virtual laboratories
In an era of rapid evolution in educational technologies, Virtual Labs (V-Labs) have emerged as a promising solution, fundamentally altering how learners engage with scientific concepts and experiments. Despite their potential, ensuring their effectiveness and inclusivity in terms of accessibility to diverse students remains a challenging task. Currently, there is limited insight into the accessibility of V-Labs, a gap that our study aims to addr…
Digital natives in the scientific literature
The term “digital natives” was introduced in 2001 to describe a generation that has grown up surrounded by technology and the internet. The accompanying claims of a new way of thinking among digital natives were influential in shaping educational policy. Still, they were challenged by research that found no evidence of generation-wide cognitive changes in learners. Yet, the digital natives narrative persists in popular media and the education dis…
How the dynamics of engagement explain the momentum of achievement and the inertia of disengagement
Engagement can be understood as a complex dynamic process that unfolds over time and interacts with variables within the student, school, and environment. Most of the research on the dynamics of engagement comes from classroom settings and it is so far inconclusive how and why engagement and disengagement evolve over time. Using person-centered methods, sequence, transition, and covariate analysis, we examined a large dataset of 18 consecutive co…
Group-level analysis of engagement poorly reflects individual students’ processes
A central assumption of the scientific method is that inferences derived from group-level analysis align with and generalize to the individual level. This study was conducted to put this assumption to the test to examine if and to what extent our analysis, inferences, and assumptions hold, and which variables generalize from the group to the individual level. We use engagement as the underpinning of this study. However, the same methods and quest…
Mapping the self in self‐regulation using complex dynamic systems approach
Complex dynamic systems offer a rich platform for understanding the individual or the person‐specific mechanisms. Yet, in learning analytics research and education at large, a complex dynamic system has rarely been framed, developed, or used to understand the individual student where the learning process takes place. Individual (or person‐specific) methods can accurately and precisely model the individual person, create person‐specific models, an…
Intense, turbulent, or wallowing in the mire
Research has repeatedly demonstrated that students with effective learning strategies are more likely to have better academic achievement. Existing research has mostly focused on a single course or two, while longitudinal studies remain scarce. The present study examines the longitudinal sequence of students' strategies, their succession, consistency, temporal unfolding, and whether students tend to retain or adapt strategies between courses. We …
A learning analytics perspective on educational escape rooms
Learning analytics methods have proven useful in providing insights from the increasingly available digital data about students in a variety of learning environments, including serious games. However, such methods have not been applied to the specific context of educational escape rooms and therefore little is known about students' behavior while playing. The present work aims to fill the gap in the existing literature by showcasing the power of …
The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state
There is a paucity of longitudinal studies in online learning across courses or throughout programs. Our study intends to add to this emerging body of research by analyzing the longitudinal trajectories of interaction between student engagement and achievement over a full four-year program. We use learning analytics and life-course methods to study how achievement and engagement are intertwined and how such relationship evolves over a full progra…
When, how and for whom changes in engagement happen
The pace of our knowledge on online engagement has not been at par with our need to understand the temporal dynamics of online engagement, the transitions between engagement states, and the factors that influence a student being persistently engaged, transitioning to disengagement, or catching up and transitioning to an engaged state. Our study addresses such a gap and investigates how engagement evolves or changes over time, using a person-cente…
Modelling within‐person idiographic variance could help explain and individualize learning
Learning analytics is a fast‐growing discipline. Institutions and countries alike are racing to harness the power of using data to support students, teachers and stakeholders. Research in the field has proven that predicting and supporting underachieving students is worthwhile. Nonetheless, challenges remain unresolved, for example, lack of generalizability, portability and failure to advance our understanding of students' behaviour. Recently, in…
Transferring effective learning strategies across learning contexts matters
Learning strategies are important catalysts of students’ learning. Research has shown that students with effective learning strategies are more likely to have better academic achievement. This study aimed to investigate students’ adoption of learning strategies in different course implementations, the transfer of learning strategies between courses and relationship to performance. We took advantage of recent advances in learning analytics methods…
Affective states and regulation of learning during socio-emotional interactions in secondary school collaborative groups
BackgroundGroup affective states for learning are constantly formed through socio-emotional interactions. However, it remains unclear how the affective states vary during collaboration and how they occur with regulation of learning. Appropriate methods are needed to track both group affective states and these interaction processes.AimsThe present study identifies different socio-emotional interaction episodes during groups' collaborative learning…
Affective states and regulation of learning during socio-emotional interactions in secondary school collaborative groups
BackgroundGroup affective states for learning are constantly formed through socio-emotional interactions. However, it remains unclear how the affective states vary during collaboration and how they occur with regulation of learning. Appropriate methods are needed to track both group affective states and these interaction processes.AimsThe present study identifies different socio-emotional interaction episodes during groups' collaborative learning…
The longitudinal trajectories of online engagement over a full program
Student engagement has a trajectory (a timeline) that unfolds over time and can be shaped by different factors including learners’ motivation, school conditions, and the nature of learning tasks. Such factors may result in either a stable, declining or fluctuating engagement trajectory. While research on online engagement is abundant, most authors have examined student engagement in a single course or two. Little research has been devoted to stud…
Students matter the most in learning analytics
Predictive modelling of academic success and retention has been a key research theme in Learning Analytics. While the initial work on predictive modelling was focused on the development of general predictive models, portable across different learning settings, later studies demonstrated the drawbacks of not considering the specificities of course design and disciplinary context. This study builds on the methods and findings of related earlier stu…
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda
In recent years, using game concepts for educational purposes in digital environments has become continually more popular and relevant. Games can be used to motivate and engage users in regular system use and, in the end, support learners in achieving better learning outcomes. In this context, different kinds of game concepts exist, such as gamification or serious games, each with a different perspective and usefulness in digital learning environ…
Utility of SPECT Functional Neuroimaging of Pain
Functional neuroimaging modalities vary in spatial and temporal resolution. One major limitation of most functional neuroimaging modalities is that only neural activation taking place inside the scanner can be imaged. This limitation makes functional neuroimaging in many clinical scenarios extremely difficult or impossible. The most commonly used radiopharmaceutical in Single Photon Emission Tomography (SPECT) functional brain imaging is Techneti…
A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning
Emotions in collaborative learning both originate from and are externalized in students’ socio-emotional interactions, and individual group members evidently contribute to these interactions to varying degrees. Research indicates that socio-emotional interactions within a group are related with the occurrence of co- and socially shared regulation of learning, which poses a need to study individual contributions to these interactions via a person-…
Teachers’ Learning Profiles in Learning Programming
Currently there is a need for studying learning strategies within Massive Open Online Courses | (MOOCs), especially in the context of in-service teachers. This study aims to bridge this gap and try to understand how in-service teachers approach and regulate their learning in MOOCs. In particular, it examines the strategies used by the in-service teachers as they study a course on how to teach programming. The study implemented a combination of un…
The nature and building blocks of educational technology research
Supporting teaching and learning with different technologies has a long and broad history. The theories of learning have changed in recent decades, and new technologies have been invented that provide possibilities for supporting learning processes based on different learning theories. Recently, this field has been studied using bibliometric methods with large datasets to gain an overview of this research area. This paper continues this approach …
How CSCL roles emerge, persist, transition, and evolve over time
A prevailing trend in CSCL literature has been the study of students' participatory roles. The majority of existing studies examine a single collaborative task or, at most, a complete course. This study aims to investigate the presence —or the lack thereof— of a more enduring disposition that drives student participation patterns across courses. Based on data from a 4-year program where 329 students used CSCL to collaborate in 10 successive cours…
Temporal networks in collaborative learning
Social Network Analysis (SNA) has enabled researchers to understand and optimize the key dimensions of collaborative learning. A majority of SNA research has so far used static networks, ie, aggregated networks that compile interactions without considering when certain activities or relationships occurred. Compressing a temporal process by discarding time, however, may result in reductionist oversimplifications. In this study, we demonstrate the …
Is there order in the mess? A single paper meta-analysis approach to identification of predictors of success in learning analytics
Predictors of student academic success do not always replicate well across different learning designs, subject areas, or educational institutions. This suggests that characteristics of a particular discipline and learning design have to be carefully considered when creating predictive models in order to scale up learning analytics. This study aimed to examine if and to what extent frequently used predictors of study success are portable across a …
Intense, turbulent, or wallowing in the mire
Research has repeatedly demonstrated that students with effective learning strategies are more likely to have better academic achievement. Existing research has mostly focused on a single course or two, while longitudinal studies remain scarce. The present study examines the longitudinal sequence of students' strategies, their succession, consistency, temporal unfolding, and whether students tend to retain or adapt strategies between courses. We …
A learning analytics perspective on educational escape rooms
Learning analytics methods have proven useful in providing insights from the increasingly available digital data about students in a variety of learning environments, including serious games. However, such methods have not been applied to the specific context of educational escape rooms and therefore little is known about students' behavior while playing. The present work aims to fill the gap in the existing literature by showcasing the power of …
The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state
There is a paucity of longitudinal studies in online learning across courses or throughout programs. Our study intends to add to this emerging body of research by analyzing the longitudinal trajectories of interaction between student engagement and achievement over a full four-year program. We use learning analytics and life-course methods to study how achievement and engagement are intertwined and how such relationship evolves over a full progra…
When, how and for whom changes in engagement happen
The pace of our knowledge on online engagement has not been at par with our need to understand the temporal dynamics of online engagement, the transitions between engagement states, and the factors that influence a student being persistently engaged, transitioning to disengagement, or catching up and transitioning to an engaged state. Our study addresses such a gap and investigates how engagement evolves or changes over time, using a person-cente…
Modelling within‐person idiographic variance could help explain and individualize learning
Learning analytics is a fast‐growing discipline. Institutions and countries alike are racing to harness the power of using data to support students, teachers and stakeholders. Research in the field has proven that predicting and supporting underachieving students is worthwhile. Nonetheless, challenges remain unresolved, for example, lack of generalizability, portability and failure to advance our understanding of students' behaviour. Recently, in…
Transferring effective learning strategies across learning contexts matters
Learning strategies are important catalysts of students’ learning. Research has shown that students with effective learning strategies are more likely to have better academic achievement. This study aimed to investigate students’ adoption of learning strategies in different course implementations, the transfer of learning strategies between courses and relationship to performance. We took advantage of recent advances in learning analytics methods…
Affective states and regulation of learning during socio-emotional interactions in secondary school collaborative groups
BackgroundGroup affective states for learning are constantly formed through socio-emotional interactions. However, it remains unclear how the affective states vary during collaboration and how they occur with regulation of learning. Appropriate methods are needed to track both group affective states and these interaction processes.AimsThe present study identifies different socio-emotional interaction episodes during groups' collaborative learning…
Assessment of accessibility in virtual laboratories
In an era of rapid evolution in educational technologies, Virtual Labs (V-Labs) have emerged as a promising solution, fundamentally altering how learners engage with scientific concepts and experiments. Despite their potential, ensuring their effectiveness and inclusivity in terms of accessibility to diverse students remains a challenging task. Currently, there is limited insight into the accessibility of V-Labs, a gap that our study aims to addr…
Digital natives in the scientific literature
The term “digital natives” was introduced in 2001 to describe a generation that has grown up surrounded by technology and the internet. The accompanying claims of a new way of thinking among digital natives were influential in shaping educational policy. Still, they were challenged by research that found no evidence of generation-wide cognitive changes in learners. Yet, the digital natives narrative persists in popular media and the education dis…
How the dynamics of engagement explain the momentum of achievement and the inertia of disengagement
Engagement can be understood as a complex dynamic process that unfolds over time and interacts with variables within the student, school, and environment. Most of the research on the dynamics of engagement comes from classroom settings and it is so far inconclusive how and why engagement and disengagement evolve over time. Using person-centered methods, sequence, transition, and covariate analysis, we examined a large dataset of 18 consecutive co…
Group-level analysis of engagement poorly reflects individual students’ processes
A central assumption of the scientific method is that inferences derived from group-level analysis align with and generalize to the individual level. This study was conducted to put this assumption to the test to examine if and to what extent our analysis, inferences, and assumptions hold, and which variables generalize from the group to the individual level. We use engagement as the underpinning of this study. However, the same methods and quest…
Mapping the self in self‐regulation using complex dynamic systems approach
Complex dynamic systems offer a rich platform for understanding the individual or the person‐specific mechanisms. Yet, in learning analytics research and education at large, a complex dynamic system has rarely been framed, developed, or used to understand the individual student where the learning process takes place. Individual (or person‐specific) methods can accurately and precisely model the individual person, create person‐specific models, an…
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement
While the dominant population-based research is immensely useful in revealing the general trends, it falls short of capturing the intraindividual –or within-person – Changes on the individual level. Capturing the individualized processes helps create personalized interventions and advance our understanding of the person in which the learning process takes place. This study aimed at modeling the within-person profiles of change in engagement and c…
Delving into the psychology of Machines
Large language models (LLMs) offer the potential to simulate human-like responses and behaviors, creating new opportunities for psychological science. In the context of self-regulated learning (SRL), if LLMs can reliably simulate survey responses at scale and speed, they could be used to test intervention scenarios, refine theoretical models, augment sparse datasets, and represent hard-to-reach populations. However, the validity of LLM-generated …
Dynamics of self-regulated learning
Proper self-regulating skills are essential in the new reality of digital learning in higher education. Research has shown that the trace data of students’ learning management system activity can identify various online learning tactics and strategies, but also their transitional dynamics, which are linked to academic performance. This study builds on this work by examining how learning tactics and strategies change within individual courses and …
Psychology (24 works) · Computer Science (21 works) · Mathematics education (18 works) · Innovative Teaching and Learning Methods (16 works) · Online Learning and Analytics (15 works) · Online and Blended Learning (12 works) · Data science (10 works) · Learning analytics (7 works) · Mathematics (7 works) · Pedagogy (7 works)