Sonsoles López‐perna
Biographic Data
| ID | 3589673 |
|---|---|
| NAME | Sonsoles López‐perna |
| GIVEN NAMES | Sonsoles |
| FAMILY NAME | López‐perna |
| SIGNATURE | PERNA S L |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0002-9621-1392 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
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: …
How AI ‐Generated Feedback Hinders or Helps Learning: A Heterogeneous TNA Study of Learning Dynamics
The Worrisome Dynamics of Persistent Disengagement: A Longitudinal Study of University Freshmen
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: Exploring the structure of self-regulated learning via LLM-generated survey responses
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 …
A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities
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: Identifying Player Types Based on Beyond the Game Activities
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 …
Digital natives in the scientific literature: A topic modeling approach
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: A complex systems theory approach
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…
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…
Enhancing children’s understanding of algorithmic biases in and with text-to-image generative AI
Despite the growing concerns surrounding algorithmic biases in generative AI (artificial intelligence), there is a noticeable lack of research on how to facilitate children and young people’s awareness and understanding of them. This study aimed to address this gap by conducting hands-on workshops with fourth- and seventh-grade students in Finland, and by focusing on students’ ( N = 209) evolving explanations of the potential causes of algorithmi…
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories
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: A full program study
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: A transition analysis of instructional variables
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…
Transferring effective learning strategies across learning contexts matters: A study in problem-based learning
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…
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 four-year longitudinal study
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…
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…
Effectiveness of Moocs for teachers in safe ICT use training
Despite the efforts made, there is still an alarming difference between the digital competence that teachers have and the one they should have in order to develop their students' digital competence. The lack of teacher training in safe and responsible use of ICT is a special cause for concern. Online courses in MOOC format meet all the required conditions to offer a possible solution to the unavoidable and urgent need for initial and in-service t…
Enhancing children’s understanding of algorithmic biases in and with text-to-image generative AI
Despite the growing concerns surrounding algorithmic biases in generative AI (artificial intelligence), there is a noticeable lack of research on how to facilitate children and young people’s awareness and understanding of them. This study aimed to address this gap by conducting hands-on workshops with fourth- and seventh-grade students in Finland, and by focusing on students’ ( N = 209) evolving explanations of the potential causes of algorithmi…
Effectiveness of Moocs for teachers in safe ICT use training
Despite the efforts made, there is still an alarming difference between the digital competence that teachers have and the one they should have in order to develop their students' digital competence. The lack of teacher training in safe and responsible use of ICT is a special cause for concern. Online courses in MOOC format meet all the required conditions to offer a possible solution to the unavoidable and urgent need for initial and in-service t…
Effectiveness of Moocs for teachers in safe ICT use training
Despite the efforts made, there is still an alarming difference between the digital competence that teachers have and the one they should have in order to develop their students' digital competence. The lack of teacher training in safe and responsible use of ICT is a special cause for concern. Online courses in MOOC format meet all the required conditions to offer a possible solution to the unavoidable and urgent need for initial and in-service t…
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…
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 four-year longitudinal study
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…
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories
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: A full program study
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: A transition analysis of instructional variables
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…
Transferring effective learning strategies across learning contexts matters: A study in problem-based learning
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…
Digital natives in the scientific literature: A topic modeling approach
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: A complex systems theory approach
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…
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…
Enhancing children’s understanding of algorithmic biases in and with text-to-image generative AI
Despite the growing concerns surrounding algorithmic biases in generative AI (artificial intelligence), there is a noticeable lack of research on how to facilitate children and young people’s awareness and understanding of them. This study aimed to address this gap by conducting hands-on workshops with fourth- and seventh-grade students in Finland, and by focusing on students’ ( N = 209) evolving explanations of the potential causes of algorithmi…
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: Exploring the structure of self-regulated learning via LLM-generated survey responses
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 …
A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities
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: Identifying Player Types Based on Beyond the Game Activities
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 …
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: …
How AI ‐Generated Feedback Hinders or Helps Learning: A Heterogeneous TNA Study of Learning Dynamics
The Worrisome Dynamics of Persistent Disengagement: A Longitudinal Study of University Freshmen
Psychology (15 works) · Computer Science (14 works) · Innovative Teaching and Learning Methods (11 works) · Mathematics education (11 works) · Online Learning and Analytics (10 works) · Online and Blended Learning (8 works) · Artificial Intelligence (5 works) · Longitudinal data (5 works) · Longitudinal study (5 works) · Mathematics (5 works)