Mar Pérez‐Sanagustín
Biographic Data
| ID | 6558010 |
|---|---|
| NAME | Mar Pérez‐Sanagustín |
| GIVEN NAMES | Mar |
| FAMILY NAME | Pérez‐Sanagustín |
| SIGNATURE | SANAGUSTÍN M P |
| AFFILIATIONS | Université Toulouse III - Paul Sabatier |
| ORCID | 0000-0001-9854-9963 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A GAI-Based Chatbot for Scaffolding Self-Regulated Learning: Insights from a Design-Based Research Approach
Generative AI (GAI) is increasingly integrated into education, particularly through chatbots that support students without direct human intervention. While these tools show promise as personalized learning companions, concerns persist about their potential to foster overreliance, limit creativity, and hinder the development of critical thinking. These risks highlight the need to strengthen students’ metacognitive skills and promote structured sel…
Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design
Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human‐centred design can provide stakeholders with the opportunity to influence decision‐making during tool developm…
Fostering the use of online learning resources: Results of using a mobile collaboration tool based on gamification in a blended course
Over the past years, higher education institutions have been exploring different mechanisms to adapt their learning and teaching practices to increase students’ engagement. One of the proposals has been to reuse Massive Online Open Courses (MOOCs) as Small Online Private Courses (SPOCs), or as complementary resources in traditional courses through blended learning practices, such as flipped classroom. However, the integration of online courses as…
Large scale analytics of global and regional Mooc providers: Differences in learners’ demographics, preferences, and perceptions
Massive Open Online Courses (MOOCs) remarkably attracted global media attention, but the spotlight has been concentrated on a handful of English-language providers. While Coursera, edX, Udacity, and FutureLearn received most of the attention and scrutiny, an entirely new ecosystem of local MOOC providers was growing in parallel. This ecosystem is harder to study than the major players: they are spread around the world, have less staff devoted to …
Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach
Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced Moocs
Coordinating learning analytics policymaking and implementation at scale
Many Latin‐American institutions recognise the potential of learning analytics (LA). However, the number of actual LA implementations at scale remains limited, notwithstanding considerable effort made to formulate guidelines and frameworks to support the LA policy development. Guidance on how to coordinate the interaction between the LA policymaking and implementation is mostly missing, leaving a difficult challenge up to practitioners. In this s…
Learning design and learning analytics in mobile and ubiquitous learning: A systematic review
Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of le…
Towards learning analytics adoption: A mixed methods study of data‐related practices and policies in Latin American universities
In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data‐related practices and p…
Engaged Versus Disengaged Teaching Staff: A Case Study of Continuous Curriculum Improvement in Higher Education
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
No prominent works on this page.
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach
Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced Moocs
Coordinating learning analytics policymaking and implementation at scale
Many Latin‐American institutions recognise the potential of learning analytics (LA). However, the number of actual LA implementations at scale remains limited, notwithstanding considerable effort made to formulate guidelines and frameworks to support the LA policy development. Guidance on how to coordinate the interaction between the LA policymaking and implementation is mostly missing, leaving a difficult challenge up to practitioners. In this s…
Learning design and learning analytics in mobile and ubiquitous learning: A systematic review
Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of le…
Towards learning analytics adoption: A mixed methods study of data‐related practices and policies in Latin American universities
In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data‐related practices and p…
Engaged Versus Disengaged Teaching Staff: A Case Study of Continuous Curriculum Improvement in Higher Education
Large scale analytics of global and regional Mooc providers: Differences in learners’ demographics, preferences, and perceptions
Massive Open Online Courses (MOOCs) remarkably attracted global media attention, but the spotlight has been concentrated on a handful of English-language providers. While Coursera, edX, Udacity, and FutureLearn received most of the attention and scrutiny, an entirely new ecosystem of local MOOC providers was growing in parallel. This ecosystem is harder to study than the major players: they are spread around the world, have less staff devoted to …
Fostering the use of online learning resources: Results of using a mobile collaboration tool based on gamification in a blended course
Over the past years, higher education institutions have been exploring different mechanisms to adapt their learning and teaching practices to increase students’ engagement. One of the proposals has been to reuse Massive Online Open Courses (MOOCs) as Small Online Private Courses (SPOCs), or as complementary resources in traditional courses through blended learning practices, such as flipped classroom. However, the integration of online courses as…
Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design
Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human‐centred design can provide stakeholders with the opportunity to influence decision‐making during tool developm…
A GAI-Based Chatbot for Scaffolding Self-Regulated Learning: Insights from a Design-Based Research Approach
Generative AI (GAI) is increasingly integrated into education, particularly through chatbots that support students without direct human intervention. While these tools show promise as personalized learning companions, concerns persist about their potential to foster overreliance, limit creativity, and hinder the development of critical thinking. These risks highlight the need to strengthen students’ metacognitive skills and promote structured sel…
Computer Science (8 works) · Online Learning and Analytics (8 works) · Political science (6 works) · Analytics (5 works) · Data science (5 works) · Learning analytics (5 works) · Psychology (5 works) · Business (4 works) · E-Learning and Knowledge Management (4 works) · Mathematics education (4 works)