Vanessa Echeverria
Biographic Data
| ID | 9493904 |
|---|---|
| NAME | Vanessa Echeverria |
| GIVEN NAMES | Vanessa |
| FAMILY NAME | Echeverria |
| SIGNATURE | ECHEVERRIA V |
| AFFILIATIONS | Escuela Superior Politecnica del Litoral |
| ORCID | 0000-0002-2022-9588 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Automated multimodal visual analytics of social and epistemic dimensions in team communication for reflective practice in healthcare simulation
Effective team communication is critical in high-stakes sectors such as healthcare. However, learners often struggle to reflect and improve on their communication skills within these fast-paced scenarios. While educators play a vital role in guiding students to reflect on the social and epistemic aspects of their communication, they require evidence to facilitate learners in recalling their experience to reflect effectively. Although video record…
Capturing and sharing know-how through visual process representations: A human-Centred approach to teacher workflows
Knowledge Management is crucial for capturing and transferring expertise within universities, especially in high staff turnover contexts where expertise loss disrupts teaching. Documenting teachers' workflows is time-intensive and diverts experts from core responsibilities. Sequential Pattern Mining (SPM) leverages log data to identify expert workflows, offering an automated alternative to represent workflows but requiring transformation into int…
The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics
Visual learning analytics (VLA) is becoming increasingly adopted in educational technologies and learning analytics dashboards to convey critical insights to students and educators. Yet many students experienced difficulties in comprehending complex VLA due to their limited data visualisation literacy. While conventional scaffolding approaches like data storytelling have shown effectiveness in enhancing students’ comprehension of VLA, these appro…
A learning analytics dashboard to support students' reflection on collaboration
How teachers conceptualise shared control with an AI co‐orchestration tool: A multiyear teacher‐centred design process
Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un‐planned ways, as the need arises. Yet, few initiatives have emerged considering how shared responsibility between teachers and AI can support learning and h…
Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning
Multimodal learning analytics (MMLA) offers the potential to provide evidence‐based insights into complex learning phenomena such as collaborative learning. Yet, few MMLA applications have closed the learning analytics loop by being evaluated in real‐world educational settings. This study evaluates the effectiveness of an MMLA solution in enhancing feedback and reflection within a complex and highly dynamic collaborative learning environment. A t…
Designing translucent learning analytics with teachers: An elicitation process
Learning Analytics (LA) systems can offer new insights into learners’ behaviours through analysis of multiple data streams. There remains however a dearth of research about how LA interfaces can enable effective communication of educationally meaningful insights to teachers and learners. This highlights the need for a participatory, horizontal co-design process for LA systems. Inspired by the notion of translucence, this paper presents LAT-EP (Le…
Where is the teacher? Digital analytics for classroom proxemics
The term Classroom Proxemics refers to how teachers and students use classroom space, and the impact of this and the spatial design on learning and teaching. This study addresses the divide between, on the one hand, substantial work on proxemics based on classroom observations and, on the other hand, emerging work to design automated feedback that helps teachers identify salient patterns in their use of the classroom space. This study documents h…
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Where is the teacher? Digital analytics for classroom proxemics
The term Classroom Proxemics refers to how teachers and students use classroom space, and the impact of this and the spatial design on learning and teaching. This study addresses the divide between, on the one hand, substantial work on proxemics based on classroom observations and, on the other hand, emerging work to design automated feedback that helps teachers identify salient patterns in their use of the classroom space. This study documents h…
Designing translucent learning analytics with teachers: An elicitation process
Learning Analytics (LA) systems can offer new insights into learners’ behaviours through analysis of multiple data streams. There remains however a dearth of research about how LA interfaces can enable effective communication of educationally meaningful insights to teachers and learners. This highlights the need for a participatory, horizontal co-design process for LA systems. Inspired by the notion of translucence, this paper presents LAT-EP (Le…
How teachers conceptualise shared control with an AI co‐orchestration tool: A multiyear teacher‐centred design process
Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un‐planned ways, as the need arises. Yet, few initiatives have emerged considering how shared responsibility between teachers and AI can support learning and h…
Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning
Multimodal learning analytics (MMLA) offers the potential to provide evidence‐based insights into complex learning phenomena such as collaborative learning. Yet, few MMLA applications have closed the learning analytics loop by being evaluated in real‐world educational settings. This study evaluates the effectiveness of an MMLA solution in enhancing feedback and reflection within a complex and highly dynamic collaborative learning environment. A t…
The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics
Visual learning analytics (VLA) is becoming increasingly adopted in educational technologies and learning analytics dashboards to convey critical insights to students and educators. Yet many students experienced difficulties in comprehending complex VLA due to their limited data visualisation literacy. While conventional scaffolding approaches like data storytelling have shown effectiveness in enhancing students’ comprehension of VLA, these appro…
A learning analytics dashboard to support students' reflection on collaboration
Automated multimodal visual analytics of social and epistemic dimensions in team communication for reflective practice in healthcare simulation
Effective team communication is critical in high-stakes sectors such as healthcare. However, learners often struggle to reflect and improve on their communication skills within these fast-paced scenarios. While educators play a vital role in guiding students to reflect on the social and epistemic aspects of their communication, they require evidence to facilitate learners in recalling their experience to reflect effectively. Although video record…
Capturing and sharing know-how through visual process representations: A human-Centred approach to teacher workflows
Knowledge Management is crucial for capturing and transferring expertise within universities, especially in high staff turnover contexts where expertise loss disrupts teaching. Documenting teachers' workflows is time-intensive and diverts experts from core responsibilities. Sequential Pattern Mining (SPM) leverages log data to identify expert workflows, offering an automated alternative to represent workflows but requiring transformation into int…
Analytics (6 works) · Computer Science (6 works) · Data science (6 works) · Learning analytics (6 works) · Online Learning and Analytics (6 works) · Artificial Intelligence (4 works) · Knowledge management (4 works) · Mathematics education (4 works) · Psychology (4 works) · Visualization (4 works)