Yi‐Shan Tsai
Dados Biográficos
| ID | 6509752 |
|---|---|
| NOME | Yi‐Shan Tsai |
| PRENOMES | Yi‐Shan |
| SOBRENOME | Tsai |
| ASSINATURA | TSAI Y S |
| AFILIAÇÕES | Monash University |
| ORCID | 0000-0001-8967-5327 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Design Thinking and Learning Analytics
Enhancing learner-centered feedback with AI
Learner-centered feedback, emphasising future improvement, sensemaking, and student agency, has been increasingly recognised as effective, yet remains challenging for educators to offer in large classes with diverse learner needs. Recent advances in generative artificial intelligence (GenAI) offer new ways to support feedback practice, but limited research has examined how teachers use and perceive GenAI in real-world feedback practices, particul…
Analytics of Learner-Centered Feedback
Feedback plays a crucial role in guiding students toward achieving their learning goals. The conceptualization of feedback has shifted from teacher-centered to learner-centered approaches, underscoring the evolving role of educators and students in educational settings. Despite the growing emphasis on learner-centered feedback frameworks, there remains a gap in understanding how these frameworks are implemented in actual teaching practices. This …
Analytics of Self‐Regulated Learning in Learning Analytics Feedback Processes
Designing relational feedback
Feedback has long been considered a significant lever to enhance learning experience and success in higher education. However, students have shown much discontent with the current feedback practice. Feedback experienced as a relational process in which students feel recognized and valued is perceived as paramount for helping support the uptake of feedback and promote positive learning dispositions. However, little attention has been paid to sugge…
Feedback in K-12 and higher education
Feedback is essential in education, yet often studied within isolated educational sectors. This study investigates feedback practices across K-12 and higher education by surveying 254 educators to explore perceptions of effective feedback, student barriers, and methods for tracking feedback impact. Our findings reveal that higher education educators prioritise cognitive and structural feedback elements, emphasising actionable suggestions and time…
Latent classes of self-reported feedback experiences
Although students often acknowledge the importance of feedback, they generally struggle to engage with it and act upon it. Specific pedagogical factors, such as poorly structured feedback, unsuitable tone, and weak educator-student relationships, can impede effective utilisation of feedback. Students also exhibit varying degrees of comprehension, engagement, and action in response to feedback. Despite these observations, there is a lack of empiri…
Dialogic feedback at scale
Do teaching staff trust stakeholders and tools in learning analytics? A mixed methods study
Learning analytics (LA) has gained increasing attention for its potential to improve different educational aspects (e.g., students’ performance and teaching practice). The existing literature identified some factors that are associated with the adoption of LA in higher education, such as stakeholder engagement and transparency in data use. The broad literature on information systems also emphasizes the importance of trust as a critical predictor …
Students' expectations of Learning Analytics across Europe
Explainable Artificial Intelligence in education
There are emerging concerns about the Fairness, Accountability, Transparency, and Ethics (FATE) of educational interventions supported by the use of Artificial Intelligence (AI) algorithms. One of the emerging methods for increasing trust in AI systems is to use eXplainable AI (XAI), which promotes the use of methods that produce transparent explanations and reasons for decisions AI systems make. Considering the existing literature on XAI, this p…
Learning analytics in higher education – Stakeholders, strategy and scale
Connecting the dots
A four-country cross-case analysis of academic staff expectations about learning analytics in higher education
Identifying needs for learning analytics adoption in Latin American universities
Learning analytics in European higher education—Trends and barriers
Assessing the validity of a learning analytics expectation instrument
To assist higher education institutions in meeting the challenge of limited student engagement in the implementation of Learning Analytics services, the Questionnaire for Student Expectations of Learning Analytics (SELAQ) was developed. This instrument contains 12 items, which are explained by a purported two‐factor structure of “Ethical and Privacy Expectations” and “Service Feature Expectations.” As it stands, however, the SELAQ has only been v…
Towards learning analytics adoption
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…
Empowering learners with personalised learning approaches? Agency, equity and transparency in the context of learning analytics
The emergence of personalised data technologies such as learning analytics is framed as a solution to manage the needs of higher education student populations that are growing ever more diverse and larger in size. However, the current approach to learning analytics presents tensions between increasing student agency in making learning-related decisions and ‘datafying’ students in the process of collecting, analysing and interpreting data. This ar…
The characteristics of manga fan communities – preliminary observations of 16 teenage manga readers in the UK
This article presents the results of a research project that explored young British readers’ engagement with manga in literary, aesthetic, social and cultural dimensions. Sixteen school pupils from two secondary schools participated in a number of interviews to provide feedback on selected manga and their own participation in manga fandom. The results show that four distinct features characterise this particular cultural group, including exclusiv…
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The characteristics of manga fan communities – preliminary observations of 16 teenage manga readers in the UK
This article presents the results of a research project that explored young British readers’ engagement with manga in literary, aesthetic, social and cultural dimensions. Sixteen school pupils from two secondary schools participated in a number of interviews to provide feedback on selected manga and their own participation in manga fandom. The results show that four distinct features characterise this particular cultural group, including exclusiv…
Identifying needs for learning analytics adoption in Latin American universities
Learning analytics in European higher education—Trends and barriers
Assessing the validity of a learning analytics expectation instrument
To assist higher education institutions in meeting the challenge of limited student engagement in the implementation of Learning Analytics services, the Questionnaire for Student Expectations of Learning Analytics (SELAQ) was developed. This instrument contains 12 items, which are explained by a purported two‐factor structure of “Ethical and Privacy Expectations” and “Service Feature Expectations.” As it stands, however, the SELAQ has only been v…
Towards learning analytics adoption
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…
Empowering learners with personalised learning approaches? Agency, equity and transparency in the context of learning analytics
The emergence of personalised data technologies such as learning analytics is framed as a solution to manage the needs of higher education student populations that are growing ever more diverse and larger in size. However, the current approach to learning analytics presents tensions between increasing student agency in making learning-related decisions and ‘datafying’ students in the process of collecting, analysing and interpreting data. This ar…
Connecting the dots
A four-country cross-case analysis of academic staff expectations about learning analytics in higher education
Explainable Artificial Intelligence in education
There are emerging concerns about the Fairness, Accountability, Transparency, and Ethics (FATE) of educational interventions supported by the use of Artificial Intelligence (AI) algorithms. One of the emerging methods for increasing trust in AI systems is to use eXplainable AI (XAI), which promotes the use of methods that produce transparent explanations and reasons for decisions AI systems make. Considering the existing literature on XAI, this p…
Learning analytics in higher education – Stakeholders, strategy and scale
Do teaching staff trust stakeholders and tools in learning analytics? A mixed methods study
Learning analytics (LA) has gained increasing attention for its potential to improve different educational aspects (e.g., students’ performance and teaching practice). The existing literature identified some factors that are associated with the adoption of LA in higher education, such as stakeholder engagement and transparency in data use. The broad literature on information systems also emphasizes the importance of trust as a critical predictor …
Students' expectations of Learning Analytics across Europe
Dialogic feedback at scale
Analytics of Learner-Centered Feedback
Feedback plays a crucial role in guiding students toward achieving their learning goals. The conceptualization of feedback has shifted from teacher-centered to learner-centered approaches, underscoring the evolving role of educators and students in educational settings. Despite the growing emphasis on learner-centered feedback frameworks, there remains a gap in understanding how these frameworks are implemented in actual teaching practices. This …
Analytics of Self‐Regulated Learning in Learning Analytics Feedback Processes
Designing relational feedback
Feedback has long been considered a significant lever to enhance learning experience and success in higher education. However, students have shown much discontent with the current feedback practice. Feedback experienced as a relational process in which students feel recognized and valued is perceived as paramount for helping support the uptake of feedback and promote positive learning dispositions. However, little attention has been paid to sugge…
Feedback in K-12 and higher education
Feedback is essential in education, yet often studied within isolated educational sectors. This study investigates feedback practices across K-12 and higher education by surveying 254 educators to explore perceptions of effective feedback, student barriers, and methods for tracking feedback impact. Our findings reveal that higher education educators prioritise cognitive and structural feedback elements, emphasising actionable suggestions and time…
Latent classes of self-reported feedback experiences
Although students often acknowledge the importance of feedback, they generally struggle to engage with it and act upon it. Specific pedagogical factors, such as poorly structured feedback, unsuitable tone, and weak educator-student relationships, can impede effective utilisation of feedback. Students also exhibit varying degrees of comprehension, engagement, and action in response to feedback. Despite these observations, there is a lack of empiri…
Design Thinking and Learning Analytics
Enhancing learner-centered feedback with AI
Learner-centered feedback, emphasising future improvement, sensemaking, and student agency, has been increasingly recognised as effective, yet remains challenging for educators to offer in large classes with diverse learner needs. Recent advances in generative artificial intelligence (GenAI) offer new ways to support feedback practice, but limited research has examined how teachers use and perceive GenAI in real-world feedback practices, particul…
Computer Science (15 obras) · Learning analytics (13 obras) · Online Learning and Analytics (13 obras) · Analytics (12 obras) · Data science (12 obras) · Political science (12 obras) · Psychology (12 obras) · E-Learning and Knowledge Management (10 obras) · Knowledge management (9 obras) · Higher education (8 obras)