Leveraging performance and feedback‐seeking indicators from a digital learning platform for early prediction of students' learning outcomes
Bibliographic Data
| ID | 21499153 |
|---|---|
| Authors | Teresa M Ober (0000-0001-9698-9543, Department of Psychology University of Notre Dame Dame Indiana USA, corresponding author), Ying Cheng (0000-0001-7732-9806, Department of Psychology University of Notre Dame Dame Indiana USA), Matthew F Carter (Department of Psychology University of Notre Dame Dame Indiana USA), Cheng Liu (0009-0000-8779-6977, Department of Psychology University of Notre Dame Dame Indiana USA) |
| Year | 2024 |
| Volume | 40 |
| Issue | 1 |
| Pages | 219-240 |
| Publication date | 2024-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12870 |
| OpenAlex | W4386894442 |
| Language | EN |
| Citations received | 1 |
| References cited | 78 |
Academic achievement · Educational technology · Mathematics education · Online Learning and Analytics · Psychology · Psychometric Methodologies and Testing · Student Assessment and Feedback
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
Learning analytics should not promote one size fits all
The Psychological Impact of the Covid-19 Pandemic on Teenagers in China
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
The Instructional Effect of Feedback in Test-Like Events
How Big is a Big Odds Ratio? Interpreting the Magnitudes of Odds Ratios in Epidemiological Studies
Complex Systems Research in Educational Psychology
Cognitive Load Theory and Instructional Design
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
A Review of Self-regulated Learning
Evaluating Effect Size in Psychological Research
Focus on Formative Feedback
Impacts of Covid-19 on primary, secondary and tertiary education
Supporting the shift to digital with student-centered learning analytics
Utilising learning analytics to support study success in higher education
Predicting achievement and providing support before STEM majors begin to fail
Associations between learning analytics dashboard exposure and motivation and self-regulated learning
Linking self-report and process data to performance as measured by different assessment types
Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments
Cognitive engagement in self-regulated learning
Student and School Characteristics Associated With Covid ‐19‐Related Learning Decline Among Middle and High School Students in K‐12 Schools
Impact of Covid ‐19 Pandemic on the Mental Health of Students From 2 Semi‐Rural High Schools in Georgia
Which log variables significantly predict academic achievement? A systematic review and meta‐analysis
Learning with technology during emergencies
A Coefficient of Agreement for Nominal Scales
Systematic literature review on self-regulated learning in massive open online courses
The effects of feedback interventions on performance
Achievement Gaps in the Wake of Covid-19
College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation
The Power of Feedback
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |