Publications

In this page, you will see the publications of the project, divided by several categories depending on the type of publication

List of publications

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  • M. Leotta, B. García, and F. Ricca, “A family of experiments to quantify the benefits of adopting WebDriverManager and Selenium-Jupiter,” Inf. Softw. Technol., vol. 178, p. 107595, 2025. DOI: 10.1016/j.infsof.2024.107595
  • A. Ortega-Arranz et al., “Collaborative activities in hybrid learning environments: Exploring teacher orchestration load and students’ perceptions,” Comput. Educ., vol. 219, p. 105105, 2024. DOI: 10.1016/j.compedu.2024.105105
  • P. Topali, R. Cobos, U. Agirre-Uribarren, A. Martínez-Monés, and S. Villagrá-Sobrino, “’Instructor in action’: Co-design and evaluation of human-centred LA-informed feedback in MOOCs,” J. Comput. Assist. Learn., vol. 40, no. 6, pp. 3149–3166, 2024. DOI: 10.1111/jcal.13057
  • A. Martínez-Monés, “The Teacher in the Loop: Co-design Approaches to Increase Teacher Agency with Learning Analytics,” in Proceedings of the 16th International Conference on Computer Supported Education, CSEDU 2024, Angers, France, May 2-4, 2024, Volume 1, 2024, p. 5
  • Y. A. Dimitriadis, R. Cerezo, A. Balderas, A. Martínez-Monés, and D. Spikol, Eds., Proceedings of the Doctoral Consortium of the Learning Analytics Summer Institute Europe 2024 (LASI Europe 2024 DC), Jerez de la Frontera, Spain, May 29-31, 2024, vol. 3738. CEUR-WS.org, 2024 [Online]. Available: https://ceur-ws.org/Vol-3738
  • S. B. Shum, R. M. Maldonado, Y. A. Dimitriadis, and P. Santos, “Human-Centred Learning Analytics: 2019-24,” Br. J. Educ. Technol., vol. 55, no. 3, pp. 755–768, 2024. DOI: 10.1111/bjet.13442
  • K. J. Wiley, Y. A. Dimitriadis, and M. C. Linn, “A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards,” Br. J. Educ. Technol., vol. 55, no. 3, pp. 845–885, 2024. DOI: 10.1111/bjet.13383
  • P. Chejara et al., “The Impact of Attribute Noise on the Automated Estimation of Collaboration Quality Using Multimodal Learning Analytics in Authentic Classrooms,” J. Learn. Anal., vol. 11, no. 2, pp. 73–90, 2024. DOI: 10.18608/jla.2024.8253
  • A. C. Martín, C. Alario-Hoyos, P. M. Moreno-Marcos, and C. D. Kloos, “Student and teacher impact on the use of telepresence classrooms,” Educ. Inf. Technol., vol. 29, no. 16, pp. 21355–21378, 2024. DOI: 10.1007/s10639-024-12618-x
  • C. D. Kloos et al., “How can Generative AI Support Education?,” in IEEE Global Engineering Education Conference, EDUCON 2024, Kos Island, Greece, May 8-11, 2024, 2024, pp. 1–7. DOI: 10.1109/EDUCON60312.2024.10578716
  • A. Jiménez-Macías, P. J. Muñoz-Merino, M. Ortiz-Rojas, M. M. Organero, and C. D. Kloos, “Content Modeling in Smart Learning Environments: A systematic literature review,” J. Univers. Comput. Sci., vol. 30, no. 3, pp. 333–362, 2024. DOI: 10.3897/jucs.106023
  • L. U. Gadella, I. Estévez-Ayres, J. Arias-Fisteus, C. Alario-Hoyos, and C. D. Kloos, “Analysis and Prediction of Students’ Performance in a Computer-Based Course Through Real-Time Events,” IEEE Trans. Learn. Technol., vol. 17, pp. 1794–1804, 2024. DOI: 10.1109/TLT.2023.3331433
  • V. Diez-Rozas, I. Estévez-Ayres, C. Alario-Hoyos, P. Callejo, and C. D. Kloos, “A Web Application for a Cost-Effective Fine-Tuning of Open-Source LLMs in Education,” in Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky – 25th International Conference, AIED 2024, Recife, Brazil, July 8-12, 2024, Proceedings, Part II, 2024, vol. 2151, pp. 267–274. DOI: 10.1007/978-3-031-64312-5_32
  • P. Castillo-Segura, C. Fernández-Panadero, C. Alario-Hoyos, and C. D. Kloos, “Enhancing Research on Engineering Education: Empowering Research Skills through Generative Artificial Intelligence for Systematic Literature Reviews,” in IEEE Global Engineering Education Conference, EDUCON 2024, Kos Island, Greece, May 8-11, 2024, 2024, pp. 1–10. DOI: 10.1109/EDUCON60312.2024.10578328
  • C. Alario-Hoyos et al., “Tailoring Your Code Companion: Leveraging LLMs and RAG to Develop a Chatbot to Support Students in a Programming Course,” in IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2024, Bengaluru, India, December 9-12, 2024, 2024, pp. 1–8. DOI: 10.1109/TALE62452.2024.10834365
  • B. García, C. D. Kloos, C. Alario-Hoyos, and M. M. Organero, “Selenium-Jupiter: A JUnit 5 extension for Selenium WebDriver,” CoRR, vol. abs/2402.01480, 2024. DOI: 10.48550/arXiv.2402.01480
  • D. R. Torrado, J. M. del Álamo, M. Cozar, and B. García, “ROI: a method for identifying organizations receiving personal data,” Computing, vol. 106, no. 1, pp. 163–184, 2024. DOI: 10.1007/s00607-023-01209-2
  • B. García, M. Leotta, F. Ricca, and J. Whitehead, “Use of ChatGPT as an Assistant in the End-to-End Test Script Generation for Android Apps,” in Proceedings of the 15th ACM International Workshop on Automating Test Case Design, Selection and Evaluation, A-TEST 2024, Vienna, Austria, 19 September 2024, 2024, pp. 5–11. DOI: 10.1145/3678719.3685691
  • M. Leotta, H. Z. Yousaf, F. Ricca, and B. García, “AI-Generated Test Scripts for Web E2E Testing with ChatGPT and Copilot: A Preliminary Study,” in Proceedings of the 28th International Conference on Evaluation and Assessment in Software Engineering, EASE 2024, Salerno, Italy, June 18-21, 2024, 2024, pp. 339–344. DOI: 10.1145/3661167.3661192
  • B. García, J. M. del Álamo, M. Leotta, and F. Ricca, “Exploring Browser Automation: A Comparative Study of Selenium, Cypress, Puppeteer, and Playwright,” in Quality of Information and Communications Technology – 17th International Conference on the Quality of Information and Communications Technology, QUATIC 2024, Pisa, Italy, September 11-13, 2024, Proceedings, 2024, vol. 2178, pp. 142–149. DOI: 10.1007/978-3-031-70245-7_10
  • R. Zataraín-Cabada, M. L. Barrón-Estrada, M. A. S. Rivas, and M.-B. Ibáñez, “An Authoring Tool for XR Learning Environments,” in Extended Reality – International Conference, XR Salento 2024, Lecce, Italy, September 4-7, 2024, Proceedings, Part IV, 2024, vol. 15030, pp. 192–208. DOI: 10.1007/978-3-031-71713-0_13
  • P. Callejo, I. G. Fernández, and M. Bagnulo, “‘Animation’ URL in NFT marketplaces considered harmful for privacy,” Int. J. Inf. Sec., vol. 23, no. 6, pp. 3749–3763, 2024. DOI: 10.1007/s10207-024-00908-x
  • G. Anselmi, Y. Vekaria, A. D’Souza, P. Callejo, A. M. Mandalari, and Z. Shafiq, “Watching TV with the Second-Party: A First Look at Automatic Content Recognition Tracking in Smart TVs,” in Proceedings of the 2024 ACM on Internet Measurement Conference, IMC 2024, Madrid, Spain, November 4-6, 2024, 2024, pp. 622–634. DOI: 10.1145/3646547.3689013
  • G. Anselmi, Y. Vekaria, A. D’Souza, P. Callejo, A. M. Mandalari, and Z. Shafiq, “Watching TV with the Second-Party: A First Look at Automatic Content Recognition Tracking in Smart TVs,” CoRR, vol. abs/2409.06203, 2024. DOI: 10.48550/arXiv.2409.06203
  • P. Chejara, R. Kasepalu, L. P. Prieto, M. J. Rodríguez-Triana, A. Ruiz-Calleja, and B. Schneider, “How well do collaboration quality estimation models generalize across authentic school contexts?,” Br. J. Educ. Technol., vol. 55, no. 4, pp. 1602–1624, 2024. DOI: 10.1111/bjet.13402
  • G. Pishtari, M. J. Rodríguez-Triana, L. P. Prieto, A. Ruiz-Calleja, and T. Väljataga, “What kind of learning designs do practitioners create for mobile learning? Lessons learnt from two in-the-wild case studies,” J. Comput. Assist. Learn., vol. 40, no. 6, pp. 2399–2415, 2024. DOI: 10.1111/jcal.12672
  • E. Theophilou, J. R. S. Reina, D. Hernández-Leo, V. Odakura, I. Amarasinghe, and R. A. L. Quintero, “The effect of a group awareness tool in synchronous online discussions: studying participation, quality and balance,” Behav. Inf. Technol., vol. 43, no. 6, pp. 1149–1163, 2024. DOI: 10.1080/0144929x.2023.2200543
  • L. Hakami, D. Hernández-Leo, I. Amarasinghe, and B. Sayis, “Investigating teacher orchestration load in scripted CSCL: A multimodal data analysis perspective,” Br. J. Educ. Technol., vol. 55, no. 5, pp. 1926–1949, 2024. DOI: 10.1111/bjet.13500
  • M. Calvera-Isabal, P. Santos, and D. Hernández-Leo, “Towards Citizen Science-Inspired Learning Activities: The Co-design of an Exploration Tool for Teachers Following a Human-Centred Design Approach,” Int. J. Hum. Comput. Interact., vol. 40, no. 14, pp. 3805–3826, 2024. DOI: 10.1080/10447318.2023.2201554
  • B. Tabuenca et al., “Greening smart learning environments with Artificial Intelligence of Things,” Internet Things, vol. 25, p. 101051, 2024. DOI: 10.1016/j.iot.2023.101051
  • I. Amarasinghe, K. Michos, F. Crespi, and D. Hernández-Leo, “Learning analytics support to teachers’ design and orchestrating tasks,” J. Comput. Assist. Learn., vol. 40, no. 6, pp. 2416–2431, 2024. DOI: 10.1111/jcal.12711
  • E. Theophilou, D. Hernández-Leo, and V. Gómez, “Gender-based learning and behavioural differences in an educational social media platform,” J. Comput. Assist. Learn., vol. 40, no. 6, pp. 2544–2557, 2024. DOI: 10.1111/jcal.12927
  • E. Theophilou, R. A. L. Quintero, D. Hernández-Leo, J. R. S. Reina, and D. Ognibene, “Embedding Educational Narrative Scripts in a Social Media Environment,” IEEE Trans. Learn. Technol., vol. 17, pp. 1820–1833, 2024. DOI: 10.1109/TLT.2024.3409063
  • P. Santos, N. F. G. Páez, D. Hernández-Leo, K. Michos, and M. Carrió, “Motivational Dynamics and Platform Design in Online Communities of Teachers: A Multi-case Study,” in Collaboration Technologies and Social Computing – 30th International Conference, CollabTech 2024, Barcelona, Spain, September 11-14, 2024, Proceedings, 2024, vol. 14890, pp. 29–44. DOI: 10.1007/978-3-031-67998-8_3
  • K. E. Aadmi-Laamech, P. Santos, and D. Hernández-Leo, “Adaptation of a Self-determination Theory-Based Questionnaire on Collaborative Classroom Dynamics,” in Collaboration Technologies and Social Computing – 30th International Conference, CollabTech 2024, Barcelona, Spain, September 11-14, 2024, Proceedings, 2024, vol. 14890, pp. 45–60. DOI: 10.1007/978-3-031-67998-8_4
  • E. Theophilou, J. R. S. Reina, V. Odakura, and D. Hernández-Leo, “An Exploratory Study on Empathy and Online Discussions in Computer Supported Collaborative Learning,” in Collaboration Technologies and Social Computing – 30th International Conference, CollabTech 2024, Barcelona, Spain, September 11-14, 2024, Proceedings, 2024, vol. 14890, pp. 129–143. DOI: 10.1007/978-3-031-67998-8_9
  • A. Gutiérrez-Ferré, D. Hernández-Leo, and J. R. S. Reina, “Generative AI Chatbot in PyramidApp: Students’ Behaviors and Design Principles,” in Collaboration Technologies and Social Computing – 30th International Conference, CollabTech 2024, Barcelona, Spain, September 11-14, 2024, Proceedings, 2024, vol. 14890, pp. 248–256. DOI: 10.1007/978-3-031-67998-8_19
  • H. Florido and D. Hernández-Leo, “Generative AI Collaboration in the Orchestration of Supervised Classroom Problem Solving,” in Collaboration Technologies and Social Computing – 30th International Conference, CollabTech 2024, Barcelona, Spain, September 11-14, 2024, Proceedings, 2024, vol. 14890, pp. 257–264. DOI: 10.1007/978-3-031-67998-8_20
  • L. Albó, I. Noguera, D. Hernández-Leo, A. P. Afonso, D. Agostini, and S. N. Alkhasawneh, “FLeD Learning Design Tool: Scaffolding Flexible Scenarios Through the Use of Flipped Learning Patterns,” in Technology Enhanced Learning for Inclusive and Equitable Quality Education – 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16-20, 2024, Proceedings, Part II, 2024, vol. 15160, pp. 209–215. DOI: 10.1007/978-3-031-72312-4_29
  • D. Hernández-Leo, B. Beltrán-Beltrán, K. Ginoyan, I. González-Cabezas, F. Pérez-Basso, and S. N. Alkhasawneh, “REOJocs: A Card Game About Teacher Community and Open Educational Resources Platforms,” in Technology Enhanced Learning for Inclusive and Equitable Quality Education – 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16-20, 2024, Proceedings, Part II, 2024, vol. 15160, pp. 229–234. DOI: 10.1007/978-3-031-72312-4_32
  • M. Velamazán, P. Santos, and D. H. Leo, “How to Design Features for Promoting Social and Emotional Interactions During Computer Supported Collaborative Learning,” in Learning and Collaboration Technologies – 11th International Conference, LCT 2024, Held as Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29 – July 4, 2024, Proceedings, Part I, 2024, vol. 14722, pp. 124–144. DOI: 10.1007/978-3-031-61672-3_9
  • P. Santos, C. Álvarez, D. Hernández-Leo, M. Kobayashi, and G. Zurita, Eds., Collaboration Technologies and Social Computing – 30th International Conference, CollabTech 2024, Barcelona, Spain, September 11-14, 2024, Proceedings, vol. 14890. Springer, 2024. DOI: 10.1007/978-3-031-67998-8
  • K. E. Aadmi-Laamech, P. Santos, and D. Hernández-Leo, “Leveraging User Experience and Learning Analytics for Enhanced Student Well-being,” CoRR, vol. abs/2412.02457, 2024. DOI: 10.48550/arXiv.2412.02457
  • E. Theophilou, “Computer-supported scripting mechanisms to support adolescents’ development of social media self-protection skills,” Pompeu Fabra University, Spain, 2024 [Online]. Available: http://hdl.handle.net/10803/689886
  • B. Tabuenca et al., “IoT and Generative AI Technologies to Support Urban Environmental Learning,” in IEEE Global Engineering Education Conference, EDUCON 2024, Kos Island, Greece, May 8-11, 2024, 2024, pp. 1–4. DOI: 10.1109/EDUCON60312.2024.10578567
  • L. Yan et al., “Practical and ethical challenges of large language models in education: A systematic scoping review,” Br. J. Educ. Technol., vol. 55, no. 1, pp. 90–112, 2024. DOI: 10.1111/bjet.13370
  • L. Zhao et al., “Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics,” Br. J. Educ. Technol., vol. 55, no. 4, pp. 1673–1702, 2024. DOI: 10.1111/bjet.13476
  • L. Yan et al., “Evidence-based multimodal learning analytics for feedback and reflection in collaborative learning,” Br. J. Educ. Technol., vol. 55, no. 5, pp. 1900–1925, 2024. DOI: 10.1111/bjet.13498
  • R. Alfredo et al., “Human-centred learning analytics and AI in education: A systematic literature review,” Comput. Educ. Artif. Intell., vol. 6, p. 100215, 2024. DOI: 10.1016/j.caeai.2024.100215
  • B. Maheshi, W. Dai, R. Martínez-Maldonado, and Y.-S. Tsai, “Dialogic feedback at scale: Recommendations for learning analytics design,” J. Comput. Assist. Learn., vol. 40, no. 6, pp. 2790–2808, 2024. DOI: 10.1111/jcal.13034
  • F. J.-Y. Jin, B. Maheshi, R. Martínez-Maldonado, D. Gasevic, and Y.-S. Tsai, “Scaffolding Feedback Literacy: Designing a Feedback Analytics Tool with Students,” J. Learn. Anal., vol. 11, no. 2, pp. 123–137, 2024. DOI: 10.18608/jla.2024.8339
  • R. M. Maldonado et al., “Lessons Learnt from a Multimodal Learning Analytics Deployment In-the-Wild,” ACM Trans. Comput. Hum. Interact., vol. 31, no. 1, pp. 8:1–8:41, 2024. DOI: 10.1145/3622784
  • L. Yan et al., “VizChat: Enhancing Learning Analytics Dashboards with Contextualised Explanations Using Multimodal Generative AI Chatbots,” in Artificial Intelligence in Education – 25th International Conference, AIED 2024, Recife, Brazil, July 8-12, 2024, Proceedings, Part II, 2024, vol. 14830, pp. 180–193. DOI: 10.1007/978-3-031-64299-9_13
  • M. E. Milesi et al., “‘It’s Really Enjoyable to See Me Solve the Problem like a Hero’: GenAI-enhanced Data Comics as a Learning Analytics Tool,” in Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, CHI EA 2024, Honolulu, HI, USA, May 11-16, 2024, 2024, pp. 4:1–4:7. DOI: 10.1145/3613905.3651111
  • L. Yan et al., “Human-AI Collaboration in Thematic Analysis using ChatGPT: A User Study and Design Recommendations,” in Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, CHI EA 2024, Honolulu, HI, USA, May 11-16, 2024, 2024, pp. 191:1–191:7. DOI: 10.1145/3613905.3650732
  • H. Shao, R. M. Maldonado, V. Echeverría, L. Yan, and D. Gasevic, “Data Storytelling in Data Visualisation: Does it Enhance the Efficiency and Effectiveness of Information Retrieval and Insights Comprehension?,” in Proceedings of the CHI Conference on Human Factors in Computing Systems, CHI 2024, Honolulu, HI, USA, May 11-16, 2024, 2024, pp. 195:1–195:21. DOI: 10.1145/3613904.3643022
  • R. Alfredo, V. Echeverría, Y. Jin, Z. Swiecki, D. Gasevic, and R. M. Maldonado, “SLADE: A Method for Designing Human-Centred Learning Analytics Systems,” in Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK 2024, Kyoto, Japan, March 18-22, 2024, 2024, pp. 24–34. DOI: 10.1145/3636555.3636847
  • L. Zhao et al., “Epistemic Network Analysis for End-users: Closing the Loop in the Context of Multimodal Analytics for Collaborative Team Learning,” in Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK 2024, Kyoto, Japan, March 18-22, 2024, 2024, pp. 90–100. DOI: 10.1145/3636555.3636855
  • L. Yan, R. M. Maldonado, and D. Gasevic, “Generative Artificial Intelligence in Learning Analytics: Contextualising Opportunities and Challenges through the Learning Analytics Cycle,” in Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK 2024, Kyoto, Japan, March 18-22, 2024, 2024, pp. 101–111. DOI: 10.1145/3636555.3636856
  • V. Echeverría et al., “TeamSlides: a Multimodal Teamwork Analytics Dashboard for Teacher-guided Reflection in a Physical Learning Space,” in Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK 2024, Kyoto, Japan, March 18-22, 2024, 2024, pp. 112–122. DOI: 10.1145/3636555.3636857
  • B. Maheshi, M. E. Milesi, H. Palihena, A. Zheng, R. M. Maldonado, and Y.-S. Tsai, “Data Storytelling for Feedback Analytics,” in Joint Proceedings of LAK 2024 Workshops co-located with 14th International Conference on Learning Analytics and Knowledge (LAK 2024), Kyoto, Japan, March 18-22, 2024, 2024, vol. 3667, pp. 118–123 [Online]. Available: https://ceur-ws.org/Vol-3667/DS-LAK24_paper_2.pdf
  • G. M. F. Nieto, V. Echeverría, R. M. Maldonado, and S. B. Shum, “YarnSense: Automated Data Storytelling for Multimodal Learning Analytics,” in Joint Proceedings of LAK 2024 Workshops co-located with 14th International Conference on Learning Analytics and Knowledge (LAK 2024), Kyoto, Japan, March 18-22, 2024, 2024, vol. 3667, pp. 124–138 [Online]. Available: https://ceur-ws.org/Vol-3667/DS-LAK24_paper_3.pdf
  • J. A. Talamás-Carvajal, H. G. Ceballos-Cancinob, R. M. Maldonado, and Y.-S. Tsai, “Use of SHAP Values for Identifying Differences in Behaviors for Subpopulations Under Intervention,” in Joint Proceedings of LAK 2024 Workshops co-located with 14th International Conference on Learning Analytics and Knowledge (LAK 2024), Kyoto, Japan, March 18-22, 2024, 2024, vol. 3667, pp. 139–149 [Online]. Available: https://ceur-ws.org/Vol-3667/DS-LAK24_paper_4.pdf
  • M. E. Milesi and R. M. Maldonado, “Data Storytelling in Learning Analytics? A Qualitative Investigation into Educators’ Perceptions of Benefits and Risks,” in Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK 2024, Kyoto, Japan, March 18-22, 2024, 2024, pp. 167–177. DOI: 10.1145/3636555.3636865
  • S. Feng, L. Yan, L. Zhao, R. M. Maldonado, and D. Gasevic, “Heterogenous Network Analytics of Small Group Teamwork: Using Multimodal Data to Uncover Individual Behavioral Engagement Strategies,” in Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK 2024, Kyoto, Japan, March 18-22, 2024, 2024, pp. 587–597. DOI: 10.1145/3636555.3636918
  • G. M. F. Nieto, R. M. Maldonado, V. Echeverría, K. Kitto, D. Gasevic, and S. B. Shum, “Data Storytelling Editor: A Teacher-Centred Tool for Customising Learning Analytics Dashboard Narratives,” in Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK 2024, Kyoto, Japan, March 18-22, 2024, 2024, pp. 678–689. DOI: 10.1145/3636555.3636930
  • M. Rakovic et al., “Measuring Affective and Motivational States as Conditions for Cognitive and Metacognitive Processing in Self-Regulated Learning,” in Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK 2024, Kyoto, Japan, March 18-22, 2024, 2024, pp. 701–712. DOI: 10.1145/3636555.3636934
  • M. Hlosta et al., Eds., Joint Proceedings of LAK 2024 Workshops co-located with 14th International Conference on Learning Analytics and Knowledge (LAK 2024), Kyoto, Japan, March 18-22, 2024, vol. 3667. CEUR-WS.org, 2024 [Online]. Available: https://ceur-ws.org/Vol-3667
  • H. Shao, R. M. Maldonado, V. Echeverría, L. Yan, and D. Gasevic, “Data Storytelling in Data Visualisation: Does it Enhance the Efficiency and Effectiveness of Information Retrieval and Insights Comprehension?,” CoRR, vol. abs/2402.12634, 2024. DOI: 10.48550/arXiv.2402.12634
  • Y. Jin et al., “FATE in MMLA: A Student-Centred Exploration of Fairness, Accountability, Transparency, and Ethics in Multimodal Learning Analytics,” CoRR, vol. abs/2402.19071, 2024. DOI: 10.48550/arXiv.2402.19071
  • Y. Jin, L. Yan, V. Echeverría, D. Gasevic, and R. M. Maldonado, “Generative AI in Higher Education: A Global Perspective of Institutional Adoption Policies and Guidelines,” CoRR, vol. abs/2405.11800, 2024. DOI: 10.48550/arXiv.2405.11800
  • L. Yan et al., “From Data Stories to Dialogues: A Randomised Controlled Trial of Generative AI Agents and Data Storytelling in Enhancing Data Visualisation Comprehension,” CoRR, vol. abs/2409.11645, 2024. DOI: 10.48550/arXiv.2409.11645
  • Y. Jin, R. Martínez-Maldonado, D. Gasevic, and L. Yan, “GLAT: The Generative AI Literacy Assessment Test,” CoRR, vol. abs/2411.00283, 2024. DOI: 10.48550/arXiv.2411.00283
  • L. Yan, D. Gasevic, L. Zhao, V. Echeverría, Y. Jin, and R. Martínez-Maldonado, “From Complexity to Parsimony: Integrating Latent Class Analysis to Uncover Multimodal Learning Patterns in Collaborative Learning,” CoRR, vol. abs/2411.15590, 2024. DOI: 10.48550/arXiv.2411.15590
  • Y. Jin et al., “Chatting with a Learning Analytics Dashboard: The Role of Generative AI Literacy on Learner Interaction with Conventional and Scaffolding Chatbots,” CoRR, vol. abs/2411.15597, 2024. DOI: 10.48550/arXiv.2411.15597