Who Gives Feedback Matters: Student Biases Towards Human and AI ‐Generated Formative Feedback

T. Nazaretsky; P. Mejia‐Domenzain; V. Swamy; J. Frej; T. Käser 

Different Topics, Similar Patterns: the Consistency of Learners and Learning Across Interactive Stem Simulations

J. M. Cock; I. Roll; K. Tanja 

Educator Professional Development Through LA and AIED Participatory Design: A Missing Link

T. Nazaretsky 

Reframing Computational Thinking for AI Education

V. Ferraioli; F. Mondada; V. Abou Khalil 

Enhancing Critical Thinking in Education by Means of a Socratic Chatbot

L. Favero; J. A. Pérez-Ortiz; T. Käser; N. Oliver 

Workshop on Advancements in AI-Supported Exploratory Learning (AI4EL)

M. Mavrikis; S. Lallé; R. Azevedo; G. Biswas; J. M. Cock et al. 

Towards A Student-Facing Dashboard to Support Learning of Inquiry Competencies in Interactive Simulations

E. Ganaiem; T. Käser; I. Roll 

ClickSight: Interpreting Student Clickstreams to Reveal Insights on Learning Strategies via LLMs

B. Radmehr; E. Shved; F. B. Güreş; A. Singla; T. Käser 

Bridging the Data Gap: Using LLMs to Augment Datasets for Text Classification

S. P. Neshaei; R. L. Davis; P. Mejia-Domenzain; T. Nazaretsky; T. Käser 

Leveraging Knowledge Profiles and Generative AI for Realistic Student Response Generation

E. Ipçi; T. Nazaretsky; T. Käser 

BloomTutor: Retrieval Augmentation for Bloom’s Taxonomy Question Generation

Y. Laaroussi; V. Swamy; P. Mejia-Domenzain; A. Vauthey; A. Yazici et al. 

EPFL-Smart-Kitchen-30: Densely annotated cooking dataset with 3D kinematics to challenge video and language models

A. Bonnetto; H. Qi; F. Leong; M. Tashkovska; M. Rad et al. 

Metacognition meets AI: Empowering reflective writing with large language models

S. P. Neshaei; P. Mejia‐Domenzain; R. L. Davis; T. Käser 

Leveraging Learner Errors in Digital Argumentation Learning: How ALure Helps Students Learn from their Mistakes and Write Better Arguments

S. P. Neshaei; A. Tolzin; Y. Berkle; M. Leuchter; J. M. Leimeister et al. 

“Piecing Data Connections Together Like a Puzzle”: Effects of Increasing Task Complexity on the Effectiveness of Data Storytelling Enhanced Visualisations

M. E. Milesi; P. Mejia-Domenzain; L. Brandl; V. Echeverria; Y. Jin et al. 

SketchAI: A “Sketch-First” Approach to Incorporating Generative AI into Fashion Design

R. L. Davis; K. F. Mwaita; L. Müller; D. Tozadore; A. Novikova et al. 

User-centric Reflective Writing Assistance: Leveraging RAG for Enhanced Personalized Support

S. P. Neshaei; M. Tashkovska; P. Mejia-Domenzain; T. Wambsganss; T. Käser 

MindMate: Exploring the Effect of Conversational Agents on Reflective Writing

S. P. Neshaei; T. Wambsganss; H. El Bouchrifi; T. Käser 

SpatiaLearn: Exploring XR Learning Environments for Reflective Writing

J. Li; S. P. Neshaei; L. Müller; R. Rietsche; R. L. Davis et al. 

TeamTeachingViz: Benefits, Challenges, and Ethical Considerations of Using a Multimodal Analytics Dashboard to Support Team Teaching Reflection

R. Alfredo; P. Mejia-Domenzain; V. Echeverria; D. Rahayu; L. Zhao et al. 

The Effect of Different Support Strategies on Student Affect

J. Le Tallec; E. Prihar; T. Käser 

iLLuMinaTE: An LLM-XAI Framework Leveraging Social Science Explanation Theories Towards Actionable Student Performance Feedback

V. Swamy; D. Romano; B. Desikan; O-M. Camburu; T. Käser 

The critical role of trust in adopting AI-powered educational technology for learning: An instrument for measuring student perceptions

T. Nazaretsky; P. Mejia-Domenzain; V. Swamy; J. A. Frej; T. Käser 

PharmaSimText: A Text-Based Educational Playground filled with RL-LLM Agents That Work Together Even in Disagreement

B. Radmehr; A. Singla; T. Käser 

How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning

F-B. Güres; T. Nazaretsky; B. Radmehr; M. Rau; T. Käser 

Personalizing Learning and Empowering Educators through Multi-Dimensional Clustering, Teacher Dashboards, and AI-Hybrid Learning Systems

A Human-Centric Approach to Explainable AI for Personalized Education

Viewpoint: The Future of Human-Centric Explainable Artificial Intelligence is not Post-Hoc Explanations

V. Swamy; J. Frej; T. Käser 

One Code to Predict Them All: Universal Encoding for Inquiry Modeling

J. M. Cock; V. Delevaux; I. Roll; R. Davis; T. Käser 

Generalised Modeling of Inquiry Behaviour: From Learning to Understanding

SCRIBE: Structured Chain Reasoning for Interactive Behaviour Explanations using Tool Calling

Responsibly Building Multilingual Language Models for Hundreds of Languages

The handwriting programming language for primary school: aligning computer science education with established teaching practices

J. Brender; L. El-Hamamsy; C. Giang; L. Mathex; T. Käser et al. 

Could ChatGPT get an engineering degree? Evaluating higher education vulnerability to AI assistants

B. Borges; N. Foroutan; D. Bayazit; A. Sotnikova; S. Montariol et al. 

Let Me Teach You: Pedagogical Foundations of Feedback for Language Models

B. Borges; N. Tandon; T. Käser; A. Bosselut 

AI or Human? Evaluating Student Feedback Perceptions in Higher Education

T. Nazaretsky; P. Mejia; J. A. Frej; V. Swamy; T. Käser 

Course Recommender Systems Need to Consider the Job Market

J. Frej; A. Dai; S. Montariol; A. Bosselut; T. Käser 

1st International Workshop on User-Centered Practices of Knowledge Discovery in Educational Data

F. M. Malloci; P. Mejia; A. Merceron; A. Monreale; D. Rotelli 

Interpret3C: Interpretable Student Clustering Through Individualized Feature Selection

I. Salles; P. Mejia; V. Swamy; J. Blackwell; T. Käser 

LegalWriter: An Intelligent Writing Support System for Structured and Persuasive Legal Case Writing for Novice Law Students

F. Weber; T. Wambsganss; S. P. Neshaei; M. Söllner 

Intelligent Support Engages Writers Through Relevant Cognitive Processes

A. Göldi; T. Wambsganss; S. P. Neshaei; R. Rietsche 

Fashioning Creative Expertise with Generative AI: Graphical Interfaces for GAN-Based Design Space Exploration Beter Support Ideation Than Text Prompts for Difusion Models

R. L. Davis; T. Wambsganss; W. Jiang; K. G. Kim; T. Käser et al. 

Enhancing Peer Review with AI-Powered Suggestion Generation Assistance: Investigating the Design Dynamics

S. P. Neshaei; R. Rietsche; X. Su; T. Wambsganss 

Towards Language Learning From Passive Exposures To In-Context Examples

Teaching and Measuring Multidimensional Inquiry Skills Using Interactive Simulations

E. Shved; E. W. Bumbacher; P. Mejia-Domenzain; M. Kapur; T. Käser 

An Interpretable Approach to Identify Performance Indicators Within Unstructured Learning Environments

E. Prihar; B. Radmehr; T. Käser 

Finding Paths for Explainable MOOC Recommendation: A Learner Perspective

J. A. Frej; N. Shah; T. Käser; M. Knezevic; T. Nazaretsky 

Explainable AI for Unsupervised Machine Learning: A Proposed Scheme Applied to a Case Study with Science Teachers

Y. Feldman-Maggor; T. Nazaretsky; G. Alexandron 

Navigating Self-regulated Learning Dimensions: Exploring Interactions Across Modalities

P. Mejia-Domenzain; T. Nazaretsky; S. Schultze; J. Hochweber; T. Käser 

Evaluating the Impact of Learner Control and Interactivity in Conversational Tutoring Systems for Persuasive Writing

T. Wambsganss; I. Benke; A. Maedche; K. Koedinger; T. Käser 

Student Answer Forecasting: Transformer-Driven Answer Choice Prediction for Language Learning

E. G. Gado; T. Martorella; L. Zunino; P. Mejia-Domenzain; V. Swamy et al. 

Enhancing Procedural Writing Through Personalized Example Retrieval: A Case Study on Cooking Recipes

P. Mejia-Domenzain; J. A. Frej; S. P. Neshaei; L. Mouchel; T. Nazaretsky et al. 

Modeling and Enhancing Human Knowledge Navigation

GELEX: Generative AI-Hybrid System for Example-Based Learning

A. Yazici; P. Meija-Domenzain; J. A. Frej; T. Käser 

Fashioning Creative Expertise with Generative AI: Graphical Interfaces for GAN-Based Design Space Exploration Better Support Ideation Than Text Prompts for Diffusion Models

R. L. Davis; T. Wambsganss; W. Jiang; K. G. Kim; T. Käser et al. 

Exploring the Potential of Automated and Personalized Feedback to Support Science Teacher Learning

J. N. Mikeska; B. B. Klebanov; A. Marigo; J. Tierney; T. Maxwell et al. 

InterpretCC: Intrinsic User-Centric Interpretability through Global Mixture of Experts

V. Swamy; S. Montariol; J. Blackwell; J. A. Frej; M. Jaggi et al. 

Finding Paths for Explainable MOOC Recommendation: A Learner Perspective

J. A. Frej; S. Neel; K. Marta; T. Nazaretsky; T. Käser 

Simulated Learners in Educational Technology: A Systematic Literature Review and a Turing-like Test

T. Käser; G. Alexandron 

To speak or not to speak, and what to speak, when doing task actions collaboratively

J. Nasir; A. Kothiyal; H. Sheng; P. Dillenbourg 

Consistency of Inquiry Strategies Across Subsequent Activities in Different Domains

J. M. Cock; I. Roll; T. Käser 

Fashioning the Future: Unlocking the Creative Potential of Deep Generative Models for Design Space Exploration

R. L. Davis; T. Wambsganss; W. Jiang; K. G. Kim; T. Käser et al. 

Trusting the Explainers: Teacher Validation of Explainable Artificial Intelligence for Course Design

V. Swamy; S. Du; M. Marras; T. Käser 

How Close are Predictive Models to Teachers in Detecting Learners at Risk?

R. Galici; T. Käser; G. Fenu; M. Marras 

MultiModN- Multimodal, Multi-Task, Interpretable Modular Networks

V. Swamy; M. Satayeva; J. Frej; T. Bossy; T. Vogels et al. 

Co-Designing a Teacher Tool for Visualizing Self-Regulated Learning Behaviors

E. Laini 

The future of human-centric eXplainable Artificial Intelligence (XAI) is not post-hoc explanations

V. Swamy; J. A. Frej; T. Käser 

Visualizing Self-Regulated Learner Profiles in Dashboards: Design Insights from Teachers

P. Mejia-Domenzain; E. Laini; S. P. Neshaei; T. Wambsganss; T. Kaser 

Understanding Revision Behavior in Adaptive Writing Support Systems for Education

L. Mouchel; T. Wambsganss; P. Mejia; T. Käser 

Improving Students Argumentation Learning with Adaptive Self-Evaluation Nudging

T. Wambsganss; A. Janson; T. Käser; J. M. Leimeister 

Designing Conversational Evaluation Tools

T. Wambsganss; N. Zierau; M. Söllner; T. Käser; K. R. Koedinger et al. 

Maschinelles Lernen zur Förderung von höheren Kompetenzen

C. Giang; T. Wambsganss; T. Käser 

Evolutionary Clustering of Apprentices’ Self- Regulated Learning Behavior in Learning Journals

P. Mejia; M. Marras; C. Giang; A. Cattaneo; T. Käser 

Identifying and Comparing Multi-dimensional Student Profiles Across Flipped Classrooms

P. Mejia; T. Käser; M. Marras; C. Giang 

Generalisable Methods for Early Prediction in Interactive Simulations for Education

J. M. L. Cock; M. Marras; C. Giang; T. Käser 

Evaluating the Explainers: Black-Box Explainable Machine Learning for Student Success Prediction in MOOCs

V. Swamy; B. Radmehr; N. Krco; M. Marras; T. Käser 

ALEN App: Argumentative Writing Support To Foster English Language Learning

T. Wambsganss; A. Caines; P. Buttery 

Meta Transfer Learning for Early Success Prediction in MOOCs

V. Swamy; M. Marras; T. Käser 

Guest Editorial of the FGCS Special Issue on Advances in Intelligent Systems for Online Education

G. Bonnin; D. Dessi; G. Fenu; M. Hlosta; M. Marras et al. 

How We Use Wikipedia: Studying Readers’ Behavior with Navigation Traces

Ripple: Concept-Based Interpretation for Raw Time Series Models in Education

M. Asadi; V. Swamy; J. Frej; J. Vignoud; M. Marras et al. 

Bias at a Second Glance: A Deep Dive into Bias for German Educational Peer-Review Data Modeling

T. Wambsganss; V. Swamy; R. Rietsche; T. Käser 

Protected Attributes Tell Us Who, Behavior Tells Us How: A Comparison of Demographic and Behavioral Oversampling for Fair Student Success Modeling

J. M. Cock; M. Bilal; R. Davis; M. Marras; T. Käser 

Design and evaluation of digital tools to expand experience in vocational education

Do Not Trust a Model Because It is Confident: Uncovering and Characterizing Unknown Unknowns to Student Success Predictors in Online-Based Learning

R. Galici; G. Fenu; T. Kaser; M. Marras 

Guest editorial of the IPM special issue on algorithmic bias and fairness in search and recommendation

L. Boratto; S. Faralli; M. Marras; G. Stilo 

Introducing Productive Engagement for Social Robots Supporting Learning

Equality of Learning Opportunity via Individual Fairness in Personalized Recommendations

M. Marras; L. Boratto; G. Ramos; G. Fenu 

FATED 2022: Fairness, Accountability, and Transparency in Educational Data

C. Lynch; M. Marras; M. Pechenizkiy; A. Rafferty; S. Ritter et al. 

Interpreting Language Models Through Knowledge Graph Extraction

V. Swamy; A. Romanou; M. Jaggi 

Interplay between upsampling and regularization for provider fairness in recommender systems

L. Boratto; G. Fenu; M. Marras 

Exploring a Handwriting Programming Language for Educational Robots

L. El-Hamamsy; V. Papaspyros; T. Kangur; L. Mathex; C. Giang et al. 

Can Feature Predictive Power Generalize? Benchmarking Early Predictors of Student Success across Flipped and Online Courses

M. Marras; T. Tu; J. Vignoud; T. Käser 

Early Prediction of Conceptual Understanding in Interactive Simulations

J. M. L. Cock; M. Marras; C. Giang; T. Käser 

Designing Intelligent Systems for Online Education: Open Challenges and Future Directions

D. Dessì; T. Käser; M. Marras; E. Popescu; H. Sack 

L2D 2021: First International Workshop on Enabling Data-Driven Decisions from Learning on the Web

D. Dessi; T. Käser; M. Marras; E. Popescu; H. Sack 

The Winner Takes it All: Geographic Imbalance and Provider (Un)fairness in Educational Recommender Systems

E. Gomez; C. S. Zhang; L. Boratto; M. Salamo; M. Marras 

Computational Analysis and Design of Structurally Stable Assemblies with Rigid Parts

Fair Voice Biometrics: Impact of Demographic Imbalance on Group Fairness in Speaker Recognition

G. Fenu; M. Marras; G. Medda; G. Meloni 

Advances in Bias-aware Recommendation on the Web

L. Boratto; M. Marras 

Teachers’ Perspective on Fostering Computational Thinking Through Educational Robotics

M. Chevalier; L. El-Hamamsy; C. Giang; B. Bruno; F. Mondada 

Countering Bias in Personalized Rankings From Data Engineering to Algorithm Development

L. Boratto; M. Marras 

Learning Analytics for Adaptive and Self-Improving Learning Environments for Inductive Teaching

Modeling and Analyzing Inquiry Strategies in Open-Ended Learning Environments

T. Kaeser; D. L. Schwartz 

Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?

J. Kohn; L. Rauscher; K. Kucian; T. Käser; A. Wyschkon et al. 

Introducing a Paper-Based Programming Language for Computing Education in Classrooms

A. Mehrotra; C. Giang; N. Duruz; J. Dedelley; A. Mussati et al. 

Analysis and Remediation of Handwriting difficulties

Towards the alignment of educational robotics learning systems with classroom activities

Exploring Neural Network Models for the Classification of Students in Highly Interactive Environments

T. Käser; D. L. Schwartz 

Ten Years of Research on Intelligent Educational Games for Learning Spelling and Mathematics

B. Solenthaler; S. Klingler; T. Käser; M. Gross 

Perspectives to Technology-Enhanced Learning and Teaching in Mathematical Learning Difficulties

P. Räsänen; D. Laurillard; T. Käser; M. von Aster 

Efficient Feature Embeddings for Student Classification with Variational Auto-encoders

S. Klingler; R. Wampfler; T. Käser; B. Solenthaler; M. Gross 

Effekte des Calcularis-Trainings: Teil 2: Veränderungen psychosozialer Merkmale

L. Rauscher; J. Kohn; T. Käser; K. Kucian; U. McCaskey et al. 

Effekte des Calcularis-Trainings: Teil 1: Domänen-spezifische Veränderungen

J. Kohn; L. Rauscher; T. Käser; K. Kucian; U. McCaskey et al. 

Modeling exploration strategies to predict student performance within a learning environment and beyond

T. Käser; N. R. Hallinen; D. L. Schwartz 

Dynamic Bayesian Networks for Student Modeling

T. Käser; S. Klingler; A. G. Schwing; M. Gross 

Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children

L. Rauscher; J. Kohn; T. Käser; V. Mayer; K. Kucian et al. 

Stealth Assessment in ITS – A Study for Developmental Dyscalculia

S. Klingler; T. Käser; A-G. Busetto; B. Solenthaler; J. Kohn et al. 

When to stop? – Towards universal instructional policies

T. Käser; S. Klingler; M. Gross 

Temporally Coherent Clustering of Student Data

S. Klingler; T. Käser; B. Solenthaler; M. Gross 

Rechenleistung und Fingergnosie: Besteht ein Zusammenhang?: Eine Studie bei Grundschulkindern mit und ohne Rechenschwäche

J. Kohn; K. Kucian; E. Wuithschick; V. Mayer; L. Rauscher et al. 

On the Performance Characteristics of Latent-Factor and Knowledge Tracing Models

S. Klingler; T. Käser; B. Solenthaler; M. Gross 

Assistive technology for supporting learning numeracy

P. Räsänen; T. Käser; A. Wilson; M. v. Aster; O. Maslov et al. 

Different parameters – same prediction. An analysis of learning curves

T. Käser; K. R. Koedinger; M. Gross 

Beyond Knowledge Tracing. Modeling Skill Topologies with Bayesian Networks

T. Käser; S. Klingler; A. G. Schwing; M. Gross 

Computational Education using Latent Structured Prediction

T. Käser; A. G. Schwing; T. Hazan; M. Gross 

Modelling and Optimizing Mathematics Learning in Children

T. Käser; A. G. Busetto; B. Solenthaler; G-M. Baschera; J. Kohn et al. 

Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition

T. Käser; G-M. Baschera; J. Kohn; K. Kucian; V. Richtmann et al. 

Modeling and Optimizing Computer-Assisted Mathematics Learning in Children

Computerbasierte Lernprogramme für Kinder mit Rechenschwäche

T. Käser; M. von Aster 

Das Mathematikangstinterview (MAI). Erste psychometrische Gütekriterien

J. Kohn; V. Richtmann; L. Rauscher; K. Kucian; T. Käser et al. 

Cluster-based prediction of mathematical learning patterns

T. Käser; A. G. Busetto; B. Solenthaler; J. Kohn; M. v. Aster et al. 

Modelling and Optimizing the Process of Learning Mathematics

T. Käser; A. G. Busetto; G. M. Baschera; J. Kohn; K. Kucian et al. 

Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit

K. Kucian; J. Kohn; M. M. Hannula-Sormunen; V. Richtmann; U. Grond et al. 

Towards a Framework for Modelling Engagement Dynamics in Multiple Learning Domains

T. Käser; G-M. Baschera; A. G. Busetto; S. Klingler; B. Solenthaler et al. 

Therapy software for enhancing numerical cognition

T. Käser; K. Kucian; M. Ringwald; G. M. Baschera; M. Von Aster et al.