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British Journal of Educational Technology (BJET)

Référence :  Vol. 51, n°5, septembre 2020

Thème :  The promise and challenges of multimodal learning analytics et Artificial intelligence and deep learning in educational technology research and practice


The promise and challenges of multimodal learning analytics, Mutlu Cukurova, Michail Giannakos, Roberto Martinez‐Maldonado

Multimodal data capabilities for learning: What can multimodal data tell us about learning?, Kshitij Sharma, Michail Giannakos

Multimodal Learning Analytics research with young children: A systematic review, Lucrezia Crescenzi‐Lanna

Multimodal learning analytics for game‐based learning, Andrew Emerson, Elizabeth B. Cloude, Roger Azevedo, James Lester

Temporal analysis of multimodal data to predict collaborative learning outcomes, Jennifer K. Olsen, Kshitij Sharma, Nikol Rummel, Vincent Aleven

Multimodal learning analytics to investigate cognitive load during online problem solving, Charlotte Larmuseau, Jan Cornelis, Luigi Lancieri, Piet Desmet, Fien Depaepe

Facial expressions when learning with a Queer History App: Application of the Control Value Theory of Achievement Emotions, Byunghoon “Tony” Ahn, Jason M. Harley

What does physiological synchrony reveal about metacognitive experiences and group performance?, Muhterem Dindar, Sanna Järvelä, Eetu Haataja

Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study, Milica Vujovic, Davinia Hernández‐Leo, Simone Tassani, Daniel Spikol

Controlled evaluation of a multimodal system to improve oral presentation skills in a real learning setting, Xavier Ochoa, Federico Dominguez

Enhancing consent forms to support participant decision making in multimodal learning data research, Marc Beardsley, Judit Martínez Moreno, Milica Vujovic, Patricia Santos, Davinia Hernández‐Leo

Editorial, Artificial intelligence and deep learning in educational technology research and practice, Xusen Cheng, Jianshan Sun, Alex Zarifis

Participant or spectator? Comprehending the willingness of faculty to use intelligent tutoring systems in the artificial intelligence era, Shanyong Wang, Haotian Yu, Xianfeng Hu, Jun Li

The affordances of AI‐enabled automatic scoring applications on learners’ continuous learning intention: An empirical study in China, Shixuan Fu, Huimin Gu, Bo Yang

Understanding user trust in artificial intelligence‐based educational systems: Evidence from China, Fen Qin, Kai Li, Jianyuan Yan

Informations complémentaires :

catégorie(s) :  contenu de l'éducation