Table Of ContentAdvances in Analytics for Learning and Teaching
Yuan 'Elle' Wang · Srećko Joksimović ·
Maria Ofelia Z. San Pedro · Jason D. Way ·
John Whitmer Editors
Social and
Emotional
Learning and
Complex Skills
Assessment
An Inclusive Learning Analytics
Perspective
Advances in Analytics for Learning
and Teaching
Series Editors
Dirk Ifenthaler, Learning, Design and Technology, University of Mannheim,
Mannheim, Baden-Württemberg, Germany
David Gibson, Teaching and Learning, Curtin University, Bentley, WA, Australia
This book series highlights the latest developments of analytics for learning and
teaching as well as providing an arena for the further development of this rapidly
developing field.
It provides insight into the emerging paradigms, frameworks, methods, and
processes of managing change to better facilitate organizational transformation
toward implementation of educational data mining and learning analytics. The
series accepts monographs and edited volumes focusing on the above-mentioned
scope, and covers a number of subjects. Titles in the series Advances in Analytics for
Learning and Teaching look at education from K-12 through higher education, as
well as vocational, business, and health education. The series also is interested in
teaching, learning, and instructional design and organization as well as data analytics
and technology adoption.
Yuan 'Elle' Wang • Srećko Joksimović
Maria Ofelia Z. San Pedro • Jason D. Way
John Whitmer
Editors
Social and Emotional
Learning and Complex Skills
Assessment
An Inclusive Learning Analytics Perspective
Editors
Yuan 'Elle' Wang Srećko Joksimović
Arizona State University University of South Australia
Scottsdale, AZ, USA Adelaide, SA, Australia
Maria Ofelia Z. San Pedro Jason D. Way
ACT, Inc. ACT, Inc.
Iowa City, IA, USA Iowa City, IA, USA
John Whitmer
Davis, CA, USA
ISSN 2662-2122 ISSN 2662-2130 (electronic)
Advances in Analytics for Learning and Teaching
ISBN 978-3-031-06332-9 ISBN 978-3-031-06333-6 (eBook)
https://doi.org/10.1007/978-3-031-06333-6
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature
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Contents
1 Re-contextualizing Inclusiveness & SEL in Learning Analytics . . . . 1
Yuan 'Elle' Wang and Srećko Joksimović
2 State of the Science on Social and Emotional Learning:
Frameworks, Assessment, and Developing Skills . . . . . . . . . . . . . . . . . 9
Jason D. Way, Dana Murano, and Kate E. Walton
3 Mapping the Landscape of Social and Emotional
Learning Analytics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Srećko Joksimović, Shane Dawson, Abhinava Barthakur,
Oleksandra Poquet, Yuan 'Elle' Wang, Fernando Marmolejo-Ramos,
and George Siemens
Part I Key SEL Attributes
4 Empathy: How Can Technology Help Foster Its Increase
Rather Than Decline in the 21st Century? . . . . . . . . . . . . . . . . . . . . . . 51
Gerald Knezek, Rhonda Christensen, and David Gibson
5 The Role of Learning Analytics in Developing Creativity . . . . . . . . . . 75
Rebecca L. Marrone and David H. Cropley
6 Using Learning Analytics to Measure Motivational
and Affective Processes During Self-Regulated Learning
with Advanced Learning Technologies . . . . . . . . . . . . . . . . . . . . . . . . . 93
Florence Gabriel, Elizabeth B. Cloude, and Roger Azevedo
7 SR-WMS: A Typology of Self-Regulation in Writing from
Multiple Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Mladen Raković and Philip H. Winne
8 Identifying Tertiary Level Educators’ Needs and Understanding
of the Collaboration Process Analytics . . . . . . . . . . . . . . . . . . . . . . . . . 131
Mutlu Cukurova, Carmel Kent, and Abayomi Akanji
v
vi Contents
Part II Applications in K-12
9 Augmented Reality (AR) for Biology Learning:
A Quasi-Experiment Study with High School Students . . . . . . . . . . . 167
Christy Weng-Lam Cheong, Xingmin Guan, and Xiao Hu
10 Struggling Readers Smiling on the Inside and Getting
Correct Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Garron Hillaire, Boris Goldowsky, Bart Rienties,
and Samantha G. Daley
11 Exploring Selective College Attendance and Middle School
Cognitive and Non- cognitive Factors Within Computer-Based
Math Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Maria Ofelia Z. San Pedro, Ryan S. Baker, Alex J. Bowers,
and Neil T. Heffernan
Part III Applications in Adult and Professional Education
12 Single-Case Learning Analytics to Support Social-Emotional
Learning: The Case of Doctoral Education . . . . . . . . . . . . . . . . . . . . . 251
Luis P. Prieto, María Jesús Rodríguez-Triana,
Paula Odriozola- González, and Yannis Dimitriadis
13 Investigating the Potential of AI-Based Social Matching
Systems to Facilitate Social Interaction Among Online Learners . . . 279
Qiaosi Wang, Ida Camacho, and Ashok K. Goel
14 Developing Social Interaction Metrics for an Active, Social,
and Case- Based Online Learning Platform . . . . . . . . . . . . . . . . . . . . . 299
Brent Benson and Mohamed Houtti
15 Network Climate Action Through MOOCs . . . . . . . . . . . . . . . . . . . . . 311
Yue Li and Marianne E. Krasny
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331
Contributors
Abayomi Akanji, MA, is an EdTech researcher and software engineer. He has
broad experience leading and building offline and online tech solutions for eLearn-
ing, collaborative learning, and exam-prep. These platforms have supported over
500K African students to learn effectively and consequently pass their
examinations.
Roger Azevedo is a professor in the Departments of Learning Sciences &
Educational Research, Computer Science, and Internal Medicine at the University
of Central Florida. He is a world-renowned expert in Self-Regulated Learning and
has won multiple national and international grants, including a National Science
Foundation grant on using real-time multichannel self-regulated learning data to
enhance student learning and teachers’ decision-making ($1.5M). His expertise will
be invaluable to develop and analyze the items on self-regulated learning.
Ryan S. Baker is an associate professor at the University of Pennsylvania, and
director of the Penn Center for Learning Analytics. Baker has developed models
that can automatically detect student engagement in more than a dozen online learn-
ing environments, and has led the development of an observational protocol and app
for field observation of student engagement that has been used by more than 150
researchers in 7 countries. He was the founding president of the International
Educational Data Mining Society, is currently serving as editor of the journal
Computer-Based Learning in Context, is associate editor of the Journal of
Educational Data Mining, was the first technical director of the Pittsburgh Science
of Learning Center DataShop, and currently serves as co-director of the MOOC
Replication Framework (MORF). Baker has co-authored published papers with
more than 400 colleagues.
Abhinava Barthakur is a researcher and a PhD candidate in the field of learning
analytics. His research focuses on using large and diverse learning trace and assess-
ment datasets about learners, with the goal of assessing and improving learning and
learning experiences. More specifically, his PhD will contribute towards developing
vii
viii Contributors
novel learning assessment models that is rooted in learning analytics and measure-
ment theories. His research will utilize various data mining and machine learning
algorithms to assess the acquisition of complex skills in online learning platforms.
Also, Mr. Barthakur is affiliated with the Centre for Change and Complexity in
Learning, UniSA and have contributed to various research learning analytics
projects.
Brent Benson is Enterprise Architect for Harvard Business School Online, HBS’s
online learning initiative, where he works on innovative learning technologies,
including the Course Platform asynchronous learning platform and the HBS Online
data science practice, which uses data-driven methods to understand and improve
learning experiences and to expand the scope and reach of Harvard Business
School’s case-learning approach.
Alex J. Bowers is Professor of Education Leadership at Teachers College, Columbia
University. His research interests include organizational level data analytics, educa-
tion data science, machine learning, organizational behavior, school and district
leadership, data-driven decision making, high school dropouts and completion, edu-
cational assessment and accountability, education technology and school facilities
financing. ORCID: 0000-0002-5140-6428
Ida Camacho isa principal developer and researcher on DiLab’s Jill Watson proj-
ect. As a member of the Jill Watson team, she works on developing a Virtual
Teaching Assistant that can answer questions about a course. More recently, she has
led the development of an Introduction Agent and researches NLP techniques to
answer student introductions.
Ida holds an MS in computer science from Georgia Tech. Her research interests
include neuroscience, cognitive science, natural language processing, conversa-
tional agents, and knowledge engineering. Outside of DiLab, Ida loves the NBA,
gardening, traveling, and playing with her two dogs.
Christy Weng-Lam Cheong is head of the Academic Affairs Department at the
Macao Polytechnic Institute. Her research areas include learning analytics, social
and emotional learning, and higher education policies and administration.
Rhonda Christensen, PhD, is research professor in the Learning Technologies
Department in the College of Information at the University of North Texas. She is a
co-director of the Institute for the Integration of Technology into Teaching and
Learning at UNT. She is lead PI on an NSF Research on Emerging Technologies for
Teaching and Learning (RETTL) exploring issues related to equity in teacher edu-
cation. She serves as the Chair of the Consultative Council for the Society for
Information Technology in Teacher Education (SITE). Her research interests are the
impact of technology integration in education, enhancing STEM education in mid-
dle schools, dispositions toward learning, simulated learning in preservice educa-
tion, and mobile learning in education.
Contributors ix
Elizabeth B. Cloude is a PhD candidate within the Department of Learning
Sciences & Educational Research at the University of Central Florida. Her research
is focused on collecting, processing, and analyzing multimodal sensor data (e.g.,
eye movements, human-system interactions, physiology, screen recordings, speech,
facial expressions of emotions) using a dynamical systems perspective to study the
complex nature of learning across learning activities that hold implications for AI in
education and building intelligent adaptive systems. Her professional productivity
includes 2 book chapters, 8 peer-reviewed journal articles (with an additional 8
under review or in preparation), 11 refereed conference proceedings, and 24 confer-
ence paper presentations, and 22 poster presentations at local, national, and interna-
tional conferences, including the International conference on Affective Computing
and Intelligent Interaction, the International Learning Analytics and Knowledge
conference, the American Educational Research Association, the European
Association for Research on Learning and Instruction, the International Society of
Artificial Intelligence in Education, the Cognitive Science Society, as well as the
Association for Educational Communications and Technology.
David H. Cropley is the Professor of Engineering Innovation at the University of
South Australia. He specializes in helping people and organizations become better,
more effective, problem solvers.Dr. Cropley joined the School of Engineering at the
South Australian Institute of Technology (SAIT) in 1990, after serving for 4 years
in the United Kingdom’s Royal Navy, including deployments to the Caribbean and
Middle East. Following the establishment of the University in 1991, he completed a
PhD in measurement systems engineering in 1997 and obtained a graduate certifi-
cate in higher education in 2002.Dr. Cropley has taught a variety of courses on
engineering, including digital electronics, linear electronics, systems engineering,
and engineering design. He teaches creativity and innovation across programs, from
gifted education through to management. Dr. Cropley’s research interests range
across creativity in education, the assessment of creativity and innovation in organi-
zations, the role of creativity and innovation in terrorism and crime, and the nexus
of creative problem-solving and engineering.Dr. Cropley is author/co-author of nine
books including Creativity and Crime: A Psychological Analysis (Cambridge
University Press, 2013); Creativity in Engineering: Novel Solutions to Complex
Problems (Academic Press, 2015); The Psychology of Innovation in Organizations
(Cambridge University Press, 2015), and Femina Problematis Solvendis – Problem-
Solving Woman: A History of the Creativity of Women (Springer, 2020).Now a rec-
ognized expert in creative problem solving and innovation, Dr. David Cropley was
a scientific consultant and on-screen expert for the Australian ABC TV
Documentaries Redesign My Brain (2013), Life at 9 (2014) and Redesign My
Brain, Series 2 (2015). For more than 20 years, he has helped schools and organiza-
tions in Australia, the US, and Europe develop more effective, creative problem
solvers.
