Can students judge like experts? A large-scale study on the pedagogical quality of AI and human personalized formative feedback

T. Nazaretsky; H. Gabbay; T. Käser

Argumentative essay assessment with LLMs: A critical scoping review

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

Who Gives Feedback Matters: Student Biases Towards Human and <scp>AI</scp> ‐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

Enhancing Critical Thinking in Education by Means of a Socratic Chatbot

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

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

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

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

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.

Metacognition meets AI: Empowering reflective writing with large language models

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

"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.

MindMate: Exploring the Effect of Conversational Agents on Reflective Writing

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

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

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

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.

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

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

P. Mejia-Domenzain

Generalised Modeling of Inquiry Behaviour: From Learning to Understanding

J. M. L. Cock

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

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

A Human-Centric Approach to Explainable AI for Personalized Education

V. Swamy

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.

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

How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning

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

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

V. Swamy; J. Frej; T. Käser

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

Interpret3C: Interpretable Student Clustering Through Individualized Feature Selection

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

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.

Teaching and Measuring Multidimensional Inquiry Skills Using Interactive Simulations

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

Finding Paths for Explainable MOOC Recommendation: A Learner Perspective

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

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

Navigating Self-regulated Learning Dimensions: Exploring Interactions Across Modalities

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

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.

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

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

An Interpretable Approach to Identify Performance Indicators Within Unstructured Learning Environments

E. Prihar; B. Radmehr; T. Käser

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.

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

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

Understanding Revision Behavior in Adaptive Writing Support Systems for Education

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

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

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

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

E. Laini

MultiModN- Multimodal, Multi-Task, Interpretable Modular Networks

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

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

Designing Conversational Evaluation Tools

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

Improving Students Argumentation Learning with Adaptive Self-Evaluation Nudging

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

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

Meta Transfer Learning for Early Success Prediction in MOOCs

V. Swamy; M. Marras; T. Käser

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

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

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

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.

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.

Computational Education using Latent Structured Prediction

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

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

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.

Cluster-based prediction of mathematical learning patterns

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

Modeling and Optimizing Computer-Assisted Mathematics Learning in Children

T. Käser Jacober

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.

Modelling and Optimizing the Process of Learning Mathematics

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

Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit

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

Therapy software for enhancing numerical cognition

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