| 2015 | Pacing through MOOCs: Course Design or Teaching Effect? | Lorenzo Vigentini, Andrew Clayphan |
| 2015 | Exploring the function of discussion forums in MOOCs: comparing data mining and graph-based approaches. | Lorenzo Vigentini, Andrew Clayphan |
| 2015 | Predicting Performance on Dichotomous Questions: Comparing Models for Large-Scale Adaptive Testing. | Jill-Jnn Vie, Fabrice Popineau, Jean-Bastien Grill, Eric Bruillard, Yolaine Bourda |
| 2015 | Integrating Learning Styles into Adaptive e-Learning System. | Huong May Truong |
| 2015 | Exploring the Impact of Spacing in Mathematics Learning through Data Mining. | Richard Tibbles |
| 2015 | The Impact of Instructional Intervention and Practice on Help-Seeking Strategies within an ITS. | Caitlin Tenison, Christopher J. MacLellan |
| 2015 | Desirable Difficulty and Other Predictors of Effective Item Orderings. | Steven Tang, Hannah Gogel, Elizabeth A. McBride, Zachary A. Pardos |
| 2015 | Mixture Modeling of Individual Learning Curves. | Matthew J. Streeter |
| 2015 | A Comparative Study of Regression and Classification Algorithms for Modelling Students' Academic Performance. | Pedro Strecht, Luis Cruz, Carlos Soares, Joo Mendes-Moreira, Rui Abreu |
| 2015 | Achievement versus Experience: Predicting Students' Choices during Gameplay. | Erica L. Snow, Maria Ofelia San Pedro, Matthew E. Jacovina, Danielle S. McNamara, Ryan S. Baker |
| 2015 | Dynamic User Modeling within a Game-Based ITS. | Erica L. Snow |
| 2015 | Personal Knowledge/Learning Graph. | George Siemens, Ryan S. Baker, Dragan Gasevic |
| 2015 | Measuring Problem Solving Skills in Plants vs. Zombies 2. | Valerie Shute, Gregory R. Moore, Lubin Wang |
| 2015 | Identifying Styles and Paths toward Success in MOOCs. | Kshitij Sharma, Patrick Jermann, Pierre Dillenbourg |
| 2015 | The potential of Ambient Intelligence to deliver Interactive Context- Aware Affective Educational support through Recommendations. | Olga C. Santos, Mar Saneiro, M. Cristina Rodriguez-Snchez, Jesus Boticario, Raul Uria-Rivas, Sergio Salmeron-Majadas |
| 2015 | A predictive model for identifying students with dropout profiles in online courses. | Marcelo A. Santana, Evandro de Barros Costa, Baldoino Fonseca dos Santos Neto, Italo Carlo Lopes Silva, Joilson B. A. Rego |
| 2015 | Hierarchical Dialogue Act Classification in Online Tutoring Sessions. | Borhan Samei, Vasile Rus, Benjamin Nye, Donald M. Morrison |
| 2015 | Modeling Classroom Discourse: Do Models of Predicting Dialogic Instruction Properties Generalize across Populations? | Borhan Samei, Andrew Olney, Sean Kelly, Martin Nystrand, Sidney K. D'Mello, Nathaniel Blanchard, Arthur C. Graesser |
| 2015 | Exploring Causal Mechanisms in a Randomized Effectiveness Trial of the Cognitive Tutor Algebra I Program. | Adam Sales, John Pane |
| 2015 | Student Privacy and Educational Data Mining: Perspectives from Industry. | Jennifer Sabourin, Lucy Kosturko, Clare Fitzgerald, Scott W. McQuiggan |
| 2015 | Do Country Stereotypes Exist in Educational Data? A Clustering Approach for Large, Sparse, and Weighted Data. | Mirka Saarela, Tommi Krkkinen |
| 2015 | Predicting Students' Outcome by Interaction Monitoring. | Samara Ruiz, Maite Urretavizcaya, Isabel Fernndez-Castro |
| 2015 | Strategic Game Moves Mediate Implicit Science Learning. | Elizabeth Rowe, Ryan S. Baker, Jodi Asbell-Clarke |
| 2015 | From Predictive Models to Instructional Policies. | Joseph Rollinson, Emma Brunskill |
| 2015 | Educational Reports That Scale Across Users and Data. | Rob Rolleston, Richard Howe, Mary Ann Sprague |