| 2026 | A Synergistic Framework for Cognitive Diagnosis with LLM-Empowered Data Augmentation. | Zhenwan Zhu, Rui Zhong, Longxiang Du |
| 2026 | An Immediate And Retrospective Analysis Of Stability And Change: Examining Students' Emotion And Motivation Profiles In Response To Outcome-Presenting Learning Analytics Dashboards. | Zhiqing Zheng, Marek Hatala, Arash Ahrar |
| 2026 | LLM-based Multimodal Feedback Produces Equivalent Learning and Better Student Perceptions than Educator Feedback. | Chloe Qianhui Zhao, Jie Cao, Jionghao Lin, Kenneth R. Koedinger |
| 2026 | How to Assess AI Literacy: Misalignment Between Self-Reported and Objective-Based Measures. | Shan Zhang, Ruiwei Xiao, Anthony F. Botelho, Guanze Liao, Thomas K. F. Chiu, John C. Stamper, Kenneth R. Koedinger |
| 2026 | Changes in Coding Behavior and Performance Since the Introduction of LLMs. | Yufan Zhang, Jaromr Savelka, Seth Goldstein, Michael Conway |
| 2026 | Let Me Try Again: Examining Replay Behavior by Tracing Students' Latent Problem-Solving Pathways. | Shan Zhang, Siddhartha Pradhan, Ji-Eun Lee, Ashish Gurung, Anthony F. Botelho |
| 2026 | Understanding Gaming the System by Analyzing Self-Regulated Learning in Think-Aloud Protocols. | Jiayi Zhang, Conrad Borchers, Canwen Wang, Vishal Kumar, Leah Teffera, Bruce M. McLaren, Ryan S. Baker |
| 2026 | Using Large Language Models to Detect Socially Shared Regulation of Collaborative Learning. | Jiayi Zhang, Conrad Borchers, Clayton Cohn, Namrata Srivastava, Caitlin Snyder, Siyuan Guo, Ashwin T. S., Naveeduddin Mohammed, Haley Noh, Gautam Biswas |
| 2026 | Is Log-Traced Engagement Enough? Extending Reading Analytics With Trait-Level Flow and Reading Strategy Metrics. | Erwin Daniel Lpez Zapata, Atsushi Shimada |
| 2026 | Practice as the Key to Success: Understanding the Role of Prior Knowledge, Affective States and Learning Resources in Computer Science Education. | Andres Felipe Zambrano, Jiayi Zhang, Maciej Pankiewicz, Ryan S. Baker |
| 2026 | Emotions in Action: How Students' Regulatory Responses Shape Learning. | Andres Felipe Zambrano, Jaclyn Ocumpaugh, Ryan S. Baker, Jessica Vandenberg |
| 2026 | Development and Evaluation of a Dual-Expertise, Utterance-Level Framework for LLM-Based Science Classroom Discourse Analysis. | Jin Eun Yoo, Nam-Hwa Kang, Suna Ryu, Jun-ki Lee, Youngsun Kwak, Taeuk Kim, Hyeong Gwan Kim, Youngwoo Shin, Uiji Hwang |
| 2026 | Enhancing LLM-Based Data Annotation with Error Decomposition. | Zhen Xu, Vedant Khatri, Yijun Dai, Xiner Liu, Siyan Li, Xuanming Zhang, Renzhe Yu |
| 2026 | Modeling Collaborative Problem Solving Dynamics from Group Discourse: A Text-Mining Approach with Synergy Degree Model. | Jianjun Xiao, Cixiao Wang, Wenmei Zhang |
| 2026 | From Solo Graders to Assisted Annotation: Integrating LLM Suggestions into the Educational Data Creation Pipeline. | Cleon Xavier, Luiz A. L. Rodrigues, Ana Valdo, Ariadne Carvalho, Gabriela Matos, Lucas Kalinke, Ramon Vilela, Erika Resende, Thais Moraes, Matheus Silva, Nara Nobre-Silva, Newarney Torrezo da Costa, Fabola Gonalves Coelho Ribeiro, Anderson Pinheiro, Dragan Gasevic, Rafael Ferreira Mello |
| 2026 | Scaffolding Reshapes Dialogic Engagement in Collaborative Problem Solving: Comparative Analysis of Two Approaches. | Kester Yew Chong Wong, Shihui Feng, Sahan Bulathwela, Mutlu Cukurova |
| 2026 | Stochastic Simulation of AI Disclosure Policies: Fairness and Norm Internalization in Learning Analytics. | Yaolan Weng |
| 2026 | Generate-Then-Validate: A Novel Question Generation Approach Using Small Language Models. | Yumou Wei, John C. Stamper, Paulo F. Carvalho |
| 2026 | Uncovering Students' Inquiry Patterns in GenAI-Supported Clinical Practice: An Integration of Epistemic Network Analysis and Sequential Pattern Mining. | Jiameng Wei, Dinh Khanh Dang, Kaixun Yang, Emily Stokes, Amna Mazeh, Angelina Lim, David Wei Dai, Joel Moore, Yizhou Fan, Danijela Gasevic, Dragan Gasevic, Guanliang Chen |
| 2026 | Linking Dashboard Elements and Retrospective Outcome Emotions in Dashboard Feedback: A Transmodal Analysis. | Tianyi Wang, Marek Hatala, Arash Ahrar, Zhiqing Zheng |
| 2026 | Scaling Teacher Professional Learning Through Automated Feedback: An Evaluation in K-12 Classrooms. | Jessica Vitale, Alyssa Van Camp, Sarah Miller, Mercedes Ortiz, Sidney D'Mello |
| 2026 | Clusters to Validate Knowledge Components: Analysis of an Adaptive Clock Reading Game. | Hanke Vermeiren, Pritam Laskar, Maria Bolsinova, Wim Van Den Noortgate, Han L. J. van der Maas, Abe D. Hofman |
| 2026 | What Students Ask, How a Generative AI Assistant Responds: Exploring Higher Education Students' Dialogues on Learning Analytics Feedback. | Yildiz Uzun, Andrea Gauthier, Mutlu Cukurova |
| 2026 | Toward Just-in-Time Scaffolding: Predicting High-Risk Moments in iVR Speaking Tasks. | Lei Tao, Yanjie Song |
| 2026 | Marked Pedagogies: Examining Linguistic Biases in Personalized Automated Writing Feedback. | Mei Tan, Lena Phalen, Dorottya Demszky |