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Identifying Success Criteria for Sustainable AI-based Online Laboratory Courseware System., , and . EDUCON, page 1728-1733. IEEE, (2022)Micro Design Approach for Gamifying Students' Assignments., , and . ICALT, page 349-351. IEEE, (2020)Cognitive and affective effects of teachers' annotations and talking heads on asynchronous video lectures in a web development course., and . Res. Pract. Technol. Enhanc. Learn., (2023)Defining Data Literacy Communities by Their Objectives: A Text Mining Analysis., , and . WebSci (Companion), page 26-33. ACM, (2021)Empirical Evidence on Gamification and Learning Analytics (GaLA): What is Missing?, , , , and . ICALT, page 106-108. IEEE, (2022)Investigating the effects of gamifying homework on students' perceived satisfaction, behavioral intention and intrinsic motivation., , and . GamiFIN, volume 2359 of CEUR Workshop Proceedings, page 47-57. CEUR-WS.org, (2019)The Effects of Educational Robotics on STEM Students' Engagement and Reflective Thinking., , , and . FIE, page 1-7. IEEE, (2022)Automatic Identification of Student's Cognitive Style from Online Laboratory Experimentation using Machine Learning Techniques., , , , , , and . UEMCON, page 143-149. IEEE, (2021)A Cluster Analysis of MOOC Stakeholder Perspectives, , , and . RUSC. Universities and Knowledge Society Journal, 12 (1): 74-90 (January 2015)An Evaluation of Learning Analytics in a Blended MOOC Environment, , , , and . (2015)