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Seeing and supporting identity development in science education.

, , , , , , and . ICLS (3), page 214-220. International Society of the Learning Sciences, (2008)

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Tweetology of Learning Analytics: What does Twitter tell us about the trends and development of the field?, , , , and . LAK, page 347-357. ACM, (2022)Quantum of Choice: How learners' feedback monitoring decisions, goals and self-regulated learning skills are related., , , , , and . LAK, page 416-427. ACM, (2021)Project-centered teaching on CBIS to IBBA students in Hong Kong., and . ACM SIGCSE Bull., 35 (4): 35-38 (2003)Gamification in MOOCs: A review of the state of the art., , , , and . EDUCON, page 1629-1638. IEEE, (2018)Adaptive support for self-regulated learning in digital learning environments., , , and . Br. J. Educ. Technol., 55 (4): 1281-1289 (July 2024)Educational Theories and Learning Analytics: From Data to Knowledge, , , , , , , and . page 3--25. Springer International Publishing, Cham, (2019)Designing for Massive Engagement in a Tween Community: Participation, Prevention, and Philanthropy in a Virtual Epidemic., , , , , , and . IDC, page 365-370. ACM, (2017)Kattis vs ChatGPT: Assessment and Evaluation of Programming Tasks in the Age of Artificial Intelligence., , , and . LAK, page 821-827. ACM, (2024)Quantifying audience experience in the wild: Heuristics for developing and deploying a biosensor infrastructure in theaters., , , , , and . QoMEX, page 1-6. IEEE, (2016)Supporting Self-Regulated Learning with Generative AI: A Case of Two Empirical Studies., and . LAK Workshops, volume 3667 of CEUR Workshop Proceedings, page 223-229. CEUR-WS.org, (2024)