This study aims at providing explanations of students’ behaviors on LMS by incorporating dispositional dimensions (e.g., self-regulation and emotions) into conventional learning analytics models. Using a combination of demographic, trace, and self-reported data.
W. Li, C. Brooks, and F. Schaub. Proceedings of the 9th International Conference on Learning Analytics & Knowledge, page 411--420. New York, NY, USA, ACM, (2019)