Research Papers

Investigating the Impact of Skill-Related Videos on Online LearningEthan Prihar, Aaron Haim, Tracy Shen, Adam Sales, Dongwon Lee, Xintao Wu and Neil Heffernan
All a-board: sharing educational data science research with school districtsNabeel Gillani, Doug Beeferman, Cassandra Overney, Christine Vega-Pourheydarian and Deb Roy
Convincing the Expert: Reducing Algorithm Aversion in Administrative Higher Education Decision-makingLingrui Xu, Zachary A. Pardos and Anirudh Pai
M-Powering Teachers: Natural Language Processing Powered Feedback Improves 1:1 Instruction and Student OutcomesDorottya Demszky and Jing Liu
Exploring Cross-Country Prediction Model Generalizability in MOOCsJuan Miguel Andres-Bray, Stephen Hutt and Ryan Baker
Assessing the Fairness of Course Success Prediction Models in the Face of (Un)equal Demographic Group DistributionOscar Deho, Srecko Joksimovic, Lin Liu, Jiuyong Li, Chen Zhan and Jixue Liu
Evaluating a Learned Admission-Prediction Model as a Replacement for Standardized Tests in College AdmissionsHansol Lee, Rene Kizilcec and Thorsten Joachims
Exploring Students’ Perceptions and Engagement in Hybrid Flexible CoursesLina Battestilli, Elaine Bohorquez, Sarah Khan and Cigdem Meral
Investigating the Experiences of Teaching Assistants in Introductory Computer ScienceEmma McDonald, Gisele Arevalo, Sadaf Ahmed, Ildar Akhmetov and Carrie Demmans Epp
From answering questions to commenting on the answers of others: An examination of the posting behaviours of high-reputation-score users of Stack OverflowThomas Hillman, Alena Seredko, Tanya Osborne and Markus Nivala
The Relevance of Ivan Illich’s Learning Webs 50 Years OnShayan Doroudi and Yusuf Ahmad
EliRank: A Code Editing History Based Ranking Model for Early Detection of Students in NeedJungkook Park and Alice Oh
How Learning Experience Designers Make Design Decisions: the Role of Data, the Reliance on Subject Matter Expertise, and the Opportunities for Data-Driven SupportXiaofei Zhou, Christopher Kok, Rebecca Quintana, Anita Delahay and Xu Wang
Teaching at Scale and Back Again: The Impact of Instructors’ Participation in At-Scale Education Initiatives on Traditional InstructionDavid Joyner, Ana Rusch, Alex Duncan, Jolanta Wojcik and Diana Popescu
How Common are Common Wrong Answers? Exploring Remediation at ScaleAshish Gurung, Morgan P. Lee, Sami Baral, Kirk P. Vanacore, Andrew A. McReynolds, Hilary Kreisberg, Cristina Heffernan, Aaron Haim, Nathan Smearsoll, Adam C. Sales and Neil T. Heffernan
Supporting Online Collaborative Work at Scale: A Mixed-Methods Study of a Learning Analytics ToolXavier Ochoa, Vanessa Echeverria, Gladys Carrillo, Vanessa Heredia Jimenez, Benito Auria and Katherine Chiluiza
High-Resolution Course Feedback: Timely Feedback for Course InstructorsYunsung Kim and Chris Piech
How to Open Science: Analyzing the Open Science Statement Compliance of the Learning @ Scale ConferenceAaron Haim, Robert Gyurcsan, Chris Baxter, Stacy Shaw and Neil Heffernan
LENS: Predictive diagnostics for flexible and efficient assessmentsS. Thomas Christie, Hayden Johnson, Carson Cook, Garron Gianopulos and Anna Rafferty
Interactive TA Training with GPT-based StudentsJulia M. Markel, Steven G. Opferman, James A. Landay and Chris Piech
How teachers influence student adoption and effectiveness of a recommendation system for AlgebraWalter Leite, Amber Hatch, Huan Kuang, Catherine Cavanaugh and Wanli Xing
Isolating the impact of gamification: Application of fully latent principle stratification analysis to estimate the effects of gamification for persistent learnersKirk Vanacore, Adam Sales, Allison Liu and Erin Ottmar
Crowdsourcing the Evaluation of Educational Multiple-Choice Questions: An Analysis of Item-Writing Flaws and Bloom’s TaxonomySteven Moore, Huy Nguyen, Ellen Fang and John Stamper
Conference Theme: Learning Futures @ Scale 

The widespread move to online learning during the last few years due to the global pandemic has opened up new opportunities and challenges for the Learning at Scale (L@S) community. These opportunities and challenges relate not only to the educational technologies used but also to the social, organizational and contextual aspects of supporting learners and educators in these dynamic and, nowadays, often multicultural learning environments. How the future of learning at scale will look needs careful consideration from several points of view, including a focus on technological, social, organizational, cultural, and responsible aspects of learning and teaching. The theme of this year’s conference is the learning futures that the L@S community aims to develop and support in the coming decades. This year, contributions of special interest examine the design and deployment of large-scale systems for the future of learning at scale. We are especially welcoming works targeting not only learners but also educators, educational institutions and other stakeholders involved in designing, using and evaluating large-scale learning systems. Moreover, we welcome qualitative and mixed-methods contributions, as well as studies that are not at scale themselves but about scaled learning phenomena/environments. Finally, we are also welcoming submissions focusing on the role of culture and cultural values in implementing and evaluating large-scale systems.