Research Professorship of Learning Analytics in Higher Education

Photo: Hardy Welsch

Supporting student success with learner data

News from the Research Professorship

LEAD:FUH – An opportunity for learning analytics research

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Evidence-based learning analytics applications in a new teaching architecture: That is the goal of the new million-euro project LEAD:FUH. CATALPA is contributing crucial expertise.

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Kamila Misiejuk: From Finland straight to the Great Lakes

Photo: Hardy Welsch

As part of her project "Emerging Network Techniques to Model Educational Data," Kamila Misiejuk traveled to Finland and the US this summer to deepen her collaboration with international colleagues and advance new insights.

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• Focus of the research professorship

  The group’s research focuses on three directions, all related to the life-cycle of developing student feedback systems.

  1. Information needs and data sources—Arguably, one of the most important aspects of feedback design is choosing relevant and meaningful information to provide as feedback. We investigate data sources and key indicators for student-facing learning analytics that are essential for effective learning and are perceived as valuable by students, ensuring a balance of pedagogical grounding, human-centered design, and technical feasibility.

  2. Delivery and sense-making—Computed relevant learning analytics indicators are nothing without an appropriate way of delivering this information to its users. It is crucial that students and teachers can easily unpack and make sense of the information provided. Here, we explore design features that support student sense-making, be it with LA dashboards or text generated with LLMs, but also how we can keep the inner workings of our systems transparent to the students.

  3. Reflection and action — Once a feedback system is in place, it is essential to understand how the system is being used by students, what insights they extract from the provided feedback, and who benefits the most from the system. With this information at hand, we explore effective reflection triggers and how support for reflection and action can be embedded into the student-facing learning analytics for the students who need it.

  In each of these three directions, we also aim to understand how student skills, goals, and cultural values influence expectations, needs, concerns, and the adoption of learning analytics, allowing us to personalize the systems.

• Team

  Jun.-Prof. Dr. Ioana Jivet Photo: Hardy Welsch	Maria Efstathiadou Assistence oft the research professorship Learning Analytics Email: maria.efstathiadou Phone: +49 2331 987-4678 PRG, Room B 113 (1st Floor)
  Dr. Kamila Misiejuk : Photo: Hardy Welsch	Volkan Yücepur Photo: Hardy Welsch

• Publications

  2026

  Conferences

  • López-Pernas, S., Misiejuk, K., & Saqr, M. (2026). Using BERT-like Language Models for Automated Discourse Coding: A Primer and Tutorial. In M. Saqr & S. López-Pernas (Eds.), Advanced Learning Analytics Methods (pp. 235–259). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-95365-1_10
  • Misiejuk, K., Kaliisa, R., López-Pernas, S., & Saqr, M. (2026). Expanding the Quantitative Ethnography Toolkit with Transition Network Analysis: Exploring Methodological Synergies and Boundaries. In G. Carmona, C. Lima, M. J. Santos, H. Benítez, L. Montero-Moguel, & B. Galarza-Tohen (Eds.), Communications in Computer and Information Science, Advances in Quantitative Ethnography (pp. 147–161). Springer Nature Switzerland. https://doi.org/10.1007/978-3-032-12229-2_10
  • Saqr, M., Misiejuk, K., Tikka, S., & López-Pernas, S. (2026). Artificial Intelligence: Using Machine Learning to Classify Students and Predict Low Achievers. In M. Saqr & S. López-Pernas (Eds.), Advanced Learning Analytics Methods (pp. 79–112). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-95365-1_4
  • Saqr, M., Misiejuk, K., Tikka, S., & López-Pernas, S. (2026). Artificial Intelligence: Using Machine Learning to Predict Students’ Performance. In M. Saqr & S. López-Pernas (Eds.), Advanced Learning Analytics Methods (pp. 41–78). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-95365-1_3

  2025

  Journals

  • Giorgashvili, T., Jivet, I., Artelt, C., Biedermann, D., Bengs, D., Goldhammer, F., Hahnel, C., Mendzheritskaya, J., Mordel, J., Onofrei, M., Winter, M., Wolter, I., Horz, H., & Drachsler, H. (2025). From Reflection to Action: A Controlled Field Study on How Learners Interpret and Respond to Feedback in Learning Analytics Dashboards. Journal of Computer Assisted Learning, 41(4), Article e70073. https://doi.org/10.1111/jcal.70073
  • Kaliisa, R., López-Pernas, S., Misiejuk, K., Damşa, C., Sobocinski, M., Järvelä, S., & Saqr, M. (2025). A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities. Computers & Education, 228, 105246. https://doi.org/10.1016/j.compedu.2025.105246

  • Kaliisa, R., Misiejuk, K., López-Pernas, S., & Saqr, M. (2025). How does artificial intelligence compare to human feedback? A meta-analysis of performance, feedback perception, and learning dispositions. Educational Psychology, 1–32. https://doi.org/10.1080/01443410.2025.2553639

  • López-Pernas, S., Misiejuk, K., Kaliisa, R., & Saqr, M. (2025). Capturing the Process of Students' AI Interactions When Creating and Learning Complex Network Structures. IEEE Transactions on Learning Technologies, 18, 556–568. https://doi.org/10.1109/TLT.2025.3568599

  • Misiejuk, K., Bastesen, J., & Ershova, T. (2025). How does using generative AI for essay writing impact peer assessment patterns? Insights from early adopters. Innovations in Education and Teaching International, 62(5), 1545–1558. https://doi.org/10.1080/14703297.2025.2516117

  • Misiejuk, K., Samuelsen, J., Kaliisa, R., & Prinsloo, P. (2025). Idiographic learning analytics: Mapping of the ethical issues. Learning and Individual Differences, 117, 102599. https://doi.org/10.1016/j.lindif.2024.102599

  • Oliveira, E., Misiejuk, K., López-Pernas, S., & Saqr, M. (in print). Writing under pressure: How time-induced stress and cognitive load shape student writing style. In Proceedings of the 9th International Conference on Smart Learning Environments (ICSLE 2025).

  • Vogelsmeier, L. V., Oliveira, E., Misiejuk, K., López-Pernas, S., & Saqr, M. (2025). Delving into the psychology of Machines: Exploring the structure of self-regulated learning via LLM-generated survey responses. Computers in Human Behavior, 173, 108769. https://doi.org/10.1016/j.chb.2025.108769

  • Woitt, S., Weidlich, J., Jivet, I., Orhan Göksün, D., Drachsler, H., & Kalz, M. (2025). Students’ feedback literacy in higher education: an initial scale validation study. Teaching in Higher Education(30 (1)), 257–276. 10.1080/13562517.2023.2263838

  • Conferences

  • Kaliisa, R., Damşa, C., Misiejuk, K., & Eagan, B. (2025). Understanding the Impact of Physical, Online, and Hybrid Modalities on Self and Co-Regulation during Collaborative Problem Solving. In Proceedings of the International Conference on Computer-supported for Collaborative Learning, Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025 (pp. 634–636). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2025.509380

    López-Pernas, S., Misiejuk, K., Griskova-Bulanova, I., Emara, M., Siddika, A. N. M., & Saqr, M. (in print). A Process-oriented View of Human-AI Interactions: Comparing Argumentative vs. Creative Writing. In Proceedings of the 9th International Conference on Smart Learning Environments (ICSLE 2025).

    López-Pernas, S., Misiejuk, K., Jovanović, J., Milić, M. R., Conde, M. Á., & Saqr, M. (2025). chatgptscrapeR: A Tool for Retrieving Student-AI Interactions. In 2025 IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 134–136). IEEE. https://doi.org/10.1109/ICALT64023.2025.00044

    López-Pernas, S., Misiejuk, K., Oliveira, E., & Saqr, M. (2025). Capturing the regulation process and dynamics of problem-solving in programming with AI. In Proceedings of Koli Calling 2025.

    López-Pernas, S., Misiejuk, K., Oliveira, E., & Saqr, M. (2025). The dynamics of the self-regulation process in student-AI interactions. In J. Leinonen & R. Duran (Eds.), Proceedings of the 25th Koli Calling International Conference on Computing Education Research (pp. 1–12). ACM. https://doi.org/10.1145/3769994.3770043

    López-Pernas, S., Tikka, S., Misiejuk, K., & Saqr, M. (in print). Tna-web: Advanced analytics just a few clicks away. In Proceedings of the 13th Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2025).

  • Misiejuk, K., Saqr, M., Törmänen, T [Tina], Kaliisa, R., Tikka, S., & López-Pernas, S. (2025). Frequency Transition Network Analysis (FTNA). In CSCL 2025 Proceedings. https://drive.google.com/file/d/1C82vzIINhxl_Nrev9OsoiH4NhnWefUrk/view

    Saqr, M., López-Pernas, S., Törmänen, T [Tiina], Kaliisa, R., Misiejuk, K., & Tikka, S. (2025). Transition Network Analysis: A Novel Framework for Modeling, Visualizing, and Identifying the Temporal Patterns of Learners and Learning Processes. In Proceedings of the 15th International Learning Analytics and Knowledge Conference (pp. 351–361). ACM. https://doi.org/10.1145/3706468.3706513

  • Saqr, M., Misiejuk, K., Oliveira, E., Vogelsmeier, L. V., & López-Pernas, S. (in print). Correction, Overcorrection or New Reality: AI Portrays Girls as Better Learners, Self-regulated and on par with Boys in STEM Fields. In Proceedings of the 9th International Conference on Smart Learning Environments (ICSLE 2025).

  • Talks and Poster Presentations

  • Jivet, I. (2025, November 4). Supporting Student Success with Learning Analytics-based Feedback. Universität Tübingen. LEAD Retreat, Tübingen.

  • Misiejuk, K., & Kaliisa, R. (2025, May 20). Have Learning Analytics Dashboards Lived Up to the Hype? The University of Bergen. 10th anniversary of the Centre for the Science of Learning & Technology (SLATE). https://slate.uib.no/celebrating-slates-10-year-anniversary/programme

    Misiejuk, K. (2025, June 10-2025, June 13). Understanding the Impact of Physical, Online, and Hybrid Modalities on Self and Co-Regulation during Collaborative Problem Solving. 5th Annual Meeting of the International Society of the Learning Sciences (ISLS), Helsinki, Finland. https://2025.isls.org/

    Misiejuk, K. (2025, June 16). Capturing the Complexity of Feedback Processes through Peer Assessment. University of Eastern Finland. Future Technologies Research Seminar. https://sites.uef.fi/edtech/2025/05/27/future-technologies-research-seminar-june-16-2025/

  • Misiejuk, K. (2025, October 12).: Expanding the quantitative ethnography toolkit with Transition Network Analysis: Exploring methodological synergies and boundaries. The 7th International Conference on Quantitative Ethnography, Mexico City, Mexico.

    Misiejuk, K. (2025, October 16). A Process-oriented View of Human-AI Interactions: Comparing Argumentative vs. Creative Writing. The 9th International Conference on Smart Learning Environments (ICSLE 2025), Joensuu, Finland.

    Misiejuk, K. (2025, October 28). Teacher-Facing Learning Analytics Dashboards: What We Know, What Works, and What’s Next. TeacherLA 2025 Symposium – Research and Research Perspectives on Teacher-Facing Learning Analytics Dashboards, Tübingen, Germany.

  2024

  Journals

  • Cardenas Hernandez, F. P., Schneider, J., Di Mitri, D., Jivet, I., & Drachsler, H. (2024). Beyond hard workout: A multimodal framework for personalised running training with immersive technologies. British Journal of Educational Technology. 10.1111/bjet.13445

    Gombert, S., Fink, A., Giorgashvili, T., Jivet, I., Di Mitri, D., Yau, J., Frey, A., & Drachsler, H. (2024). From the Automated Assessment of Student Essay Content to Highly Informative Feedback: a Case Study. International Journal of Artificial Intelligence in Education, 1–39. 10.1007/s40593-023-00387-6

    Karademir, O., Di Mitri, D., Schneider, J., Jivet, I., Allmang, J., Gombert, S., Kubsch, M., Neumann, K., & Drachsler, H. (2024). I don’t have time! But keep me in the loop: Co-designing requirements for a learning analytics cockpit with teachers. Journal of Computer Assisted Learning. Advance online publication. https://doi.org/10.1111/jcal.12997

    Misiejuk, K., Kaliisa, R., & Scianna, J. (2024). Augmenting assessment with AI coding of online student discourse: A question of reliability. Computers and Education: Artificial Intelligence, 6, 100216. https://doi.org/10.1016/j.caeai.2024.100216

  • Seidenberg, N., Jivet, I., Scheffel, M., Kovanović, V., Lynch, G., & Drachsler, H. (2024). Learning At and From a Virtual Conference. Journal of Learning Analytics, 11(2), 281–296. https://doi.org/10.18608/jla.2024.8247

    Viberg, O., Kizilcec, R. F [Rene F.], Jivet, I., Monés, A. M., Oh, A., Mutimukwe, C., Hrastinski, S., & Scheffel, M. (2024). Cultural differences in students’ privacy concerns in learning analytics across Germany, South Korea, Spain, Sweden, and the United States. Computers in Human Behavior Reports, 14, 100416. https://doi.org/10.1016/j.chbr.2024.100416

    Viberg, O., Kizilcec, R. F [René F.], Wise, A. F., Jivet, I., & Nixon, N. (2024). Advancing equity and inclusion in educational practices with AI ‐powered educational decision support systems (AI ‐ EDSS ). British Journal of Educational Technology, 55(5), 1974–1981. https://doi.org/10.1111/bjet.13507

    Weidlich, J., Fink, A., Jivet, I., Yau, J., Giorgashvili, T., Drachsler, H., & Frey, A. (2024). Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames. Journal of Computer Assisted Learning. Advance online publication. https://doi.org/10.1111/jcal.13024

  Conferences

  • Giorgashvili, T., Jivet, I., Artelt, C., Biedermann, D., Bengs, D., Goldhammer, F., Hahnel, C., Mendzheritskaya, J., Mordel, J., Onofrei, M., Winter, M., Wolter, I., Horz, H., & Drachsler, H. (2024). Exploring Learners’ Self-reflection and Intended Actions After Consulting Learning Analytics Dashboards in an Authentic Learning Setting. In R. Ferreira Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. Ruipérez Valiente (Eds.), Lecture Notes in Computer Science: Vol. 15159, Technology Enhanced Learning for Inclusive and Equitable Quality Education: 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16–20, 2024, Proceedings, Part I (1st ed. 2024, pp. 135–151). Springer Nature Switzerland; Imprint Springer. https://doi.org/10.1007/978-3-031-72315-5_10

    Kaliisa, R., Misiejuk, K., López-Pernas, S., Khalil, M., & Saqr, M. (2024). Have Learning Analytics Dashboards Lived Up to the Hype? A Systematic Review of Impact on Students' Achievement, Motivation, Participation and Attitude. In LAK '24: Proceedings of the 14th Learning Analytics and Knowledge Conference. https://doi.org/10.1145/3636555.3636884

    Menzel, L., Jivet, I., Gombert, S., Schmitz, M., Giorgashvili, T., & Drachsler, H. (2024). 2nd Workshop on Highly Informative Learning Analytic (HILA). In Companion Proceedings of the 14th International Conference on Learning Analytics and Knowledge.

    Misiejuk, K., & Khalil, M. (2024). The Co-design Process of an Instructor Dashboard for Remote Labs in Higher Education. In P. Zaphiris & A. Ioannou (Eds.), Lecture Notes in Computer Science, Learning and Collaboration Technologies (pp. 65–76). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-61672-3_5

    Misiejuk, K., López-Pernas, S., Kaliisa, R., & Saqr, M. (2024). Learning together: Student-AI interactions to generate learning resources. (in press). In Proceedings of the 12th Technological Ecosystems for Enhancing Multiculturality Conference.

  • Prieto, L. P., Viberg, O., Rodriguez-Triana, M. J., Jivet, I., Chen, B., & Scheffel, M. (2024). Culture and Values in Learning Analytics: A Human-Centered Design and Research Approach. In Companion Proceedings of the 14th International Conference on Learning Analytics and Knowledge. https://www.solaresearch.org/wp-content/uploads/2024/03/LAK24_CompanionProceedings.pdf

  • Saqr, M., Törmänen, T., Kaliisa, R., Misiejuk, K., & Tikka, S. (2024). Capturing the depth and dynamics of collaborative learning with transition network analysis. In Proceedings of the 18th International Conference of Computer-Supported Collaborative Learning Conference.

  Proceedings

  • Ferreira Mello, R., Rummel, N., Jivet, I., Pishtari, G., & Ruipérez Valiente, J. A. (Eds.) (2024). Technology Enhanced Learning for Inclusive and Equitable Quality Education. Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-72312-4

  Chapters in Edited Books

  • López-Pernas, S., Misiejuk, K., Kaliisa, R., Conde-González, M. Á., & Saqr, M. (2024). Capturing the Wealth and Diversity of Learning Processes with Learning Analytics Methods. In M. Saqr & S. López-Pernas (Eds.), Learning Analytics Methods and Tutorials (pp. 1–14). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54464-4_1

    López-Pernas, S., Misiejuk, K., Tikka, S., Kopra, J., Heinäniemi, M., & Saqr, M. (2024). Visualizing and Reporting Educational Data with R. In M. Saqr & S. López-Pernas (Eds.), Learning Analytics Methods and Tutorials (pp. 151–194). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54464-4_6

  Talks and Poster Presentations

  • Giorgashvili, T., Jivet, I., Hahnel, C., Mendzheritskaya, J., Winter, M., Bengs, D., Wolter, I., Goldhammer, F., & Drachsler, H. (2024, September 16). Wie Studierende über personalisiertes Feedback mit Learning-Analytics in großen Lehrveranstaltungen reflektieren.

  2023

  Journals

  • Ferguson, R., Khosravi, H., Kovanović, V., Viberg, O., Aggarwal, A., Brinkhuis, M., Buckingham Shum, S., Chen, L. K., Drachsler, H., Guerrero, V. A., Hanses, M., Hayward, C., Hicks, B., Jivet, I., Kitto, K., Kizilcec, R., Lodge, J. M., Manly, C. A., Matz, R. L., … Yan, V. X. (2023). Aligning the goals of learning analytics with its research scholarship: An open peer commentary approach. Journal of Learning Analytics, 10(2), 14–50. https://doi.org/10.18608/jla.2023.8197
  • Kaliisa, R., Jivet, I., & Prinsloo, P. (2023). A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards. International Journal of Educational Technology in Higher Education, 20(1), 28. https://doi.org/10.1186/s41239-023-00394-6
  • Wollny, S., Di Mitri, D., Jivet, I., Muñoz-Merino, P., Scheffel, M., Schneider, J., Tsai, Y.-S., Whitelock-Wainwright, A., Gašević, D., & Drachsler, H. (2023). Students’ expectations of learning analytics across europe. Journal of Computer Assisted Learning, 39(4), 1325–1338. https://doi.org/10.1111/jcal.12802

  Conferences

  • Egetenmeier, A., & Jivet, I. (2023). Ten years of learning analytics in the german-speaking space: Success, failure and lessons learned. Workshopband Der 21. Fachtagung Bildungstechnologien (DELFI), 13–16.

  • Kizilcec, R. F., Viberg, O., Jivet, I., Martinez Mones, A., Oh, A., Hrastinski, S., Mutimukwe, C., & Scheffel, M. (2023). The Role of Gender in Students’ Privacy Concerns about Learning Analytics: Evidence from five countries. In LAK23: 13th International Conference on Learning Analytics and Knowledge. https://doi.org/10.1145/3576050.3576142

    Misiejuk, K., Khalil, M., & Wasson, B. (2023). Tackling the challenges with data access in learning analytics research: A case study of virtual labs. In Proceedings of the Technology-Enhanced Learning in Laboratories workshop (TELL 2023). CEUR Workshop Proceedings.

  Proceedings

  • Viberg, O., Jivet, I., Muñoz-Merino, P. J., Perifanou, M., & Papathoma, T. (Eds.) (2023). Responsive and Sustainable Educational Futures. Lecture Notes in Computer Science. Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-42682-7

  Chapters in Edited Books

  • Viberg, O., Jivet, I., & Scheffel, M. (2023). Designing culturally aware learning analytics: A value sensitive perspective. In O. Viberg & Å. Grönlund (Eds.), Practicable learning analytics (pp. 177–192). Springer. https://doi.org/10.48550/arXiv.2212.09645

• Contact

  Maria Efstathiadou

  Assistence oft the research professorship Learning Analytics

  E-Mail: maria.efstathiadou

  Telefon: +49 2331 987-4678

  PRG, Room B 113 (1st Floor)