| 1. |
- Bermo, Mohammed, et al.
(författare)
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Utility of SPECT Functional Neuroimaging of Pain
- 2021
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Ingår i: Frontiers in Psychiatry. - : Frontiers Media SA. - 1664-0640. ; 12
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Tidskriftsartikel (refereegranskat)abstract
- Functional neuroimaging modalities vary in spatial and temporal resolution. One major limitation of most functional neuroimaging modalities is that only neural activation taking place inside the scanner can be imaged. This limitation makes functional neuroimaging in many clinical scenarios extremely difficult or impossible. The most commonly used radiopharmaceutical in Single Photon Emission Tomography (SPECT) functional brain imaging is Technetium 99 m-labeled Ethyl Cysteinate Dimer (ECD). ECD is a lipophilic compound with unique pharmacodynamics. It crosses the blood brain barrier and has high first pass extraction by the neurons proportional to regional brain perfusion at the time of injection. It reaches peak activity in the brain 1 min after injection and is then slowly cleared from the brain following a biexponential mode. This allows for a practical imaging window of 1 or 2 h after injection. In other words, it freezes a snapshot of brain perfusion at the time of injection that is kept and can be imaged later. This unique feature allows for designing functional brain imaging studies that do not require the patient to be inside the scanner at the time of brain activation. Functional brain imaging during severe burn wound care is an example that has been extensively studied using this technique. Not only does SPECT allow for imaging of brain activity under extreme pain conditions in clinical settings, but it also allows for imaging of brain activity modulation in response to analgesic maneuvers whether pharmacologic or non-traditional such as using virtual reality analgesia. Together with its utility in extreme situations, SPECTS is also helpful in investigating brain activation under typical pain conditions such as experimental controlled pain and chronic pain syndromes.
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| 2. |
- Abdelgalil, Mohammed Saqr, 1975-, et al.
(författare)
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Idiographic learning analytics : A single student (N=1) approach using psychological networks
- 2021
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Ingår i: CEUR Workshop Proceedings. - : CEUR-WS. ; , s. 16-22
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Konferensbidrag (refereegranskat)abstract
- Recent findings in the field of learning analytics have brought to our attention that conclusions drawn from cross-sectional group-level data may not capture the dynamic processes that unfold within each individual learner. In this light, idiographic methods have started to gain grounds in many fields as a possible solution to examine students' behavior at the individual level by using several data points from each learner to create person-specific insights. In this study, we introduce such novel methods to the learning analytics field by exploring the possible potentials that one can gain from zooming in on the fine-grained dynamics of a single student. Specifically, we make use of Gaussian Graphical Models -an emerging trend in network science- to analyze a single student's dispositions and devise insights specific to him/her. The results of our study revealed that the student under examination may be in need to learn better self-regulation techniques regarding reflection and planning.
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| 3. |
- Abdelgalil, Mohammed Saqr, et al.
(författare)
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The longitudinal trajectories of online engagement over a full program
- 2021
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315 .- 1873-782X. ; 175
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Tidskriftsartikel (refereegranskat)abstract
- Student engagement has a trajectory (a timeline) that unfolds over time and can be shaped by different factors including learners' motivation, school conditions, and the nature of learning tasks. Such factors may result in either a stable, declining or fluctuating engagement trajectory. While research on online engagement is abundant, most authors have examined student engagement in a single course or two. Little research has been devoted to studying online longitudinal engagement, i.e., the evolution of student engagement over a full educational program. This learning analytics study examines the engagement states (sequences, successions, stability, and transitions) of 106 students in 1396 course enrollments over a full program. All data of students enrolled in the academic year 2014-2015, and their subsequent data in 2015-2016, 2016-2017, and 2017-2018 (15 courses) were collected. The engagement states were clustered using Hidden Markov Models (HMM) to uncover the hidden engagement trajectories which resulted in a mostly-engaged (33% of students), an intermediate (39.6%), and a troubled (27.4%) trajectory. The mostly-engaged trajectory was stable with infrequent changes, scored the highest, and was less likely to drop out. The troubled trajectory showed early disengagement, frequent dropouts and scored the lowest grades. The results of our study show how to identify early program disengagement (activities within the third decile) and when students may drop out (first year and early second year).
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| 4. |
- Abdelgalil, Mohammed Saqr, et al.
(författare)
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Toward self big data
- 2021
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Ingår i: International Journal of Health Sciences (IJHS). - : QASSIM UNIV, COLL MEDICINE. - 1658-3639. ; 15:5, s. 1-2
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Tidskriftsartikel (refereegranskat)
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| 5. |
- Apiola, Mikko, et al.
(författare)
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A Scientometric Journey Through the FIE Bookshelf : 1982-2020
- 2021
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Ingår i: 2021 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665438513
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Konferensbidrag (refereegranskat)abstract
- IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.
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| 6. |
- Apiola, Mikko, et al.
(författare)
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A Scientometric Journey Through the FIE Bookshelf : 1982-2020
- 2021
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Ingår i: 2021 IEEE frontiers in education conference (FIE 2021). - : Institute of Electrical and Electronics Engineers (IEEE).
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Konferensbidrag (refereegranskat)abstract
- IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.
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| 7. |
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| 8. |
- Jovanović, Jelena, et al.
(författare)
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Students matter the most in learning analytics : The effects of internal and instructional conditions in predicting academic success
- 2021
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Ingår i: Computers and education. - : Pergamon. - 0360-1315 .- 1873-782X. ; 172, s. 104251-
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Tidskriftsartikel (refereegranskat)abstract
- Predictive modelling of academic success and retention has been a key research theme in Learning Analytics. While the initial work on predictive modelling was focused on the development of general predictive models, portable across different learning settings, later studies demonstrated the drawbacks of not considering the specificities of course design and disciplinary context. This study builds on the methods and findings of related earlier studies to further explore factors predictive of learners' academic success in blended learning. In doing so, it differentiates itself by (i) relying on a larger and homogeneous course sample (15 courses, 50 course offerings in total), and (ii) considering both internal and external conditions as factors affecting the learning process. We apply mixed effect linear regression models, to examine: i) to what extent indicators of students' online learning behaviour can explain the variability in the final grades, and ii) to what extent that variability is attributable to the course and students' internal conditions, not captured by the logged data. Having examined different types of behaviour indicators (e.g., indicators of the overall activity level, those indicative of regularity of study, etc), we found little difference, if any, in their predictive power. Our results further indicate that a low proportion of variance is explained by the behaviour-based indicators, while a significant portion of variability stems from the learners' internal conditions. Hence, when variability in external conditions is largely controlled for (the same institution, discipline, and nominal pedagogical model), students' internal state is the key predictor of their course performance.
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| 9. |
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| 10. |
- López-Pernas, Sonsoles, et al.
(författare)
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Putting It All Together:Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming
- 2021
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 13:9, s. 4825-4843
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Tidskriftsartikel (refereegranskat)abstract
- Learning programming is a complex and challenging task for many students. It involves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of students’ actions if part of their learning process takes place elsewhere. Moreover, existing studies on learning analytics applied to programming education have mainly relied on frequency analysis to classify students according to their approach to programming or to predict academic achievement. However, frequency analysis provides limited insights into the individual time-related characteristics of the learning process. The current study examines students’ strategies when learning programming, combining data from the learning management system and from an automated assessment tool used to support students while solving the programming assignments. The study included the data of 292 engineering students (228 men and 64 women, aged 20–26) from the two aforementioned sources. To gain an in-depth understanding of students’ learning process as well as of the types of learners, we used learning analytics methods that account for the temporal order of learning actions. Our results show that students have special preferences for specific learning resources when learning programming, namely, slides that support search, and copy and paste. We also found that videos are relatively less consumed by students, especially while working on programming assignments. Lastly, students resort to course forums to seek help only when they struggle.
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| 11. |
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| 12. |
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| 13. |
- Saqr Abdelgalil, Mohammed, 1975-, et al.
(författare)
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Using psychological networks to reveal the interplay between foreign language students' self-regulated learning tactics
- 2021
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Ingår i: Harnessing the Potentials of Technology to Support Self-Directed Language Learning in Online Learning Settings (STELLA 2020). - : CEUR. ; , s. 12-23
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Konferensbidrag (refereegranskat)abstract
- Students' ability to self-regulate their individual and collaborative learning activities while performing challenging academic writing tasks is instrumental for their academic success. Presently, the majority of such learning activities often occur in computer-supported collaborative learning (CSCL) settings, in which students generate digital learner data. Examining this data may provide valuable insights into their self-regulated learning (SRL) behaviours. Such an understanding is important for educators to provide adequate support. Recent advances in the fields of learning analytics (LA) and SRL offer new ways to analyse such data and understand students' dynamic SRL processes. This study uses a novel psychological network method, i.e., Gaussian Graphical Models, to model the interactions between the students' SRL tactics and how they influence language learning in a CSCL setting for academic writing. The data for this study was generated by first-year foreign language students (n=119) who used a Facebook group as a collaborative space for peer review in an academic writing course. The theoretical lens of strategic self-regulated language learning was applied. The findings show a strong connection between the following tactics: writing text, social bonding and acknowledging. Strong connections between students' reflective activities and their application of feedback, as well as between acculturating, organising and using resources were also identified. Centrality measures showed that acculturating is most strongly connected to all other tactics, followed by acknowledging and social bonding. Expected influence centrality measures showed acculturating and social interactions to be strong influencers. Students' academic performance and their use of tactics showed little correlation.
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| 14. |
- Saqr, Mohammed, et al.
(författare)
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How networking and social capital influence performance : the role of long-term ties
- 2021
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Ingår i: Networks in the Global World V: Proceedings of NetGloW 2020. - Cham : Springer. - 9783030648770 - 9783030648763 ; , s. 335-346
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Konferensbidrag (refereegranskat)abstract
- Recently, students have become networked in many ways, and evidence is mounting that networking plays a significant role in how students learn, interact, and transfer information. Relationships could translate to opportunities; resources and support that help achieve the pursued goals and objectives. Although students exist, interact, and play different roles within social and information networks, networks have not received the due attention. This research aimed to study medical student’s friendship- and information exchange networks as well as assess the correlation between social capital and network position variables and the cumulative Grade Point Average (GPA) which is the average grade obtained over all the years. The relationships considered in our study are the long-term face-to-face and online ties that developed over the full duration of the study in the medical college. More specifically, we have studied face-to-face and information networks. Analysis of student’s networks included a combination of visual and social network analysis. The correlation with the performance was performed using resampling permutation correlation coefficient, linear regression, and 10-fold cross-validation of binary logistic regression. The results of correlation and linear regression tests demonstrated that student’s social capital was correlated with performance. The most significant factors were the power of close friends regarding connectedness and achievement scores. These findings were evident in the close friends’ network and the information network. The results of this study highlight the importance of social capital and networking ties in medical schools and the need to consider peer dynamics in class assignment and support services
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| 15. |
- Saqr, Mohammed, et al.
(författare)
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People, Ideas, Milestones : A Scientometric Study of Computational Thinking
- 2021
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Ingår i: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226. ; 21:3
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Tidskriftsartikel (refereegranskat)abstract
- The momentum around computational thinking (CT) has kindled a rising wave of research initiatives andscholarly contributions seeking to capitalize on the opportunities that CT could bring. A number of literaturereviews have showed a vibrant community of practitioners and a growing number of publications. However,the history and evolution of the emerging research topic, the milestone publications that have shaped itsdirections, and the timeline of the important developments may be better told through a quantitative, scientometric narrative. This article presents a bibliometric analysis of the drivers of the CT topic, as well as itsmain themes of research, international collaborations, influential authors, and seminal publications, and howauthors and publications have influenced one another. The metadata of 1,874 documents were retrieved fromthe Scopus database using the keyword “computational thinking.” The results show that CT research has been US-centric from the start, and continues to be dominated by US researchers both in volume and impact. International collaboration is relatively low, but clusters of joint research are found between, for example, anumber of Nordic countries, lusophone- and hispanophone countries, and central European countries. The results show that CT features the computing’s traditional tripartite disciplinary structure (design, modeling, and theory), a distinct emphasis on programming, and a strong pedagogical and educational backdrop including constructionism, self-efficacy, motivation, and teacher training.
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| 16. |
- Saqr, Mohammed, 1975-, et al.
(författare)
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The Dire Cost of Early Disengagement : A Four-Year Learning Analytics Study over a Full Program
- 2021
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Ingår i: EC-TEL 2021: Technology-Enhanced Learning for a Free, Safe, and Sustainable World. - Cham : Springer Nature. ; , s. 122-136
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Konferensbidrag (refereegranskat)abstract
- Research on online engagement is abundant. However, most of the available studies have focused on a single course. Therefore, little is known about how students’ online engagement evolves over time. Previous research in face-to-face settings has shown that early disengagement has negative consequences on students’ academic achievement and graduation rates. This study examines the longitudinal trajectory of students’ online engagement throughout a complete college degree. The study followed 99 students over 4 years of college education including all their course data (15 courses and 1383 course enrollments). Students’ engagement states for each course enrollment were identified through Latent Class Analysis (LCA). Students who were not engaged at least one course in the first term was labeled as “Early Disengagement”, whereas the remaining students were labeled as “Early Engagement”. The two groups of students were analyzed using sequence pattern mining methods. The stability (persistence of the engagement state), transition (ascending to a higher engagement state or descending to a lower state), and typology of each group trajectory of engagement are described in this study. Our results show that early disengagement is linked to higher rates of dropout, lower scores, and lower graduation rates whereas early engagement is relatively stable. Our findings indicate that it is critical to proactively address early disengagement during a program, watch the alarming signs such as presence of disengagement during the first courses, declining engagement along the program, or history of frequent disengagement states.
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| 17. |
- Saqr, Mohammed, et al.
(författare)
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The relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation for academic writing
- 2021
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Ingår i: RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING. - : Springer Nature. - 1793-7078. ; 16:1
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Tidskriftsartikel (refereegranskat)abstract
- Writing in an academic context often requires students in higher education to acquire a new set of skills while familiarising themselves with the goals, objectives and requirements of the new learning environment. Students' ability to continuously self-regulate their writing process, therefore, is seen as a determining factor in their learning success. In order to study students' self-regulated learning (SRL) behaviour, research has increasingly been tapping into learning analytics (LA) methods in recent years, making use of multimodal trace data that can be obtained from students writing and working online. Nevertheless, little is still known about the ways students apply and govern SRL processes for academic writing online, and about how their SRL behaviour might change over time. To provide new perspectives on the use of LA approaches to examine SRL, this study applied a range of methods to investigate what they could tell us about the evolution of SRL tactics and strategies on a relational, co-temporal, contemporaneous and longitudinal level. The data originates from a case study in which a private Facebook group served as an online collaboration space in a first-year academic writing course for foreign language majors of English. The findings show that learners use a range of SRL tactics to manage their writing tasks and that different tactic can take up key positions in this process over time. Several shifts could be observed in students' behaviour, from mainly addressing content-specific topics to more form-specific and social ones. Our results have also demonstrated that different methods can be used to study the relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation in this regard, demonstrating the wealth of insights LA methods can bring to the table.
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| 18. |
- Schoebel, Sofia, et al.
(författare)
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Two decades of game concepts in digital learning environments - A bibliometric study and research agenda
- 2021
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315 .- 1873-782X. ; 173
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, using game concepts for educational purposes in digital environments has become continually more popular and relevant. Games can be used to motivate and engage users in regular system use and, in the end, support learners in achieving better learning outcomes. In this context, different kinds of game concepts exist, such as gamification or serious games, each with a different perspective and usefulness in digital learning environments. Because developing and using with game concepts in digital learning environments has recently become more important, and developing them is still not fully established, questions arise about future research directions involving games in digital learning. Therefore, this study aims to identify the state of the field and determine what is relevant when using game concepts in digital learning. To achieve this goal, we present the results of a bibliometric analysis considering more than 10,000 articles between 2000 and 2019 and summarize them to develop a research agenda. This agenda supports researchers and practitioners in identifying avenues for future research. We contribute to theory by providing a detailed understanding of the relevance of game concepts in digital learning. We propose a research agenda to assist researchers in planning future approaches with and about gamification concepts in digital learning. Practical implications are proposed by demonstrating what should be considered when using game concepts in learning environments.
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