Publications

1. Cropley, D. H. (2024). Deploying creativity for good: how engineers solve worthy problems. In RJ Sternberg & S Karami (eds), Transformational Creativity: Learning for a Better Future, (pp. 89-102). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51590-3
2. Gabriel, F. (2024). From anxiety to awe: embracing patterns and curiosity in mathematics. In A Pepe (ed.), Beyond Broken. Different Systems for Different Futures, (pp. 232-238). (MOD) University of South Australia.
3. Joksimović, S., Marrone, R. & Vieira, M. (2024). Experiential learning for the betterment of education. In A Pepe (ed.), Beyond Broken: Different Systems for Different Futures, (pp. 224-231). (MOD) University of South Australia.

1. Maranna, S., Willison, J., Joksimović, S., Parange, N. & Costabile, M. (2023). Strategies for building sustainable and meaningful online learning communities in higher education. In M Doolan & L Ritchie (eds), Reshaping Teaching Excellence: Pandemic and the New Now, (pp. 45-60). IFNTF Publishing.
2. Cropley, D. H. (2023). Making an impact: fit-for-purpose creativity assessment. In Fredricka Reisman (ed.), Unpacking Creativity: Culture, Innovation, and Motivation in Global Contexts, (pp. 154-174). KIE Conference. https://kiecon.org/creativity-books/
3. Gabriel, F., Van Hoof, J., Gómez, D. M. & Van Dooren, W. (2023). Obstacles in the development of the understanding of fractions. In KM Robinson, AK Dube & D Kotsopoulos (eds), Mathematical Cognition and Understanding, (pp. 209-225). Springer. https://doi.org/10.1007/978-3-031-29195-1_11
4. Barthakur, A., Kovanović, V., Joksimović, S. & Pardo, A. (2023). Challenges in assessments of soft skills: towards unobtrusive approaches to measuring student success. In V Kovanovic et al. (eds), Unobtrusive observations of learning in digital environments: Examining Behavior, Cognition, Emotion, Metacognition and Social Processes Using Learning Analytics, (pp. 53-71). Springer International Publishing. https://doi.org/10.1007/978-3-031-30992-2_4
5. Brooks, C., Kovanović, V. & Nguyen, Q. (2023). Predictive modeling of student success. In Benedict du Boulay, Antonija Mitrovic & Kalina Yacef (eds), Handbook of Artificial Intelligence in Education, (pp. 350-369). Edward Elgar Publishing. https://doi.org/10.4337/9781800375413.00027
6. Kovanović, V., Azevedo, R., Gibson, D. C. & Ifenthaler, D. (2023). Unobtrusive observations of learning processes. In V Kovanovic et al.(eds), Unobtrusive Observations of Learning in Digital Environments, (pp. 3-6). Springer International Publishing. https://doi.org/10.1007/978-3-031-30992-2_1
7. Kovanović, V., Azevedo, R., Gibson, D. C. & Ifenthaler, D. (2023). Data for unobtrusive observations of learning: from trace data to multimodal data. In V Kovanovic et al. (eds), Unobtrusive Observations of Learning in Digital Environments: Examining Behavior, Cognition, Emotion, Metacognition and Social Processes Using Learning Analytics, (pp. 119-121). Springer International Publishing. https://doi.org/10.1007/978-3-031-30992-2_8
8. Cropley, D. (2023). Creative cognition in engineering and technology. In LJ Ball & F Vallee Tourangeau (eds), The Routledge International Handbook of Creative Cognition, (pp. 684-697). Routledge. https://doi.org/10.4324/9781003009351-43
9. Seah, Y. Z. & Cropley, D. H. (2023). A new old way to foster creativity: nudge how we conceptualise and recognise it. In Fredricka Reisman (eds), Unpacking Creativity: Culture, Innovation, and Motivation in Global Contexts, (pp. 322-341). KIE Publications. https://kiecon.org/
10. Cropley, D. & Singh, C. (2023). Engineering innovation: the impact of digital transformation. In DD Preiss, M Singer & JC Kaufman (eds), Creativity, Innovation, and Change Across Cultures, (pp. 115-140). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-28206-5
11. Gabriel, F., Marrone, R. & van Broekhoven, K. (2023). Teaching and learning for creativity in science and mathematics. In R Reiter-Palmon & S Hunter (eds), Handbook of Organizational Creativity: Leadership, Interventions, and Macro Level Issues, (pp. 393-405). Academic Press. https://doi.org/10.1016/B978-0-323-91841-1.00001-4
12. Medeiros, K. E., Marrone, R. L., Joksimović, S., Cropley, D. H. & Siemens, G. (2023). Promises and realities of artificial creativity. In R Reiter-Palmon & S Hunter (eds), Handbook of Organizational Creativity: Leadership, Interventions, and Macro Level Issues, (pp. 275-289). Academic Press. https://doi.org/10.1016/B978-0-323-91841-1.00010-5
13. Cropley, D. & Cropley, A. (2023). Preparing for the demands of future of work: engineering organisations, creativity, and innovation. In R Reiter-Palmon & S Hunter (eds), Handbook of Organizational Creativity: Leadership, Interventions, and Macro Level Issues, (pp. 315-327). Academic Press. https://doi.org/10.1016/B978-0-323-91841-1.00002-6
14. Taguma, M., Makowiecki, K. & Gabriel, F. (2023). OECD learning compass 2030: implications for mathematics curricula. In Y Shimizu & R Vithal (eds), Mathematics Curriculum Reforms Around the World, (pp. 479-509). Springer. https://doi.org/10.1007/978-3-031-13548-4_32

1. Cropley, D. H. (2022). Why are we creative? Novel and effective products. In Jonathan A Plucker (ed.), Creativity and Innovation: Theory, Research, and Practice, (pp. 249-264). Routledge. https://doi.org/10.4324/9781003233923-21
2. Pardo, A., Mirriahi, N., Gašević, D. & Dawson, S. (2022). A model for learning analytics to support personalization in higher education. In R Sharpe, S Bennett & T Varga-Atkins (eds), Handbook of Digital Higher Education, (pp. 26-37). Edward Elgar Publishing. https://doi.org/10.4337/9781800888494.00012
3. Marrone, R. L. & Cropley, D. H. (2022). The role of learning analytics in developing creativity. In YE Wang et al. (eds), Social and Emotional Learning and Complex Skills Assessment: An Inclusive Learning Analytics Perspective, (pp. 75-91). Springer. https://doi.org/10.1007/978-3-031-06333-6_5
4. Gabriel, F., Cloude, E. B. & Azevedo, R. (2022). Using learning analytics to measure motivational and affective processes during self-regulated learning with advanced learning technologies. In Yuan Elle Wang et al. (eds), Social and Emotional Learning and Complex Skills Assessment. Advances in Analytics for Learning and Teaching, (pp. 63-108). Springer. https://doi.org/10.1007/978-3-031-06333-6_6
5. Cropley, D. H. (2022). Creativity and morality in the world of technology: the intersection of creativity, design, and responsible problem-solving. In H Kapoor & JC Kaufman (eds.), Creativity and Morality: A volume in Explorations in Creativity Research, (pp. 283-302). Academic Press. https://doi.org/10.1016/B978-0-323-85667-6.00009-8
6. Wardill, H. R., Van Sebille, Y. Z., Ali, N. T. & Grech, L. B. (2022). Peripheral neuropathy and cognitive impairment caused by platinum-based chemotherapy. In K Nurgali & RA Delgado (eds), Platinum-Based Chemotherapy: Clinical Uses, Efficacy and Side Effects, (pp. 101-156). Nova Science Publishers. https://doi.org/10.52305/MPSL2859
7. Joksimović, S., Dawson, S., Barthakur, A., Poquet, O., Wang, Y. (., Marmolejo-Ramos, F. & Siemens, G. (2022). Mapping the landscape of social and emotional learning analytics. In Y Wang et al. (eds), Social and Emotional Learning and Complex Skills Assessment. Advances in Analytics for Learning and Teaching, (pp. 27-47). Springer. https://doi.org/10.1007/978-3-031-06333-6_3
8. Dowell, N. & Kovanović, V. (2022). Modeling educational discourse with natural language processing. In Charles Lang et al. (eds), Handbook of Learning Analytics, (pp. 105-119). Society for Learning Analytics Research. https://doi.org/10.18608/hla22.011
9. Cropley, D. H., Medeiros, K. & Damadzic, A. (2022). The Intersection of Human and Artificial Creativity. In Danah Henriksen & Punya Mishra (eds), Creative Provocations: Speculations on the Future of Creativity, Technology & Learning, (pp. 19-34). Springer. https://doi.org/10.1007/978-3-031-14549-0_2
10. Bogomolov, T., Korolkiewicz, M. W. & Bogomolova, S. (2022). Identifying patterns in fresh produce purchases: the application of machine learning techniques. Research Anthology on Machine Learning Techniques, Methods, and Applications, (pp. 817-847). IGI Global. https://doi.org/10.4018/978-1-6684-6291-1.ch043

1. Leonard, S. N. & Westwell, M. (2021). Translating the science of learning through co-design: working with teachers to prioritise executive functioning skills in mathematics education. In A Carroll, R Cunnington & A Nugent (eds), Learning under the lens: applying findings from the science of learning to the classroom, (pp. 185-201). Routledge. https://doi.org/10.4324/9780429027833
2. Xing, K., Cropley, D. H., Oppert, M. L. & Singh, C. (2021). Readiness for digital innovation and industry 4.0 transformation: studies on manufacturing industries in the city of Salisbury. In M Kosaka et al. (eds), Business Innovation with New ICT in the Asia-Pacific: Case Studies, (pp. 155-176). Springer. https://doi.org/10.1007/978-981-15-7658-4_8
3. Chiera, B., Korolkiewicz, M. & Schultz, L. (2021). Learning from learning analytics: how much do we know about patterns of student engagement?. In T Prodromou (ed.), Big Data in Education: Pedagogy and Research. Policy Implications of Research in Education, (pp. 163-197). Springer. https://doi.org/10.1007/978-3-030-76841-6_8

1. Bogomolov, T., Korolkiewicz, M. W. & Bogomolova, S. (2020). Identifying patterns in fresh produce purchases: the application of machine learning techniques. In FPG Marquez (ed.), Handbook of Research on Big Data Clustering and Machine Learning, (pp. 378-408). IGI-Global. https://doi.org/10.4018/978-1-7998-0106-1.ch018
2. Cropley, D. H. & Oppert, M. L. (2020). Commoditizing creativity. In S Pritzker & M Runco (eds), Encyclopedia of Creativity, (pp. 167-171). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.23694-8
3. Cropley, D. H. (2020). Engineering: the ultimate expression of creativity?. In MA Runco & SR Pritzker (eds), Encyclopedia of Creativity, (pp. 434-439). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.23752-8
4. Cropley, D. H. & Cropley, A. J. (2020). Creativity as a driver of innovation: measuring the impact of human capital in organisations. In V Dörfler & M Stierand (eds), Handbook of Research Methods on Creativity, (pp. 275-289). Edward Elgar Publishing. https://doi.org/10.4337/9781786439659.00030
5. Leonard, S. N. (2020). Mixed reality and embodied cognition. In M Peters & R Heraud (eds), Encyclopedia of Educational Innovation, (pp. 1-5). Springer. https://doi.org/10.1007/978-981-13-2262-4_152-1
6. Cropley, D. H. (2020). Creativity and discovery in engineering. In Michelfelder, DP & N Doorn (eds.), The Routledge Handbook of the Philosophy of Engineering, (pp. 138-148). Routledge. https://doi.org/10.4324/9781315276502
7. De Laat, M. & Martens, R. (2020). Practice-based design research to advance teaching and learning practices through situated partnerships. In NB Dohn, SB Hansen & JJ Hansen (eds), Designing for situated knowledge transformation, (pp. 147-159). Routledge.
8. Mirzaei, S., Lewis, T. W., Wyra, M. & Wilkinson, B. (2020). VLASTWA: a vocabulary learning and strategy teaching web-app. In KM Frederiksen et al. (eds), CALL for widening participation: short papers from EUROCALL 2020, (pp. 240-246). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.48.1195

2019

1. Cropley, D. H. & Cropley, A. J. (2019). Creativity and malevolence: past, present and future. In JC Kaufman & RJ Sternberg (eds), Cambridge handbook of creativity, (pp. 677-690). Cambridge University Press. https://doi.org/10.1017/9781316979839.034
2. Cropley, D. H. & Cropley, A. J. (2019). Industrie 4.0 und Kreativität im Ingenieurwesen: Folgen für die Hochschullehre. In T Haertel et al. (eds), Hochschullehre & Industrie 4.0: Herausforderungen - Lösungen – Perspektiven, (pp. 27-40). wbv Media. [link]
3. Cropley, D. H. (2019). Do we make our own luck? Reflections on Ernst Mach's analysis of invention and discovery. In VP Glaveanu (ed.), The creativity reader, (pp. 219-234). Oxford University Press.
4. Cropley, D. H. (2019). Inspiration or perspiration? Reflections on Edwin Prindle's the art of inventing. In VP Glaveanu (eds), The creativity reader, (pp. 49-72). Oxford University Press.
5. Cropley, D. H. & Patston, T. J. (2019). Supporting creative teaching and learning in the classroom: myths, models, and measures. In CA Mullen (eds), Creativity under duress in education? Resistive theories, practices, and actions, (pp. 267-288). Springer. https://doi.org/10.1007/978-3-319-90272-2_15
6. Hattam, S. & Stokes, J. (2019). Liberation and connection: fostering critical students as active agents of their own learning. In A Jones, A Olds & JG Lisciandro (eds), Transitioning students into higher education: philosophy, pedagogy and practice, (pp. 45-53). Routledge. https://doi.org/10.4324/9780429279355-6
7. Vrieling-Teunter, E., Wopereis, I., van den Beemt, A., De Laat, M. & Brand-Gruwel, S. (2019). Analysing social learning of teacher-learning groups that aim at knowledge creation. In A Littlejohn et al. (eds), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development, (pp. 207-222). Springer. https://doi.org/10.1007/978-3-030-18030-0_12
8. Bissaker, K., Kupke, S., Dawadi, D., Pokhrel, K., Alexander, V., Shearer, J., Stephenson, H., Henderson, L. & Nawab, A. (2019). The power of an effective community in creating networked researchers: outcomes beyond a thesis. In Mollie Dollinger (ed.), Getting the most out of your doctorate: The importance of supervision, networking and becoming a global academic, (pp. 63-82). Emerald Publishing. https://doi.org/10.1108/978-1-78769-905-220191011

2018

1. Jovanović, J., Gašević, D., Pardo, A., Mirriahi, N. & Dawson, S. (2018). An analytics-based framework to support teaching and learning in a flipped classroom. In JM Lodge, J Cooney Horvath & L Corrin (eds), Learning analytics in the classroom: translating learning analytics research for teachers, (pp. 131-151). Routledge.
2. Cropley, D. H. & Oppert, M. L. (2018). The fuzzy front-end? How creativity drives organizational innovation. In R Reiter-Palmon, VL Kennel & JC Kaufman (eds), Individual creativity in the workplace, (pp. 35-51). Academic Press. https://doi.org/10.1016/B978-0-12-813238-8.00002-4
3. Stokes, J. (2018). Students on the threshold: commencing student perspectives and enabling pedagogy. In CI Agosti & E Bernat (eds.), University Pathway Programs: Local Responses within a Growing Global Trend, (pp. 223-242). Springer. https://doi.org/10.1007/978-3-319-72505-5_13
4. Munshi, C. & Deneen, C. C. (2018). Technology-enhanced feedback. In AA Lipnevich & JK Smith (eds), The Cambridge Handbook of Instructional Feedback, (pp. 335-356). Cambridge University Press. https://doi.org/10.1017/9781316832134

2017

1. Chiera, B. A. & Korolkiewicz, M. W. (2017). Visualizing big data: everything old is new again. In FPG Márquez & B Lev (eds), Big data management, (pp. 1-27). Springer. https://doi.org/10.1007/978-3-319-45498-6_1
2. Cropley, D. H. (2017). Creative products: Defining and measuring novel solutions. In JA Plucker (ed.), Creativity and innovation: Theory, research, and practice, (pp. 61-74). Prufrock Press.
3. Cropley, D. H., Gabriel, F. & Westwell, M. (2017). Psychological and neuro-scientific perspectives on mathematical creativity and giftedness. In R leikin & B Sriraman (eds.), Creativity and giftedness: interdisciplinary perspectives from mathematics and beyond, (pp. 183-199). Springer. https://doi.org/10.1007/978-3-319-38840-3_12
4. Chiera, B. & Korolkiewicz, M. (2017). Teaching visualisation in the age of big data: adopting old approaches to address new challenges. In T Prodromou (ed.), Data visualization and statistical literacy for open and big data, (pp. 103-125). IGI Global. https://doi.org/10.4018/978-1-5225-2512-7.ch005
5. Mirriahi, N. & Vigentini, L. (2017). Analytics of Learner Video Use. In C Lange et al. (eds), Handbook of learning analytics, (pp. 251-267). Society for Learning Analytics Research. https://doi.org/10.18608/hla17.022
6. de Laat, M. & Dawson, S. (2017). Is there anybody out there? Place-based networks for learning: Netmap-a tool for accessing hidden informal learning networks. In L Carvalho, P Goodyear & M de Laat (eds), Place-based spaces for networked learning, (pp. 100-110). Routledge.
7. Cropley, D. H. (2017). The dark side of creativity: previous research and new avenues. In H Bathelt et al. (eds), The Elgar Companion to Innovation and Knowledge Creation, (pp. 307-324). Edward Elgar Publishing. https://doi.org/10.4337/9781782548522.00027
8. Pardo, A., Poquet, O., Martínez-Maldonado, R. & Dawson, S. (2017). Provision of data-driven student feedback in LA & EDM. In C Lang et al. (eds), Handbook of learning analytics, (pp. 163-174). Society for Learning Analytics Research (SoLAR). https://doi.org/10.18608/hla17.014
9. Cropley, D. H., Cropley, A. J. & Sandwith, B. L. (2017). Creativity in the engineering domain. In JC Kaufman, VP Glaveanu & J Baer (eds), The Cambridge handbook of creativity across domains, (pp. 261-275). Cambridge University Press. https://doi.org/10.1017/9781316274385.015
10. Pardo, A. & Mirriahi, N. (2017). Design, deployment and evaluation of a flipped learning first-year engineering course. In C Reidsema et al. (eds), The flipped classroom: practice and practices in higher education, (pp. 177-191). Springer Singapore. https://doi.org/10.1007/978-981-10-3413-8_11
11. Kovanović, V., Joksimović, S., Gašević, D., Hatala, M. & Siemens, G. (2017). Content analytics: the definition, scope, and an overview of published research. In C Lang et al. (eds), Handbook of learning analytics, (pp. 77-92). Society for Learning Analytics Research. https://doi.org/10.18608/hla17.007

2016

1. Cropley, D. H. (2016). Creativity in engineering. In G Corazza & S Agnoli (eds), Multidisciplinary Contributions to the Science of Creative Thinking, (pp. 155-173). Springer. https://doi.org/10.1007/978-981-287-618-8_10
2. Kapoor, H., Tagat, A. & Cropley, D. H. (2016). Fifty shades of creativity: case studies of malevolent creativity in art, science, and technology. In FK Reisman (ed.), Creativity in arts, science and technology, (pp. 25-44). KIE Conference Publications.
3. Vigentini, L., McIntyre, S., Mirriahi, N. & Alonzo, D. (2016). Mining learning sequences in MOOCs: does course design constrain students' behaviors or do students shape their own learning?. In S ElAtia, D Ipperciel & OR Zaïane (eds), Data mining and learning analytics: applications in educational research, (pp. 175-205). Wiley. https://doi.org/10.1002/9781118998205.ch11
4. Vigentini, L., Mirriahi, N. & Kligyte, G. (2016). From reflective practitioner to active researcher: towards a role for learning analytics in higher education scholarship. In MJ Spector, BB Lockee & MD Childress (eds), Learning, design, and technology: an international compendium of theory, research, practice, and policy, (pp. 1-29). Springer International Publishing. https://doi.org/10.1007/978-3-319-17727-4_6-1

2015

1. Cropley, D. (2015). Teaching engineers to think creatively : barriers and challenges in STEM disciplines0. In W Rupert, L Li & JC Kaufman (eds), The Routledge international handbook of research on teaching thinking, (pp. 402-410). Taylor and Francis.
2. Cropley, D. H. (2015). Video games and malevolent creativity: does one thing lead to another?. In GP Green & JC Kaufman (eds), Video Games and Creativity, (pp. 61-81). Academic Press. https://doi.org/10.1016/B978-0-12-801462-2.00003-5
3. Pardo, A. & Dawson, S. (2015). Learning analytics: how can data be used to improve learning practice?. In P Reimann et al. (eds), Measuring and visualizing learning in the information-rich classroom, (pp. 41-55). Taylor and Francis. https://doi.org/10.4324/9781315777979
4. Skrypnyk, O., Joksimović, S., Kovanović, V., Dawson, S., Gašević, D. & Siemens, G. (2015). The history and state of blended learning. In G Siemens, D Gašević & S Dawson (eds), Preparing for the digital university: a review of the history and current state of distance, blended, and online learning, (pp. 55-91). University of Texas at Arlington.
5. Joksimović, S., Kovanović, V., Skrypnyk, O., Gašević, D., Dawson, S. & Siemens, G. (2015). The history and state of online learning. In G Siemens, D Gašević & S Dawson (eds), Preparing for the digital university: a review of the history and current state of distance, blended, and online learning, (pp. 93-131). University of Texas at Arlington.
6. Kovanović, V., Joksimović, S., Skrypnyk, O., Gašević, D., Dawson, S. & Siemens, G. (2015). The history and state of distance education. In G Siemens, D Gašević & S Dawson (eds), Preparing for the digital university: a review of the history and current state of distance, blended, and online learning, (pp. 9-54). University of Texas at Arlington.
7. McIntyre, S., Watson, K. & Mirriahi, N. (2015). Learning to teach online - evolving approaches to professional development for global reach and impact. In D Remenyi (ed.), e-Learning Excellence Awards 2015: an anthology of case histories, (pp. 128-140). Academic Conferences and Publishing International.

2014

1. Cropley, D. H. (2014). Engineering, ethics, and creativity: n'er the twain shall meet?. In S Moran, D Cropley & J Kaufman (eds), The Ethics of Creativity, (pp. 152-169). Palgrave Macmillan.
2. Cropley, D. H. & Cropley, A. (2014). Managing entrepreneurship for innovation: a psychological analysis. In R Sternberg & G Krauss (eds), Handbook of Research on Entrepreneurship and Creativity, (pp. 21-59). Edward Elgar Publishing Ltd.
3. Hattam, S. & Stokes, J. (2014). Critical thinking: argument, logic and persuasion. In D Carroll (ed.), Skills for academic and career success, (pp. 72-97). Pearson Australia.
4. Baker, R. & Siemens, G. (2014). Educational data mining and learning analytics. In RK Sawyer (ed.), The Cambridge handbook of the learning sciences, (pp. 253-272). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.016

2013

1. Cropley, D. H. & Kaufman, J. (2013). Rating the creativity of products. In K Thomas & J Chan (eds), Handbook of research on creativity, (pp. 196-211). Edward Elgar Publishing Ltd.
2. Cropley, D. H., Kaufman, J. C. & Cropley, A. J. (2013). Understanding malevolent creativity. In K Thomas & J Chan (eds), Handbook of research on creativity, (pp. 185-195). Edward Elgar Publishing Ltd.
3. Cropley, A. & Cropley, D. (2013). The dark side of creativity in the classroom: the paradox of classroom teaching. In J Jones & L Flint (eds), The creative imperative: school librarians and teachers cultivating curiosity together, (pp. 39-52). Libraries Unlimited.
4. Siemens, G. (2013). Massive open online courses: innovation in education. In R McGreal, W Kinuthia & S Marshall (eds), Open educational resources: innovation research and practice, (pp. 5-15). Athabasca University.

1. Fowler, S. & Leonard, S. N. (2024). Using design based research to shift perspectives: a model for sustainable professional development for the innovative use of digital tools. Professional Development in Education, 50(1). 1-13. https://doi.org/10.1080/19415257.2021.1955732
2. Venaruzzo, L., Mirriahi, N., Poquet, O. & Dawson, S. (2024). 'Strained and strange': second-year university students' help-seeking strategies. Student Success, 15(1). 1-8. https://doi.org/10.5204/ssj.3008
3. Khatin-Zadeh, O., Banaruee, H., Farsani, D., Hernandez-Barajas, F., Farina, M. & Marmolejo-Ramos, F. (2024). Distributed embodiment of the Persian term dæqi:qæn in forward gestures. Journal of Cultural Cognitive Science, 8(1). 87-97. https://doi.org/10.1007/s41809-023-00136-0
4. Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D. & Siemens, G. (2024). Impact of AI assistance on student agency. Computers and Education, 210. 1-18. https://doi.org/10.1016/j.compedu.2023.104967
5. Leonard, S. N., Devis, D., MacGill, B., Unsworth, P., Colton, J. & Fowler, S. (2024). Enhancing empathy for justice: a methodology for expansive teacher professional development through creative body-based learning. Sustainability, 16(95). 1-16. https://doi.org/10.3390/su16010095
6. Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. N., Kang, S., Graham, L. & Dignath, C. (2024). The promotion of self‑regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning, 19(1). 381-419. https://doi.org/10.1007/s11409-024-09374-1
7. Deho, O. B., Liu, L., Li, J., Liu, J., Zhan, C. & Joksimović, S. (2024). When the past != the future: assessing the impact of dataset drift on the fairness of learning analytics models. IEEE Transactions on Learning Technologies, 17. 1007-1020. https://doi.org/10.1109/TLT.2024.3351352
8. Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W. & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21. 1-41. https://doi.org/10.1186/s41239-023-00436-z
9. Vieira, M., Kennedy, J. P., Leonard, S. & Cropley, D. (2024). Creative self-efficacy: why it matters for the future of STEM education. Creativity Research Journal, 1-17. https://doi.org/10.1080/10400419.2024.2309038
10. Wang, Y., Allsop, M. J., Epstein, J. B., Howell, D., Rapoport, B. L., Schofield, P., Van Sebille, Y., Thong, M. S., Walraven, I., Ryan Wolf, J. & van den Hurk, C. J. (2024). Patient-reported symptom monitoring: using (big) data to improve supportive care at the macro-, meso-, and micro-levels. Supportive Care in Cancer, 32. 1-6. https://doi.org/10.1007/s00520-024-08373-x
11. Ospina, R., Costa, R. D., Rêgo, L. C. & Marmolejo-Ramos, F. (2024). Application of nonparametric quantifiers for online handwritten signature verification: A statistical learning approach. Statistical Analysis and Data Mining, 17. 1-21. https://doi.org/10.1002/sam.11673
12. Trenholm, S. & Marmolejo-Ramos, F. (2024). When video improves learning in higher education. Education Sciences, 14. 1-11. https://doi.org/10.3390/educsci14030311
13. Cropley, D. H., Theurer, C., Mathijssen, A. C. S. & Marrone, R. L. (2024). Fit-for-purpose creativity assessment: automatic scoring of the test of creative thinking - drawing production (TCT-DP). Creativity Research Journal, 1-16. https://doi.org/10.1080/10400419.2024.2339667
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19. Mercado-Diaz, L. R., Veeranki, Y. R., Marmolejo-Ramos, F. & Posada-Quintero, H. F. (2024). EDA-graph: graph signal processing of electrodermal activity for emotional states detection. IEEE Journal of Biomedical and Health Informatics, 1-15. https://doi.org/10.1109/JBHI.2024.3405491
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1. Cutting, C. & Lowrie, T. (2023). Bounded learning progressions: a framework to capture young children's development of mathematical activity in play-based contexts. Mathematics Education Research Journal, 35. 317-337. https://doi.org/10.1007/s13394-022-00424-y
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12. Foroni, F., Marmolejo-Ramos, F., Wilcox, R., de Bastiani, F. & Semin, G. R. (2023). A multi-analyses approach of inductive/deductive asymmetry in the affective priming paradigm. British Journal of Psychology, 114(3). 550-565-16. https://doi.org/10.1111/bjop.12634
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3. Pantic, N., Galey, S., Florian, L., Joksimović, S., Viry, G., Gašević, D., Knutes Nyqvist, H. & Kyritsi, K. (2022). Making sense of teacher agency for change with social and epistemic network analysis. Journal of Educational Change, 23(2). 145-177. https://doi.org/10.1007/s10833-021-09413-7
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11. Marmolejo-Ramos, F., Workman, T., Walker, C., Lenihan, D., Moulds, S., Correa, J., Hanea, A. & Sonna, B. (2022). AI-powered narrative building for facilitating public participation and engagement. Discover Artificial Intelligence, 2. 1-16. https://doi.org/10.1007/s44163-022-00023-7
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25. Laurens, K. R., Islam, F., Kariuki, M., Harris, F., Chilvers, M., Butler, M., Schofield, J., Essery, C., Brinkman, S. A., Carr, V. J. & Green, M. J. (2020). Reading and numeracy attainment of children reported to child protection services: a population record linkage study controlling for other adversities. Child Abuse & Neglect: the international journal, 101. 1-15. https://doi.org/10.1016/j.chiabu.2019.104326
26. Sincovich, A., Gregory, T., Zanon, C., Santos, D. D., Lynch, J. & Brinkman, S. A. (2020). Measuring early child development in low and middle income countries: investigating the validity of the early Human Capability Index. SSM - Population Health, 11. 1-12. https://doi.org/10.1016/j.ssmph.2020.100613
27. Brushe, M. E., Lynch, J. W., Reilly, S., Melhuish, E. & Brinkman, S. A. (2020). How many words are Australian children hearing in the first year of life?. BMC Pediatrics, 20(52). 1-9. https://doi.org/10.1186/s12887-020-1946-0
28. Nakajima, N., Jung, H., Pradhan, M., Hasan, A., Kinnell, A. & Brinkman, S. (2020). Gender gaps in cognitive and social-emotional skills in early primary grades: evidence from rural Indonesia. Developmental Science, 23(5). 1-17. https://doi.org/10.1111/desc.12931
29. Collier, L. R., Gregory, T., Harman-Smith, Y., Gialamas, A. & Brinkman, S. A. (2020). Inequalities in child development at school entry: a repeated cross-sectional analysis of the Australian Early Development Census 2009-2018. The Lancet Regional Health. Western Pacific, 4. 1-9. https://doi.org/10.1016/j.lanwpc.2020.100057

2019

1. Cropley, D. H. & Kaufman, J. C. (2019). The siren song of aesthetics? Domain differences and creativity in engineering and design. Proceedings of the Institution of Mechanical Engineers Part C: Journal of Mechanical Engineering Science, 233(2). 451-464. https://doi.org/10.1177/0954406218778311
2. Pardo, A., Jovanović, J., Dawson, S., Gašević, D. & Mirriahi, N. (2019). Using learning analytics to scale the provision of personalised feedback. British Journal of Educational Technology, 50(1). 128-138. https://doi.org/10.1111/bjet.12592
3. Pardo, A., Gašević, D., Jovanović, J., Dawson, S. & Mirriahi, N. (2019). Exploring student interactions with preparation activities in a flipped classroom experience. IEEE Transactions on Learning Technologies, 12(3). 333-346. https://doi.org/10.1109/TLT.2018.2858790
4. Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., de Vries, P., Hatala, M., Dawson, S., Siemens, G. & Gašević, D. (2019). Examining communities of inquiry in Massive Open Online Courses: the role of study strategies. The Internet and Higher Education, 40. 20-43. https://doi.org/10.1016/j.iheduc.2018.09.001
5. Alonzo, D., Mirriahi, N. & Davison, C. (2019). The standards for academics' standards-based assessment practices. Assessment and Evaluation in Higher Education, 44(4). 636-652. https://doi.org/10.1080/02602938.2018.1521373
6. Gašević, D., Joksimović, S., Eagan, B. R. & Shaffer, D. W. (2019). SENS: Network analytics to combine social and cognitive perspectives of collaborative learning. Computers in Human Behavior, 92. 562-577. https://doi.org/10.1016/j.chb.2018.07.003
7. Jovanović, J., Mirriahi, N., Gašević, D., Dawson, S. & Pardo, A. (2019). Predictive power of regularity of pre-class activities in a flipped classroom. Computers and Education, 134. 156-168. https://doi.org/10.1016/j.compedu.2019.02.011
8. Al-Qadami, G., Van Sebille, Y., Le, H. & Bowen, J. (2019). Gut microbiota: implications for radiotherapy response and radiotherapy-induced mucositis. Expert Review of Gastroenterology and Hepatology, 13(5). 485-496. https://doi.org/10.1080/17474124.2019.1595586
9. Cutting, C., Fowler, S., Leonard, S. & O'Keefe, L. (2019). The mathematics proficiencies: A doorway into spatial thinking. Australian Primary Mathematics Classroom, 24(1). 36-40.
10. Joksimović, S., Dowell, N., Gašević, D., Mirriahi, N., Dawson, S. & Graesser, A. C. (2019). Linguistic characteristics of reflective states in video annotations under different instructional conditions. Computers in Human Behavior, 96. 211-222. https://doi.org/10.1016/j.chb.2018.03.003
11. Gašević, D., Tsai, Y. S., Dawson, S. & Pardo, A. (2019). How do we start? An approach to learning analytics adoption in higher education. International Journal of Information and Learning Technology, 36(4). 342-353. https://doi.org/10.1108/IJILT-02-2019-0024
12. Khatin-Zadeh, O., Khoshsima, H., Yarahmadzehi, N. & Marmolejo-Ramos, F. (2019). The impact of metaphorical Prime on metaphor comprehension processes*. Australian Journal of Linguistics, 39(3). 375-388. https://doi.org/10.1080/07268602.2019.1623759
13. Van Sebille, Y. Z., Gibson, R. J., Wardill, H. R., Carney, T. J. & Bowen, J. M. (2019). Use of zebrafish to model chemotherapy and targeted therapy gastrointestinal toxicity. Experimental Biology and Medicine, 244. 1178-1185. https://doi.org/10.1177/1535370219855334
14. Tsai, Y., Poquet, O., Gašević, D., Dawson, S. & Pardo, A. (2019). Complexity leadership in learning analytics: drivers, challenges and opportunities. British Journal of Educational Technology, 50(6). 2839-2854. https://doi.org/10.1111/bjet.12846
15. Siemens, G. (2019). Learning analytics and open, flexible, and distance learning. Distance Education, 40(3). 414-418. https://doi.org/10.1080/01587919.2019.1656153
16. Khatin-Zadeh, O., Eskandari, Z., Banaruee, H. & Marmolejo-Ramos, F. (2019). Abstract metaphorical classes: a perspective from distributed models of conceptual representations. Polish Psychological Bulletin, 50(2). 108-113. https://doi.org/10.24425/ppb.2019.126025
17. Cropley, D. H., Patston, T., Marrone, R. L. & Kaufman, J. C. (2019). Essential, unexceptional and universal: teacher implicit beliefs of creativity. Thinking Skills and Creativity, 34. 1-11. https://doi.org/10.1016/j.tsc.2019.100604
18. Ospina, R. & Marmolejo-Ramos, F. (2019). Performance of some estimators of relative variability. Frontiers in Applied Mathematics and Statistics, 5(43). 1-20. https://doi.org/10.3389/fams.2019.00043
19. Joksimović, S., Kovanović, V. & Dawson, S. (2019). The journey of learning analytics. Higher Education Research and Development, 6. 37-63.
20. Helal, S., Li, J., Liu, L., Ebrahimie, E., Dawson, S. & Murray, D. J. (2019). Identifying key factors of student academic performance by subgroup discovery. International Journal of Data Science and Analytics, 7(3). 227-245. https://doi.org/10.1007/s41060-018-0141-y
21. Balzaretti, N., Ciani, A., Cutting, C., O'Keeffe, L. & White, B. (2019). Unpacking the potential of 360degree video to support pre-service teacher development. Research on Education and Media, 11(1). 63-69. https://doi.org/10.2478/rem-2019-0009
22. Yoshimura, N., Yonemitsu, F., Marmolejo-Ramos, F., Ariga, A. & Yamada, Y. (2019). Task difficulty modulates the disrupting effects of oral respiration on visual search performance. Journal of Cognition, 2. 1-13. https://doi.org/10.5334/joc.77
23. Marmolejo-Ramos, F., Arshamian, A., Tirado, C., Ospina, R. & Larsson, M. (2019). The allocation of valenced percepts onto 3D space. Frontiers in Psychology, 10. 1-9. https://doi.org/10.3389/fpsyg.2019.00352
24. Tejo, M., Araya, H., Niklitschek-Soto, S. & Marmolejo-Ramos, F. (2019). Theoretical models of reaction times arising from simple-choice tasks. Cognitive Neurodynamics, 13(4). 409-416. https://doi.org/10.1007/s11571-019-09532-1
25. Rodríguez-Medina, D. A., Leija-Alva, G., Domínguez-Trejo, B., del Rocio Hernández-Pozo, M., Cruz-Albarrán, I. A., Morales-Hernández, L. A. & Marmolejo-Ramos, F. (2019). Effects of the trier social stress test on the distributions of IL-6 and MAP levels. Heliyon, 5. 1-9. https://doi.org/10.1016/j.heliyon.2019.e01580
26. Barrera-Causil, C. J., Correa, J. C. & Marmolejo-Ramos, F. (2019). Experimental investigation on the elicitation of subjective distributions. Frontiers in Psychology, 10. 1-10. https://doi.org/10.3389/fpsyg.2019.00862
27. Schreurs, B., Cornelissen, F. & De Laat, M. (2019). How do online learning networks emerge? A review study of self-organizing network effects in the field of networked learning. Education Sciences, 9. 1-27. https://doi.org/10.3390/educsci9040289
28. Deneen, C. C., Fulmer, G. W., Brown, G. T., Tan, K., Leong, W. S. & Tay, H. Y. (2019). Value, practice and proficiency: teachers' complex relationship with assessment for learning. Teaching and Teacher Education, 80. 39-47. https://doi.org/10.1016/j.tate.2018.12.022
29. Villanueva, K., Badland, H., Tanton, R., Katz, I., Brinkman, S., Lee, J., Woolcock, G., Giles-Corti, B. & Goldfeld, S. (2019). Local housing characteristics associated with early childhood development outcomes in Australian disadvantaged communities. International Journal of Environmental Research and Public Health, 16(10). 1-17. https://doi.org/10.3390/ijerph16101719
30. Goldfeld, S., Villanueva, K., Tanton, R., Katz, I., Brinkman, S., Giles-Corti, B. & Woolcock, G. (2019). Creating community indicators for early childhood development: challenges and innovations from the kids in communities study. Cities & Health, 3. 68-77. https://doi.org/10.1080/23748834.2019.1596525
31. Sincovich, A., Gregory, T., Zanon, C., Santos, D. D., Lynch, J. & Brinkman, S. A. (2019). Measuring early childhood development in multiple contexts: the internal factor structure and reliability of the early Human Capability Index in seven low and middle income countries. BMC Pediatrics, 19. 1-14. https://doi.org/10.1186/s12887-019-1852-5
32. Nakajima, N., Hasan, A., Jung, H., Brinkman, S., Pradhan, M. & Kinnell, A. (2019). Investing in school readiness: a comparison of different early childhood education pathways in rural Indonesia. International Journal of Educational Development, 69. 22-38. https://doi.org/10.1016/j.ijedudev.2019.05.009
33. Green, M. J., Tzoumakis, S., Laurens, K. R., Dean, K., Kariuki, M., Harris, F., Brinkman, S. A. & Carr, V. J. (2019). Early developmental risk for subsequent childhood mental disorders in an Australian population cohort. Australian & New Zealand Journal of Psychiatry, 53(4). 304-315. https://doi.org/10.1177/0004867418814943
34. Gregory, T., Engelhardt, D., Lewkowicz, A., Luddy, S., Guhn, M., Gadermann, A., Schonert-Reichl, K. & Brinkman, S. (2019). Validity of the middle years development instrument for population monitoring of student wellbeing in Australian school children. Child Indicators Research, 12. 873-899. https://doi.org/10.1007/s12187-018-9562-3

2018

1. Camelia, F., Ferris, T. L. & Cropley, D. H. (2018). Development and initial validation of an instrument to measure students' learning about systems thinking: the affective domain. IEEE Systems Journal, 12(1). 115-124. https://doi.org/10.1109/JSYST.2015.2488022
2. Gabriel, F., Signolet, J. & Westwell, M. (2018). A machine learning approach to investigating the effects of mathematics dispositions on mathematical literacy. International Journal of Research and Method in Education, 41(3). 1-22. https://doi.org/10.1080/1743727X.2017.1301916
3. Van Sebille, Y. Z., Gibson, R. J., Wardill, H. R., Ball, I. A., Keefe, D. M. & Bowen, J. M. (2018). Dacomitinib-induced diarrhea: Targeting chloride secretion with crofelemer. International Journal of Cancer, 142. 369-380. https://doi.org/10.1002/ijc.31048
4. Joksimović, S., Dowell, N., Poquet, O., Kovanović, V., Gašević, D., Dawson, S. & Graesser, A. C. (2018). Exploring development of social capital in a CMOOC through language and discourse. The Internet and Higher Education, 36. 54-64. https://doi.org/10.1016/j.iheduc.2017.09.004
5. Joksimović, S., Poquet, O., Kovanović, V., Dowell, N., Mills, C., Gašević, D., Dawson, S., Graesser, A. C. & Brooks, C. (2018). How do we model learning at scale? A systematic review of research on MOOCs. Review of Educational Research, 88(1). 43-86. https://doi.org/10.3102/0034654317740335
6. Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., Čukić, I., de Vries, P., Hatala, M., Dawson, S., Siemens, G. & Gašević, D. (2018). Exploring communities of inquiry in massive open online courses. Computers and Education, 119. 44-58. https://doi.org/10.1016/j.compedu.2017.11.010
7. Crosslin, M., Dellinger, J. T., Joksimović, S., Kovanović, V. & Gašević, D. (2018). Customizable modalities for individualized learning: Examining patterns of engagement in dual-layer MOOCS. Online Learning Journal, 22(1). 19-38. https://doi.org/10.24059/olj.v22i1.1080
8. Mirriahi, N., Jovanović, J., Dawson, S., Gašević, D. & Pardo, A. (2018). Identifying engagement patterns with video annotation activities: a case study in professional development. Australasian Journal of Educational Technology, 34(1). 57-72. https://doi.org/10.14742/ajet.3207
9. Stokes, J. (2018). Inclusion and engagement by design: creating a digital literacy course to inspire diverse learners in an Australian university enabling program. International Studies in Widening Participation, 4(2). 65-78.
10. Wardill, H. R., Van Sebille, Y. Z., Ciorba, M. A. & Bowen, J. M. (2018). Prophylactic probiotics for cancer therapy-induced diarrhoea: a meta-analysis. Current Opinion in Supportive and Palliative Care, 12(2). 187-197. https://doi.org/10.1097/SPC.0000000000000338
11. Mirriahi, N., Joksimović, S., Gašević, D. & Dawson, S. (2018). Effects of instructional conditions and experience on student reflection: a video annotation study. Higher Education Research and Development, 6. 1245-1259. https://doi.org/10.1080/07294360.2018.1473845
12. Poquet, O., Kovanović, V., de Vries, P., Hennis, T., Joksimović, S., Gašević, D. & Dawson, S. (2018). Social presence in massive open online courses. International Review of Research in Open and Distance Learning, 19(3). 43-68. https://doi.org/10.19173/irrodl.v19i3.3370
13. Patston, T. J., Cropley, D. H., Marrone, R. L. & Kaufman, J. C. (2018). Teacher implicit beliefs of creativity: Is there an arts bias?. Teaching and Teacher Education, 75. 366-374. https://doi.org/10.1016/j.tate.2018.08.001
14. Helal, S., Li, J., Liu, L., Ebrahimie, E., Dawson, S., Murray, D. J. & Long, Q. (2018). Predicting academic performance by considering student heterogeneity. Knowledge-Based Systems, 161. 134-146. https://doi.org/10.1016/j.knosys.2018.07.042
15. Lowrie, T., Leonard, S. N. & Fitzgerald, R. N. (2018). STEM Practices: A translational framework for large-scale STEM education design. EDeR: educational design research, 2. 1-20. https://doi.org/10.15460/eder.2.1.1243
16. Falconer, E. G., Cropley, D. & Dollard, M. . F. (2018). An exploration of creativity in primary school children. Korean Journal of Thinking and Problem Solving, 28(2). 7-25.
17. Hattam, S., Stokes, J. & Ulpen, T. (2018). Should I stay or should I go? Understanding student subjectivity, institutional discourse, and the role enabling academics can play in empowering students within the system. The International Journal of Educational Organization and Leadership, 25. 1-14. https://doi.org/10.18848/2329-1656/CGP/v25i01/1-14
18. Leonard, S. N. & Fitzgerald, R. N. (2018). Holographic learning: A mixed reality trial of Microsoft HoloLens in an Australian secondary school. Research in Learning Technology, 26. 1-12. https://doi.org/10.25304/rlt.v26.2160
19. Balzaretti, N., Leonard, S. N., Lim, L., Unsworth, P. & Vannini, I. (2018). Innovating methodology through international collaboration: expanding the use of video analysis for understanding learning designs. Italian Journal of Educational Research, 21. 11-30. https://ojs.pensamultimedia.it/index.php/sird/article/view/3215
20. Mirzaei, S. & Hayati, A. F. (2018). Effects of the computer mediated communication interaction on vocabulary improvement. Telkomnika, 16(5). 2217-2225. https://doi.org/10.12928/TELKOMNIKA.v16i5.10195
21. Pardo, A., Bartimote-Aufflick, K., Buckingham Shum, S., Dawson, S., Gao, J., Gašević, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N., Moskal, A. C. M., Schulte, J., Siemens, G. & Vigentini, L. (2018). OnTask: delivering data-Informed, personalized learning support actions. Journal of Learning Analytics, 5(3). 235-249. https://doi.org/10.18608/jla.2018.53.15
22. Mirzaei, S. & Farrokh Hayati, A. (2018). An intelligent model for internet advertising selection based on user-profile. International Journal of Engineering and Technology, 10(4). 1044-1051. https://doi.org/10.21817/ijet/2018/v10i4/181004215
23. Kennedy, J. P., Quinn, F. & Lyons, T. (2018). Australian enrolment trends in technology and engineering: putting the T and E back into school STEM. International journal of technology and design education, 28(2). 553-571. https://doi.org/10.1007/s10798-016-9394-8
24. Tejo, M., Niklitschek-Soto, S. & Marmolejo-Ramos, F. (2018). Fatigue-life distributions for reaction time data. Cognitive Neurodynamics, 12(3). 351-356. https://doi.org/10.1007/s11571-017-9473-x
25. Velasco, C., Beh, E. J., Le, T. & Marmolejo-Ramos, F. (2018). The shapes associated with the concept of 'sweet and sour' foods. Food quality and preference, 68. 250-257. https://doi.org/10.1016/j.foodqual.2018.03.012
26. Trafimow, D., Amrhein, V., Areshenkoff, C. N., Barrera-Causil, C. J. & Marmolejo-Ramos, F. (2018). Manipulating the alpha level cannot cure significance testing. Frontiers in psychology, 9. 1-7. https://doi.org/10.3389/fpsyg.2018.00699
27. Tirado, C., Khatin-Zadeh, O., Gastelum, M., Jones, N. L. & Marmolejo-Ramos, F. (2018). The strength of weak embodiment. International journal of psychological research, 11(2). 77-85. https://doi.org/10.21500/20112084.3420
28. Marmolejo-Ramos, F., Tiradob, C., Arshamianc, E., Vélezd, J. I. & Arshamian, A. (2018). The allocation of valenced concepts onto 3D space. Cognition and emotion, 32(4). 709-718. https://doi.org/10.1080/02699931.2017.1344121
29. Correa, J. C. M., Barrera-Causil, C. & Marmolejo-Ramos, F. (2018). The next winner of the 2018 FIFA World Cup will be...: an illustration of the use of statistical simulation to make a prediction in a complex tournament. Chilean Journal of Statistics, 9(1). 59-65.
30. Gathigia, M. G., Wang, R., Shen, M., Tirado, C., Tsaregorodtseva, O., Khatin-Zadeh, O., Minervino, R. & Marmolejo-Ramos, F. (2018). A cross-linguistic study of metaphors of death. Cognitive linguistic studies, 5(2). 359-375. https://doi.org/10.1075/cogls
31. Razumiejczyk, E. C., Macbeth, G. C., Hurtado, G., Girardi, C. P. & Marmolejo-Ramos, F. (2018). Sonidos del comer: propuestas para el estudio intermodal entre el sabor y la música. Revista de la Academia Colombiana de Ciencias Exactas, Físicas y Naturales, 42. 145-149. https://doi.org/10.18257/raccefyn.628
32. Sincovich, A., Gregory, T., Wilson, A. & Brinkman, S. (2018). The social impacts of mining on local communities in Australia. Rural Society, 27(1). 18-34. https://doi.org/10.1080/10371656.2018.1443725
33. Stephenson, H., Giles, D. & Bissaker, K. (2018). The power of hermeneutic phenomenology in restoring the centrality of experiences in work-integrated learning. International Journal of Work-Integrated Learning, 19(3). 261-271.
34. Liaw, S. Y., Rashasegaran, A., Wong, L. F., Deneen, C. C., Cooper, S., Levett-Jones, T., Goh, H. S. & Ignacio, J. (2018). Development and psychometric testing of a clinical reasoning evaluation simulation tool (CREST) for assessing nursing students' abilities to recognize and respond to clinical deterioration. Nurse Education Today, 62. 74-79. https://doi.org/10.1016/j.nedt.2017.12.009
35. Deneen, C. C., Brown, G. T. L. & Carless, D. (2018). Students' conceptions of eportfolios as assessment and technology. Innovations In Education and Teaching International, 55(4). 487-496. https://doi.org/10.1080/14703297.2017.1281752
36. Bundy, D. A., de Silva, N., Horton, S., Patton, G. C., Brinkman, S. & Sawyer, S. M. (2018). Investment in child and adolescent health and development: key messages from Disease Control Priorities, 3rd Edition. LANCET, 391. 687-699. https://doi.org/10.1016/S0140-6736(17)32417-0
37. Green, M. J., Tzoumakis, S., Laurens, K. R., Dean, K., Kariuki, M., Harris, F., O'Reilly, N., Chilvers, M., Brinkman, S. A. & Carr, V. J. (2018). Latent profiles of early developmental vulnerabilities in a New South Wales child population at age 5years. Australian and New Zealand Journal of Psychiatry, 52(6). 530-541. https://doi.org/10.1177/0004867417740208
38. Green, M. J., Harris, F., Laurens, K. R., Kariuki, M., Tzoumakis, S., Dean, K., Islam, F., Rossen, L., Whitten, T., Smith, M., Holbrook, A., Bore, M., Brinkman, S., Chilvers, M., Sprague, T., Stevens, R. & Carr, V. J. (2018). Cohort profile: The New South Wales Child Development Study (NSW-CDS)-wave 2 (child age 13 years). International Journal of Epidemiology, 47(5). 1396-+. https://doi.org/10.1093/ije/dyy115
39. Green, M. J., Tzoumakis, S., McIntyre, B., Kariuki, M., Laurens, K. R., Dean, K., Chilvers, M., Harris, F., Butler, M., Brinkman, S. A. & Carr, V. J. (2018). Childhood maltreatment and early developmental vulnerabilities at age 5 years. Child Development, 89(5). 1599-1612. https://doi.org/10.1111/CDEV.12928

2017

1. Gašević, D., Mirriahi, N., Dawson, S. & Joksimović, S. (2017). Effects of instructional conditions and experience on the adoption of a learning tool. Computers in Human Behavior, 67. 207-220. https://doi.org/10.1016/j.chb.2016.10.026
2. Coller, J. K., Bowen, J. M., Ball, I. A., Wardill, H. R., Van Sebille, Y. Z., Stansborough, R. L., Lightwala, Z., Wignall, A., Shirren, J., Secombe, K. & Gibson, R. J. (2017). Potential safety concerns of TLR4 antagonism with irinotecan: a preclinical observational report. Cancer Chemotherapy and Pharmacology, 79(2). 431-434. https://doi.org/10.1007/s00280-016-3223-3
3. Jovanović, J., Gašević, D., Dawson, S., Pardo, A. & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33. 74-85. https://doi.org/10.1016/j.iheduc.2017.02.001
4. Van Sebille, Y. Z., Gibson, R. J., Wardill, . H. R., Secombe, K. R., Ball, I. A., Keefe, D. M., Finnie, J. W. & Bowen, J. M. (2017). Dacomitinib-induced diarrhoea is associated with altered gastrointestinal permeability and disruption in ileal histology in rats. International Journal of Cancer, 140(12). 2820-2829. https://doi.org/10.1002/ijc.30699
5. Cropley, D. & Cropley, A. (2017). Innovation capacity, organisational culture and gender. European Journal of Innovation Management, 20(3). 493-510. https://doi.org/10.1108/EJIM-12-2016-0120
6. Sandwith, B. L., Cropley, D. H. & Chantler, L. (2017). The influence of cognitive structure and task structure on creativity in a military context. Korean Journal of Thinking and Problem Solving, 27(2). 95-112.
7. Patston, T., Cropley, D. H., Marrone, R. L. & Kaufman, J. (2017). Teacher self-concepts of creativity: meeting the challenges of the 21st century classroom. The International Journal of Creativity and Problem Solving, 27(2). 23-34.
8. Toofaninejad, E., Zaraii Zavaraki, E., Dawson, S., Poquet, O. & Sharifi Daramadi, P. (2017). Social media use for deaf and hard of hearing students in educational settings: a systematic review of literature. Deafness and Education International, 19. 144-161. https://doi.org/10.1080/14643154.2017.1411874
9. Gašević, D., Jovanović, J., Pardo, A. & Dawson, S. (2017). Detecting learning strategies with analytics: links with self-reported measures and academic performance. Journal of Learning Analytics, 4(2). 113-128. https://doi.org/10.18608/jla.2017.42.10
10. Slater, S., Joksimović, S., Kovanović, V., Baker, R. S. & Gašević, D. (2017). Tools for educational data mining: a review. Journal of educational and behavioral statistics, 42(1). 85-106. https://doi.org/10.3102/1076998616666808
11. Leonard, S. N., Belling, S., Morris, A. & Reynolds, E. (2017). Playing with rusty nails: 'conceptual tinkering' for 'next' practice. EDeR: educational design research, 1. 1-22. https://doi.org/10.15460/eder.1.1.1027
12. Leonard, S. N., Fitzgerald, R. N., Bacon, M. & Munnerley, D. (2017). Mapping next generation learning spaces as a designed quality enhancement process. Quality in higher education, 23(2). 168-182. https://doi.org/10.1080/13538322.2017.1358955
13. Leonard, S. N., Fitzgerald, R. N., Kohlhagen, S. & Johnson, M. W. (2017). Design principles as a bridge between contexts: from innovation in the science museum to transformation in formal education. EDeR: educational design research, 1. 1-16. https://doi.org/10.15460/eder.1.1.1059
14. Gašević, D., Kovanović, V. & Joksimović, S. (2017). Piecing the learning analytics puzzle: a consolidated model of a field of research and practice. Learning: research and practice, 3(1). 63-78. https://doi.org/10.1080/23735082.2017.1286142
15. Khatin-Zadeh, O., Banaruee, H., Khoshsima, H. & Marmolejo-Ramos, F. (2017). The role of motion concepts in understanding non-motion concepts. Behavioral sciences, 7(4). 1-8. https://doi.org/10.3390/bs7040084
16. Marmolejo-Ramos, F., Khatin-Zadeh, O., Yazdani-Fazlabadi, B., Tirado, C. & Sagi, E. (2017). Embodied concept mapping Blending structure-mapping and embodiment theories. Pragmatics & Cognition, 24(2). 164-185. https://doi.org/10.1075/pc.17013.mar
17. Razumiejczyk, E., Pereyra Girardi, C., del Carme Crivelloa, M., Fioramonti, M., Macbeth, G. & Marmolejo-Ramos, F. (2017). Crossmodal interference between language and flavour. Revista Latinoamericana de Psicologia, 49(2). 91-101. https://doi.org/10.1016/j.rlp.2016.01.002
18. Stins, J. F., Marmolejo-Ramos, F., Hulzinga, F., Wenker, E. & Canal-Bruland, R. (2017). Words that move us. The effects of sentences on body sway. Advances in Cognitive Psychology, 13(2). 156-165. https://doi.org/10.5709/acp-0215-9
19. Campitelli, G., Macbeth, G., Ospina, R. & Marmolejo-Ramos, F. (2017). Three strategies for the critical use of statistical methods in psychological research. Educational and Psychological Measurement, 77(5). 881-895. https://doi.org/10.1177/0013164416668234
20. Marmolejo-Ramos, F., Correa, J. C., Sakarkar, G., Ngo, G., Ruiz-Fernandez, S., Butcher, N. & Yamada, Y. (2017). Placing joy, surprise and sadness in space: a cross-linguistic study. Psychological Research, 81(4). 750-763. https://doi.org/10.1007/s00426-016-0787-9
21. Velez, J. I. & Marmolejo-Ramos, F. (2017). Extension of a graphical diagnostic test for contingency tables. Chilean journal of statistics, 8(1). 53-65.
22. Xue, J., Liu, T., Marmolejo-Ramos, F. & Pei, X. (2017). Age of acquisition effects on word processing for Chinese native learners' english: ERP evidence for the arbitrary mapping hypothesis. Frontiers in Psychology, 8. 1-14. https://doi.org/10.3389/fpsyg.2017.00818
23. Yonemitsu, F., Sung, Y., Naka, K., Yamada, Y. & Marmolejo-Ramos, F. (2017). Does weight lifting improve visual acuity? A replication of Gonzalo-Fonrodona and Porras (2013). BMC Research Notes, 10. 1-5. https://doi.org/10.1186/s13104-017-2699-1
24. El-Maaddawy, T. & Deneen, C. (2017). Outcomes-based assessment and learning: trialling change in a postgraduate civil engineering course. Journal of University Teaching and Learning Practice, 14. 1-23. [link]
25. Christian, H., Ball, S. J., Zubrick, S. R., Brinkman, S., Turrell, G., Boruff, B. & Foster, S. (2017). Relationship between the neighbourhood built environment and early child development. HEALTH & PLACE, 48. 90-101. https://doi.org/10.1016/j.healthplace.2017.08.010
26. Johnson, C., Burke, C., Brinkman, S. & Wade, T. (2017). A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: do we have the recipe right yet?. BEHAVIOUR RESEARCH AND THERAPY, 99. 37-46. https://doi.org/10.1016/j.brat.2017.09.001
27. Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A. & Pradhan, M. (2017). The Impact of Expanding Access to Early Childhood Education Services in Rural Indonesia. JOURNAL OF LABOR ECONOMICS, 35. S305-S335. https://doi.org/10.1086/691278
28. Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., Nakajima, N. & Pradhan, M. (2017). The role of preschool quality in promoting child development: evidence from rural Indonesia. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 25(4). 483-505. https://doi.org/10.1080/1350293X.2017.1331062
29. Laurens, K. R., Tzoumakis, S., Dean, K., Brinkman, S. A., Bore, M., Lenroot, R. K., Smith, M., Holbrook, A., Robinson, K. M., Stevens, R., Harris, F., Carr, V. J. & Green, M. J. (2017). The 2015 Middle Childhood Survey (MCS) of mental health and well-being at age 11 years in an Australian population cohort. BMJ OPEN, 7. 1-16. https://doi.org/10.1136/bmjopen-2017-016244
30. Maika, A., Mittinty, M. N., Brinkman, S. & Lynch, J. (2017). Associations of early-and later-childhood poverty with child cognitive function in Indonesia: effect decomposition in the presence of exposure-induced mediator-outcome confounding. American Journal of Epidemiology, 185(10). 879-887. https://doi.org/10.1093/aje/kww195
31. Brinkman, S. A., Kinnell, A., Maika, A., Hasan, A., Jung, H. & Pradhan, M. (2017). Validity and reliability of the Early Development Instrument in Indonesia. Child indicators research, 10(2). 331-352. https://doi.org/10.1007/s12187-016-9372-4
32. Goldfeld, S., Villanueva, K., Tanton, R., Katz, I., Brinkman, S., Woolcock, G. & Giles-Corti, B. (2017). Kids in Communities Study (KiCS) study protocol: a cross-sectional mixed-methods approach to measuring community-level factors influencing early child development in Australia. BMJ Open, 7. 1-14. https://doi.org/10.1136/bmjopen-2016-014047
33. Johnson, C., Burke, C., Brinkman, S. & Wade, T. (2017). Development and validation of a multifactor mindfulness scale in youth: the Comprehensive Inventory of Mindfulness Experiences-Adolescents (CHIME-A). Psychological Assessment, 29(3). 264-281. https://doi.org/10.1037/pas0000342
34. Tanton, R., Dare, M., Brinkman, S., Corti, B., Katz, I., Woolcock, G. & Goldfeld, S. (2017). Identifying off-diagonal communities using the Australian Early Development Census results. Social Indicators Research: an international and interdisciplinary journal for quality-of-life measurement, 132. 977-992. https://doi.org/10.1007/s11205-016-1333-2

2016

1. Macfadyen, L. P., Dawson, S., Prest, S. & Gašević, D. (2016). Whose feedback? A multilevel analysis of student completion of end-of-term teaching evaluations. Assessment and Evaluation in Higher Education, 41(6). 821-839. https://doi.org/10.1080/02602938.2015.1044421
2. Gašević, D., Dawson, S., Rogers, T. & Gašević, D. (2016). Learning analytics should not promote one size fits all: the effects of instructional conditions in predicting academic success. The Internet and Higher Education, 28. 68-84. https://doi.org/10.1016/j.iheduc.2015.10.002
3. Ognjanovic, I., Gašević, D. & Dawson, S. P. (2016). Using institutional data to predict student course selections in higher education. The Internet and Higher Education, 29. 49-62. https://doi.org/10.1016/j.iheduc.2015.12.002
4. Cropley, D. (2016). Measuring capacity for innovation in local government organizations. Journal of Creativity and Business Innovation, 2. 31-45.
5. Van Sebille, Y. Z., Gibson, R. J., Wardill, H. R. & Bowen, J. M. (2016). Gastrointestinal toxicities of first and second-generation small molecule human epidermal growth factor receptor tyrosine kinase inhibitors in advanced nonsmall cell lung cancer. Current Opinion in Supportive and Palliative Care, 10(2). 152-156. https://doi.org/10.1097/SPC.0000000000000210
6. Mirriahi, N., Liaqat, D., Dawson, S. & Gašević, D. (2016). Uncovering student learning profiles with a video annotation tool: reflective learning with and without instructional norms. Educational Technology Research and Development, 64(6). 1-24. https://doi.org/10.1007/s11423-016-9449-2
7. al-Rifaie, M. M., Cropley, A., Cropley, D. & Bishop, M. (2016). On evil and computational creativity. Connection Science: Journal of Neural Computing, Artificial Intelligence, and Cognitive Research, 28(2). 171-193. https://doi.org/10.1080/09540091.2016.1151862
8. Wardill, . H. R., Mander, . K. A., Van Sebille, Y. Z., Gibson, . R. J., Logan, . R. M., Bowen, . J. M. & Sonis, . S. T. (2016). Cytokine-mediated blood brain barrier disruption as a conduit for cancer/chemotherapy-associated neurotoxicity and cognitive dysfunction. International Journal of Cancer, 139(12). 2635-2645. https://doi.org/10.1002/ijc.30252
9. Wardill, H. R., Gibson, R. J., Van Sebille, Y. Z., Secombe, K. R., Coller, J. K., White, I. A., Manavis, J., Hutchinson, M. R., Staikopoulos, V., Logan, R. M. & Bowen, J. M. (2016). Irinotecan-Induced gastrointestinal dysfunction and pain are mediated by common TLR4-dependent mechanisms. Molecular Cancer Therapeutics, 15(6). 1376-1386. https://doi.org/10.1158/1535-7163.MCT-15-0990
10. Wardill, H. R., Bowen, J. M., Van Sebille, Y. Z., Secombe, K. R., Coller, J. K., Ball, I. A., Logan, R. M. & Gibson, R. J. (2016). TLR4-dependent claudin-1 internalization and secretagogue-mediated chloride secretion regulate irinotecan-induced diarrhea. Molecular Cancer Therapeutics, 15(11). 2767-2779. https://doi.org/10.1158/1535-7163.MCT-16-0330
11. Ristic, R., Fudge, A. L., Pinchbeck, K. A., De Bei, R., Fuentes, S., Hayasaka, Y., Tyerman, S. D. & Wilkinson, K. L. (2016). Impact of grapevine exposure to smoke on vine physiology and the composition and sensory properties of wine. Theoretical and Experimental Plant Physiology, 28(1). 67-83. https://doi.org/10.1007/s40626-016-0054-x
12. Wardill, . H. R., Logan, . R. M., Bowen, . J. M., Van Sebille, Y. Z. & Gibson, . R. J. (2016). Tight junction defects are seen in the buccal mucosa of patients receiving standard dose chemotherapy for cancer. Supportive care in cancer, 24(4). 1779-1788. https://doi.org/10.1007/s00520-015-2964-6
13. Wardill, H. R., Gibson, R. J., Van Sebille, Y. Z., Secombe, K. R., Logan, R. M. & Bowen, J. M. (2016). A novel in vitro platform for the study of SN38-induced mucosal damage and the development of Toll-like receptor 4-targeted therapeutic options. Experimental biology and medicine, 241(13). 1386-1394. https://doi.org/10.1177/1535370216640932
14. Leonard, S. N. & Roberts, P. (2016). No time to think: policy, pedagogy and professional learning. Journal of education policy, 31(2). 142-160. https://doi.org/10.1080/02680939.2015.1047801
15. Leonard, S. N., Fitzgerald, R. N. & Riordan, G. (2016). Using developmental evaluation as a design thinking tool for curriculum innovation in professional higher education. Higher Education Research and Development, 35(2). 309-321. https://doi.org/10.1080/07294360.2015.1087386
16. Leonard, S. N., Fitzgerald, R. N. & Bacon, M. (2016). Fold-back: Using emerging technologies to move from quality assurance to quality enhancement. Australasian journal of educational technology, 32(2). 15-31. https://doi.org/10.14742/ajet.2196
17. Dietze, S., Siemens, G., Taibi, D. & Drachsler, H. (2016). Editorial: datasets for learning analytics. Journal of learning analytics, 3(2). 307-311. https://doi.org/10.18608/jla.2016.32.15
18. Kennedy, J. P., Quinn, F. & Taylor, N. (2016). The school science attitude survey: a new instrument for measuring attitudes towards school science. International journal of research and method in education, 39(4). 422-445. https://doi.org/10.1080/1743727X.2016.1160046
19. Shen, M., Xie, J., Liu, W., Lin, W., Chen, Z., Marmolejo-Ramos, F. & Wang, R. (2016). Interplay between the object and its symbol: the size-congruency effect. Advances in Cognitive Psychology, 12(2). 115-129. https://doi.org/10.5709/acp-0191-7
20. Noguchi, K. & Marmolejo-Ramos, F. (2016). Assessing equality of means using the overlap of range-preserving confidence intervals. American Statistician, 70(4). 325-334. https://doi.org/10.1080/00031305.2016.1200487
21. Vélez, J. I. & Marmolejo-Ramos, F. (2016). The secrets of one hundred years of solitude: a stylometric approach for psycholinguistic research. Revista Colombiana de Psicologia, 25(2). 265-287. https://doi.org/10.15446/rcp.v25n2.50742
22. Salgado-Montejo, A., Marmolejo-Ramos, F., Alvarado, J. A., Arboleda, J. C., Suarez, D. R. & Spence, C. (2016). Drawing sounds: representing tones and chords spatially. Experimental Brain Research, 234(12). 3509-3522. https://doi.org/10.1007/s00221-016-4747-9
23. Vélez, J. I., Marmolejo-Ramos, F. & Correa, J. C. (2016). A graphical diagnostic test for two-way contingency tables. Revista Colombiana de Estadistica, 39(1). 97-108. https://doi.org/10.15446/rce.v39n1.55142
24. Woods, A. T., Marmolejo-Ramos, F., Velasco, C. & Spence, C. (2016). Using single colors and color pairs to communicate basic tastes II: foreground-background color combinations. I-Perception, 7(5). 1-20. https://doi.org/10.1177/2041669516663750
25. Zhang, L., Fang, Q., Gabriel, F. C. & Szucs, D. (2016). Common magnitude representation of fractions and decimals is task dependent. The Quarterly Journal of Experimental Psychology, 69(4). 764-780. https://doi.org/10.1080/17470218.2015.1052525
26. Gabriel, F. (2016). Understanding magnitudes to understand fractions. Australian Primary Mathematics Classroom, 21(2). 36-40.
27. Vrieling, E., Van Den Beemt, A. & De Laat, M. (2016). What's in a name: dimensions of social learning in teacher groups. Teachers and Teaching: Theory and Practice, 22(3). 273-292. https://doi.org/10.1080/13540602.2015.1058588
28. Meijs, C., Prinsen, F. R. & De Laat, M. F. (2016). Evaluation of the functional status of learning networks based on the dimensions defining communities of practice. International Journal of Web Based Communities, 12(3). 279-295. https://doi.org/10.1504/IJWBC.2016.077755
29. Spector, J. M., Ifenthaler, D., Sampson, D., Yang, L. (., Mukama, E., Warusavitarana, A., Dona, K. L., Eichhorn, K., Fluck, A., Huang, R., Bridges, S., Lu, J., Ren, Y., Gui, X., Deneen, C. C., San Diego, J. & Gibson, D. C. (2016). Technology enhanced formative assessment for 21st century learning. Educational Technology and Society, 19(3). 58-71.
30. Deneen, C. C. & Brown, G. T. (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program. Cogent Education, 3. 1-14. https://doi.org/10.1080/2331186x.2016.1225380
31. West, D. & Stephenson, H. (2016). SANTPEN's SoTL Journey: building and using a SoTL approach across institutions. Journal of the Scholarship of Teaching and Learning, 16(5). 1-16. https://doi.org/10.14434//josotl.v16i5.19983
32. Zhou, J. & Deneen, C. C. (2016). Chinese award-winning tutors' perceptions and practices of classroom-based assessment. Assessment & Evaluation in Higher Education, 41(8). 1144-1158. https://doi.org/10.1080/02602938.2015.1066306
33. Janus, M., Harrison, L. J., Goldfeld, S., Guhn, M. & Brinkman, S. (2016). International research utilizing the Early Development Instrument (EDI) as a measure of early child development: introduction to the special issue. Early childhood research quarterly, 35. 1-5. https://doi.org/10.1016/j.ecresq.2015.12.007
34. Kariuki, M., Raudino, A., Green, M. J., Laurens, K. R., Dean, K., Brinkman, S. A., Lenroot, R. K., Liu, E., Harris, F., Luo, L. & Carr, V. J. (2016). Hospital admission for infection during early childhood influences developmental vulnerabilities at age 5 years. Journal of Paediatrics and Child Health, 52(9). 882-888. https://doi.org/10.1111/JPC.13239
35. Johnson, C., Burke, C., Brinkman, S. & Wade, T. (2016). Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents. Behaviour Research and Therapy, 81. 1-11. https://doi.org/10.1016/j.brat.2016.03.002
36. Carr, V. J., Harris, F., Raudino, A., Luo, L., Kariuki, M., Liu, E., Tzoumakis, S., Smith, M., Holbrook, A., Bore, M., Brinkman, S., Lenroot, R., Dix, K., Dean, K., Laurens, K. R. & Green, M. J. (2016). New South Wales Child Development Study (NSW-CDS): an Australian multiagency, multigenerational, longitudinal record linkage study. BMJ Open, 6. 1-9. https://doi.org/10.1136/BMJOPEN-2015-009023
37. Chittleborough, C. R., Searle, A. K., Smithers, L. G., Brinkman, S. & Lynch, J. W. (2016). How well can poor child development be predicted from early life characteristics? A whole-of-population data linkage study. Early Childhood Research Quarterly, 35. 19-30. https://doi.org/10.1016/j.ecresq.2015.10.006
38. Brinkman, S. A., Johnson, S. E., Codde, J. P., Hart, M. B., Straton, J. A., Mittinty, M. N. & Silburn, S. R. (2016). Efficacy of infant simulator programmes to prevent teenage pregnancy: a school-based cluster randomised controlled trial in Western Australia. The Lancet, 388. 2264-2271. https://doi.org/10.1016/S0140-6736(16)30384-1
39. Goldfeld, S., O'Connor, E., O'Connor, M., Sayers, M., Moore, T., Kvalsvig, A. & Brinkman, S. (2016). The role of preschool in promoting children's healthy development: evidence from an Australian population cohort. Early Childhood Research Quarterly, 35. 40-48. https://doi.org/10.1016/j.ecresq.2015.11.001

2015

1. Gašević, D., Dawson, S. & Siemens, G. (2015). Let's not forget: learning analytics are about learning. TechTrends, 59(1). 64-71. https://doi.org/10.1007/s11528-014-0822-x
2. Cropley, D. H. (2015). Promoting creativity and innovation in engineering education. Psychology of Aesthetics, Creativity, and the Arts, 9(2). 161-171. https://doi.org/10.1037/aca0000008
3. Skrypnyk, O., Joksimović, S., Kovanović, V., Gaševic, D. & Dawson, S. (2015). Roles of course facilitators, learners, and technology in the flow of information of a cMOOC. International Review of Research in Open and Distance Learning, 16(3). 188-217. https://doi.org/10.19173/irrodl.v16i3.2170
4. Carceller, C., Dawson, S. & Lockyer, L. (2015). Social capital from online discussion forums: Differences between online and blended modes of delivery. Australasian Journal of Educational Technology, 31(2). 150-163.
5. Landgraf, S., Ilinykh, A., Haller, C. S., Shemelina, O., Cropley, D., von Treskow, I., Razumnikova, O. M., Kutscher, T. & Van der Meer, E. (2015). Culture makes the difference: the "creativity-schizotypy" association varies between Germans and Russians. Korean Journal of Thinking and Problem Solving, 25(1). 35-60.
6. Le, D. H., Cropley, D. H. & Gleaves, D. H. (2015). Examining the relationship between mental health, creative thought and optimism. The International Journal of Creativity and Problem Solving, 25(1). 5-20.
7. Cropley, D. (2015). Through the looking glass: inside the world of creativity research. Creativity Research Journal, 27(3). 243-248. https://doi.org/10.1080/10400419.2015.1063870
8. Stokes, J. & Ulpen, T. (2015). Agents for change: applying critical pedagogy in enabling programs. International Journal of Learning in Higher Education, 22(3). 57-65. https://doi.org/10.18848/2327-7955/CGP/v22i03/48624
9. Dinmore, S. & Stokes, J. (2015). Creating inclusive university curriculum: implementing universal design for learning in an enabling program. Widening Participation and Lifelong Learning, 17(4). 4-19. https://doi.org/10.5456/WPLL.17.4.4
10. Kovanović, V., Gašević, D., Dawson, S., Joksimović, S., Baker, R. S. & Hatala, M. (2015). Does time-on-task estimation matter? Implications on validity of learning analytics findings. Journal of Learning Analytics, 2(3). 81-110. https://doi.org/10.18608/jla.2015.23.6
11. Van Sebille, Y. Z., Stansborough, . R., Wardill, . H. R., Bateman, . E., Gibson, . R. J. & Keefe, . D. M. (2015). Management of mucositis during chemotherapy: from pathophysiology to pragmatic therapeutics. Current oncology reports, 17. 1-8. https://doi.org/10.1007/s11912-015-0474-9
12. Van Sebille, Y. Z., Gibson, R. J., Wardill, H. R. & Bowen, J. M. (2015). ErbB small molecule tyrosine kinase inhibitor (TKI) induced diarrhoea: chloride secretion as a mechanistic hypothesis. Cancer Treatment Reviews, 41(7). 646-652. https://doi.org/10.1016/j.ctrv.2015.05.011
13. Wardill, . H. R., Van Sebille, Y. Z., Mander, . K. A., Gibson, . R. J., Logan, . R. M., Bowen, . J. M. & Sonis, . S. T. (2015). Toll-like receptor 4 signaling: a common biological mechanism of regimen-related toxicities: an emerging hypothesis for neuropathy and gastrointestinal toxicity. Cancer Treatment Reviews, 41(2). 122-128. https://doi.org/10.1016/j.ctrv.2014.11.005
14. Mirriahi, N. & Alonzo, D. (2015). Shedding light on students' technology preferences: implications for academic development. Journal of university teaching & learning practice, 12. 1-16.
15. Mirriahi, N., Vaid, B. S. & Burns, D. P. (2015). Meeting the challenge of providing flexible learning opportunities: considerations for technology adoption amongst academic staff. Canadian journal of learning and technology, 41(1). 1-16. https://doi.org/10.21432/t25g71
16. Martinez-Maldonado, R., Pardo, A., Mirriahi, N., Yacef, K., Kay, J. & Clayphan, A. (2015). LATUX: an iterative workflow for designing, validating and deploying learning analytics visualisations. Journal of learning analytics, 2(3). 9-39. https://doi.org/10.18608/jla.2015.23.3
17. Mirriahi, N., Alonzo, D., McIntyre, S., Kligyte, G. & Fox, B. (2015). Blended learning innovations: leadership and change in one Australian institution. International journal of education and development using information and communication technology, 11(1). 4-16.
18. Mirriahi, N., Alonzo, D. & Fox, B. (2015). A blended learning framework for curriculum design and professional development. Research in learning technology, 23. 1-14. https://doi.org/10.3402/rlt.v23.28451
19. Kovanović, V., Joksimović, S., Gaševic, D., Siemens, G. & Hatala, M. (2015). What public media reveals about MOOCs: a systematic analysis of news reports. British journal of educational technology, 46(3). 510-527. https://doi.org/10.1111/bjet.12277
20. Gašević, D., Adesope, O., Joksimović, S. & Kovanović, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. Internet and higher education, 24. 53-65. https://doi.org/10.1016/j.iheduc.2014.09.006
21. Kovanović, V., Gašević, D., Joksimović, S., Hatala, M. & Adesope, O. (2015). Analytics of communities of inquiry: effects of learning technology use on cognitive presence in asynchronous online discussions. Internet and higher education, 27. 74-89. https://doi.org/10.1016/j.iheduc.2015.06.002
22. Leonard, S. N. (2015). Stepping outside: collaborative inquiry-based teacher professional learning in a performative policy environment. Professional development in education, 41(1). 5-20. https://doi.org/10.1080/19415257.2013.858367
23. Salmona, M., Partlo, M., Kaczynski, D. & Leonard, S. N. (2015). Developing culturally competent teachers: an international student teaching field experience. Australian journal of teacher education, 40(4). 35-53. https://doi.org/10.14221/ajte.2015v40n4.3
24. Joksimović, S., Gašević, D., Loughin, T. M., Kovanović, V. & Hatala, M. (2015). Learning at distance: effects of interaction traces on academic achievement. Computers and education, 87. 204-217. https://doi.org/10.1016/j.compedu.2015.07.002
25. Merceron, A., Blikstein, P. & Siemens, G. (2015). Learning analytics: from big data to meaningful data. Journal of learning analytics, 2(3). 4-8. https://doi.org/10.18608/jla.2015.23.2
26. Xue, J., Marmolejo-Ramos, F. & Pei, X. (2015). The linguistic context effects on the processing of body-object interaction words: an ERP study on second language learners. Brain Research, 1613. 37-48. https://doi.org/10.1016/j.brainres.2015.03.050
27. Marmolejo-Ramos, F., Cousineau, D., Benites, L. & Maehara, R. (2015). On the efficacy of procedures to normalize Ex-Gaussian distributions. Frontiers in Psychology, 5. 1-13. https://doi.org/10.3389/fpsyg.2014.01548
28. Razumiejczyk, E., Macbeth, G., Marmolejo-Ramos, F. & Noguchi, K. (2015). Crossmodal integration between visual linguistic information and flavour perception. Appetite, 91. 76-82. https://doi.org/10.1016/j.appet.2015.03.035
29. Marmolejo-Ramos, F., Hellemans, K., Comeau, A., Heenan, A., Faulkner, A., Abizaid, A. & D'Angiulli, A. (2015). Event-related potential signatures of perceived and imagined emotional and food real-life photos. Neuroscience Bulletin, 31(3). 317-330. https://doi.org/10.1007/s12264-014-1520-6
30. D'Angiulli, A., Griffiths, G. & Marmolejo-Ramos, F. (2015). Neural correlates of visualizations of concrete and abstract words in preschool children: a developmental embodied approach. Frontiers in Psychology, 6. 1-17. https://doi.org/10.3389/fpsyg.2015.00856
31. Montoro, P. R., Contreras, M. J., Elosua, M. R. & Marmolejo-Ramos, F. (2015). Cross-modal metaphorical mapping of spoken emotion words onto vertical space. Frontiers in psychology, 6. 1-13. https://doi.org/10.3389/fpsyg.2015.01205
32. Marmolejo-Ramos, F., Velez, J. I. & Romão, X. (2015). Automatic detection of discordant outliers via the Ueda's method. Journal of Statistical Distributions and Applications, 2(1). 1-14. https://doi.org/10.1186/s40488-015-0031-y
33. Leiva, V., Tejo, M., Guiraud, P., Schmachtenberg, O., Orio, P. & Marmolejo-Ramos, F. (2015). Modeling neural activity with cumulative damage distributions. Biological cybernetics, 109. 421-433. https://doi.org/10.1007/s00422-015-0651-9
34. Velez, J. I., Correa, J. C. & Marmolejo-Ramos, F. (2015). A new approach to the Box-Cox transformation. Frontiers in Applied Mathematics and Statistics, 1-10. https://doi.org/10.3389/fams.2015.00012
35. Prasad, S., Marmolejo-Ramos, F. & Mishra, R. K. (2015). Made you look! Temporal and emotional characteristics of attentional shift towards gazed locations. Cogent psychology, 2. 1-15. https://doi.org/10.1080/23311908.2015.1115614
36. Tan, K. & Deneen, C. C. (2015). Aligning and sustaining meritocracy, curriculum, and assessment validity in Singapore. Assessment Matters, 8. 31-52. https://doi.org/10.18296/am.0003

2014

1. Cropley, D. H., Kaufman, J. C., White, A. E. & Chiera, B. A. (2014). Layperson perceptions of malevolent creativity: the good, the bad, and the ambiguous. Psychology of Aesthetics, Creativity, and the Arts, 8(4). 400-412. https://doi.org/10.1037/a0037792
2. Dawson, S. & Siemens, G. (2014). Analytics to literacies: the development of a learning analytics framework for multiliteracies assessment. International Review of Research in Open and Distance Learning, 15(4). 284-305.
3. Stokes, J. (2014). Student perspectives on transitioning to university in South Australia : exploring skill needs identified by commencing enabling program students. International Journal of Learning in Higher Education, 20(4). 1-8. https://doi.org/10.18848/2327-7955/CGP/v20i04/48704
4. Stokes, J. J. (2014). New students and enabling pedagogies: supporting students from diverse backgrounds through a university enabling program. The International Journal of Diversity in Education, 13. 1-10. https://doi.org/10.18848/2327-0020/cgp/v13i02/40096
5. Dawson, S. P. & Hubball, H. (2014). Curriculum analytics: application of social network analysis for improving strategic curriculum decision-making in a research-intensive university. Teaching and Learning Inquiry: the ISSOTL Journal, 2(2). 59-74.
6. Macfadyen, L. P., Dawson, S. P., Pardo, A. & Gašević, D. (2014). Embracing big data in complex educational systems: the learning analytics imperative and the policy challenge. Research and Practice in Assessment, 9. 17-28.
7. Cropley, D. (2014). From rhetoric to reality: designing activities to foster creativity. Knowledge Quest, 42(5). 24-27.
8. Joksimović, S., Gašević, D., Kovanović, V., Adesope, O. & Hatala, M. (2014). Psychological characteristics in cognitive presence of communities of inquiry: a linguistic analysis of online discussions. Internet and higher education, 22. 1-10. https://doi.org/10.1016/j.iheduc.2014.03.001
9. Leonard, S. N. & Roberts, P. (2014). Performers and postulates: the role of evolving socio-historical contexts in shaping new teacher professional identities. Critical studies in education, 55(3). 303-318. https://doi.org/10.1080/17508487.2014.904808
10. Gašević, D., Kovanović, V., Joksimović, S. & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC research initiative. International review of research in open and distance learning, 15(5). 134-176. https://doi.org/10.19173/irrodl.v15i5.1954
11. Kovanović, V., Gašević, D. & Hatala, M. (2014). Learning analytics for communities of inquiry. Journal of learning analytics, 1(3). 195-198. https://doi.org/10.18608/jla.2014.13.21
12. Joksimović, S., Hatala, M. & Gašević, D. (2014). Learning analytics for networked learning models. Journal of learning analytics, 1(3). 191-194. https://doi.org/10.18608/jla.2014.13.20
13. Pardo, A. & Siemens, G. (2014). Ethical and privacy principles for learning analytics. British journal of educational technology, 45(3). 438-450. https://doi.org/10.1111/bjet.12152
14. Marmolejo-Ramos, F., Miller, J. & Habel, C. (2014). The influence of question type, text availability, answer confidence and language background on student comprehension of an expository text. Higher education research and development, 33(4). 712-727. https://doi.org/10.1080/07294360.2013.863841
15. Marmolejo-Ramos, F. (2014). Current topics in statistical graphics. Revista Colombiana de Estadistica, 37. 1-4. https://doi.org/10.15446/rce.v37n2spe.48058
16. Marmolejo-Ramos, F., Montoro, P. R., Elosua, M. R., Contreras, M. J. & Jimenez-Jimenez, W. A. (2014). The activation of representative emotional verbal contexts interacts with vertical spatial axis. Cognitive Processing, 15(3). 253-267. https://doi.org/10.1007/s10339-014-0620-6
17. Velasco, C., Balboa, D., Marmolejo-Ramos, F. & Spence, C. (2014). Crossnnodal effect of music and odor pleasantness on olfactory quality perception. Frontiers in Psychology, 5. 1-9. https://doi.org/10.3389/fpsyg.2014.01352
18. Marmolejo-Ramos, F. & D'Angiulli, A. (2014). Current research topics in embodied social cognition. Cognitive processing, 15(3). 235-236. https://doi.org/10.1007/s10339-014-0624-2
19. Szucs, D., Devine, A., Soltesz, F., Nobes, A. & Gabriel, F. (2014). Cognitive components of a mathematical processing network in 9-year-old children. Developmental Science, 17(4). 506-524. https://doi.org/10.1111/desc.12144
20. Pincham, H. L., Matejko, A. A., Obersteiner, A., Killikelly, C., Abrahao, K. P., Benavides-Varela, S., Gabriel, F. C., Rato, J. R. & Vuillier, L. (2014). Forging a new path for educational neuroscience: an international young-researcher perspective on combining neuroscience and educational practices. Trends in Neuroscience and Education, 3(1). 28-31. https://doi.org/10.1016/j.tine.2014.02.002
21. Zhang, L., Fang, Q., Gabriel, F. C. & Szuecs, D. (2014). The componential processing of fractions in adults and children: effects of stimuli variability and contextual interference. Frontiers in Psychology, 5. 1-8. https://doi.org/10.3389/fpsyg.2014.00981
22. Marmolejo-Ramos, F. & Cevasco, J. (2014). Text comprehension as a problem solving situation. Universitas Psychologica, 13(2). 725-743. https://doi.org/10.11144/Javeriana.UPSY13-2.tcps
23. Velasco, C., Salgado-Montejo, A., Marmolejo-Ramos, F. & Spence, C. (2014). Predictive packaging design: tasting shapes, typefaces, names, and sounds. Food Quality and Preference, 34. 88-95. https://doi.org/10.1016/j.foodqual.2013.12.005
24. Schreurs, B. & De Laat, M. (2014). The Network Awareness Tool: a web 2.0 tool to visualize informal networked learning in organizations. Computers in Human Behavior, 37. 385-394. https://doi.org/10.1016/j.chb.2014.04.034

2013

1. Lockyer, L., Heathcote, E. & Dawson, S. (2013). Informing pedagogical action: aligning learning analytics with learning design. American Behavioral Scientist, 57(10). 1439-1459. https://doi.org/10.1177/0002764213479367
2. Cocks, T. L. & Stokes, J. J. (2013). Policy into practice: a case study of widening participation in Australian higher education. Widening Participation and Lifelong Learning, 15(1). 22-38. https://doi.org/10.5456/WPLL.15.1.22
3. Cropley, D. H., Cropley, A. J., Chiera, B. A. & Kaufman, J. C. (2013). Diagnosing organizational innovation : measuring the capacity for innovation. Creativity Research Journal, 25(4). 388-396. https://doi.org/10.1080/10400419.2013.843330
4. Kaufman, J. C., Baer, J., Cropley, D. H., Reiter-Palmon, R. & Sinnett, S. (2013). Furious activity vs. understanding: how much expertise is needed to evaluate creative work?. Psychology of Aesthetics, Creativity, and the Arts, 7(4). 332-340. https://doi.org/10.1037/a0034809
5. Carceller, C., Dawson, S. & Lockyer, L. (2013). Improving academic outcomes: does participating in online discussion forums payoff. International Journal of Technology Enhanced Learning, 5(2). 117-132. https://doi.org/10.1504/IJTEL.2013.059087
6. Haythornthwaite, C., De Laat, M. & Dawson, S. P. (2013). Introduction to the Special Issue on Learning Analytics. American Behavioral Scientist, 57(10). 1371-1379. https://doi.org/10.1177/0002764213498850
7. Risko, E. F., Foulsham, T., Dawson, S. & Kingstone, A. (2013). The collaborative lecture annotation system (CLAS): A new TOOL for distributed learning. IEEE Transactions on Learning Technologies, 6(1). 4-13. https://doi.org/10.1109/TLT.2012.15
8. Fudge, A. L., Wilkinson, K. L., Ristic, R. & Cozzolino, D. (2013). Synchronous two-dimensional MIR correlation spectroscopy (2D-COS) as a novel method for screening smoke tainted wine. Food chemistry, 139. 115-119. https://doi.org/10.1016/j.foodchem.2013.01.090
9. Siemens, G. (2013). Learning analytics: the emergence of a discipline. American behavioral scientist, 57(10). 1380-1400. https://doi.org/10.1177/0002764213498851
10. Marmolejo-Ramos, F. & Gonzalez-Burgos, J. (2013). A power comparison of various tests of univariate normality on ex-gaussian distributions. Methodology, 9(4). 137-149. https://doi.org/10.1027/1614-2241/a000059
11. Iossifova, R. & Marmolejo-Ramos, F. (2013). When the body is time: spatial and temporal deixis in children with visual impairments and sighted children. Research in Developmental Disabilities, 34(7). 2173-2184. https://doi.org/10.1016/j.ridd.2013.03.030
12. Marmolejo-Ramos, F. & Dunn, J. (2013). On the activation of sensorimotor systems during the processing of emotionally-laden stimuli. Universitas Psychologica, 12(5). 1511-1542. https://doi.org/10.11144/Javeriana.UPSY12-5.assp
13. Szucs, D., Nobes, A., Devine, A., Gabriel, F. C. & Gebuis, T. (2013). Visual stimulus parameters seriously compromise the measurement of approximate number system acuity and comparative effects between adults and children. Frontiers in Psychology, 4. 1-12. https://doi.org/10.3389/fpsyg.2013.00444
14. Gabriel, F. C., Szucs, D. & Content, A. (2013). The development of the mental representations of the magnitude of fractions. PLoS ONE, 8. https://doi.org/10.1371/journal.pone.0080016
15. Cevasco, J. & Marmolejo-Ramos, F. (2013). The importance of studying prosody in the comprehension of spontaneous spoken discourse. Revista Latinoamericana de Psicologia, 45(1). 21-33.
16. Marmolejo-Ramos, F., Elosua, R. M., Yamada, Y., Hamm, N. F. & Noguchi, K. (2013). Appraisal of space words and allocation of emotion words in bodily space. PLoS ONE, 8(12). 1-13. https://doi.org/10.1371/journal.pone.0081688
17. Gabriel, F., Szucs, D. & Content, A. (2013). The mental representations of fractions: adults' same-different judgments. Frontiers in Psychology, 4. 1-6. https://doi.org/10.3389/fpsyg.2013.00385
18. Szucs, D., Devine, A., Soltesz, F., Nobes, A. & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10). 2674-2688. https://doi.org/10.1016/j.cortex.2013.06.007
19. Gabriel, F., Coche, F., Szucs, D., Carette, V., Rey, B. & Content, A. (2013). A componential view of children's difficulties in learning fractions. Frontiers in Psychology, 4. https://doi.org/10.3389/fpsyg.2013.00715

1. Poquet, O., Joksimović, S. & Brams, P. (2024). The role of gender in citation practices of learning analytics research. Proceedings of the 14th International Conference on Learning Analytics and Knowledge, LAK 2024, 807-813. https://doi.org/10.1145/3636555.3636878
2. Barthakur, A., Jovanović, J., Zamecnik, A., Kovanović, V., Xu, G. & Dawson, S. (2024). Towards comprehensive monitoring of graduate attribute development: a learning analytics approach in higher education. Proceedings of the 14th International Conference on Learning Analytics and Knowledge, LAK 2024, 78-89. https://doi.org/10.1145/3636555.3636852
3. Taylor, M., Barthakur, A., Azad, A., Joksimović, S., Zhang, X. & Siemens, G. (2024). Quantifying collaborative complex problem solving in classrooms using learning analytics. Proceedings of the 14th International Conference on Learning Analytics and Knowledge, LAK 2024, 551-562. https://doi.org/10.1145/3636555.3636913
4. Cutting, C. (2024). Learning to share fairly: the importance of spatial reasoning in early partitioning experiences. Proceedings of the Surfing the waves of mathematics education. Proceedings of the 46th annual conference of the Mathematics Education Research Group of Australasia, 183-190.

1. Kennedy, J., Devis, D., Giannoni, K., Reuther, C., Roach-Attard, T. & Leonard, S. N. (2023). Using chatbots as a learning partner to promote student self-awareness and autonomy in an aspirational careers program. Proceedings of the 13th International Conference on Learning Analytics & Knowledge (LAK23), 61-64.
2. Zamecnik, A., Joksimović, S., Kovanović, V., Grossmann, G., Ladjal, D. & Pardo, A. (2023). Exploring the feedback provision of mentors and clients for teams in work-integrated learning environments. Proceedings of the 13th International Conference on Learning Analytics and Knowledge: Towards Trustworthy Learning Analytics, LAK 2023, 566-571. https://doi.org/10.1145/3576050.3576069
3. Li, L., Sha, L., Li, Y., Rakovic, M., Rong, J., Joksimović, S., Selwyn, N., Gašević, D. & Chen, G. (2023). Moral machines or tyranny of the majority? A systematic review on predictive bias in education. Proceedings of the 13th International Conference on Learning Analytics and Knowledge: Towards Trustworthy Learning Analytics, LAK 2023, 499-508. https://doi.org/10.1145/3576050.3576119
4. Dawson, S., Pardo, A., Salehian Kia, F. & Panadero, E. (2023). An integrated model of feedback and assessment: from fine grained to holistic programmatic review. Proceedings of the 13th International Conference on Learning Analytics and Knowledge: Towards Trustworthy Learning Analytics, LAK 2023, 579-584. https://doi.org/10.1145/3576050.3576074
5. Barthakur, A., Dawson, S. & Kovanović, V. (2023). Advancing leaner profiles with learning analytics: a scoping review of current trends and challenges. Proceedings of the Thirteenth International Conference on Learning Analytics & Knowledge, 606-612. https://doi.org/10.1145/3576050.3576083
6. Strambi, A., Cropley, D. & Caldwell, D. (2023). Exploring the potential of NLP for automated assessment of creativity. Proceedings of the Thirteenth International Conference on Learning Analytics and Knowledge, 29-32. https://www.solaresearch.org/core/lak23-companion-proceedings/
7. Deho, O. B., Joksimović, S., Liu, L., Li, J., Zhan, C. & Liu, J. (2023). Assessing the fairness of course success prediction models in the face of (un)equal demographic group distribution. Proceedings of the 10th ACM Conference on Learning @ Scale, L@S 2023, 48-58. https://doi.org/10.1145/3573051.3593381
8. Manjur, S. M., Hossain, M. B., Constable, P. A., Thompson, D. A., Marmolejo-Ramos, F., Lee, I. O. & Posada Quintero, H. F. (2023). Spectral analysis of electroretinography to differentiate autism spectrum disorder and attention deficit hyperactivity disorder. Proceedings of the IEEE-EMBS International Conference on Biomedical and Health Informatics, BHI 2023, 1-4. https://doi.org/10.1109/BHI58575.2023.10313406
9. Pinzon-Arenas, J. O., Mercado-Diaz, L., Tejada, J., Marmolejo-Ramos, F., Barrera-Causil, C., Padilla, J. I., Ospina, R. & Posada-Quintero, H. (2023). Deep learning analysis of electrophysiological series for continuous emotional state detection. Proceedings of the 11th International Conference on Affective Computing and Intelligent Interaction Workshops and Demos, ACIIW 2023, 1-8. https://doi.org/10.1109/ACIIW59127.2023.10388196

1. Alzahrani, A., Tsai, Y., Kovanović, V., Moreno-Marcos, P. M., Jivet, I., Aljohani, N. & Gašević, D. (2022). Success-enablers of learning analytics adoption in higher education: a quantitative ethnographic study. Proceedings of the Third International Conference on Quantitative Ethnography (ICQE 2021), 395-409. https://doi.org/10.1007/978-3-030-93859-8_26
2. Iqbal, S., Swiecki, Z., Joksimović, S., Ferreira Mello, R., Aljohani, N. & Ul Hassan, S. (2022). Uncovering associations between cognitive presence and speech acts: a network-based approach. Proceedings of the 12th International Conference on Learning Analytics and Knowledge: Learning Analytics for Transition, Disruption and Social Change, LAK 2022, 315-325. https://doi.org/10.1145/3506860.3506908
3. Ferreira, M., Ferreira Mello, R., Kovanović, V., Nascimento, A., Lins, R. D. & Gašević, D. (2022). NASC: network analytics to uncover socio-cognitive discourse of student roles. Proceedings of the 12th International Conference on Learning Analytics and Knowledge: Learning Analytics for Transition, Disruption and Social Change, LAK 2022, 415-425. https://doi.org/10.1145/3506860.3506978
4. Fowler, S., Cutting, C., Devis, D. & Leonard, S. N. (2022). Methodological choices made when using design based research to explore mathematics education: an updated analysis. Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 44), 194-201. [link]
5. Deho, B. O., Liu, L., Joksimović, S., Li, J., Zhan, C. & Liu, J. (2022). Assessing the causal impact of online instruction due to COVID-19 on students' grades and its aftermath on grade prediction models. Proceedings of the 2022 ACM Conference on Information Technology for Social Good, 32-38. https://doi.org/10.1145/3524458.3547232
6. Soleymani, A., De Laat, M., Itard, L. & Specht, M. (2022). How networked learning can facilitate professional development?. Proceedings of the Networked Learning Conference Consortium., 229-236.
7. Manjur, S. M., Hossain, M. B., Constable, P. A., Thompson, D. A., Marmolejo-Ramos, F., Lee, I. O., Skuse, D. H. & Posada-Quintero, H. F. (2022). Detecting autism spectrum disorder using spectral analysis of electroretinogram and machine learning: preliminary results. Proceedings of the 44th Annual International Conference of the IEEE Engineering in Medicine and Biology Society, EMBC, 3435-3438. https://doi.org/10.1109/EMBC48229.2022.9871173
8. Kelly, N., Dawes, L., Whiteford, C., De Laat, M., Corbett, G. & Robertson, A. (2022). What kinds of social network groups do teachers find useful?. Proceedings of the Networked Learning Conference Consortium, 117-126.
9. Scrivner, O., De Laat, M., Perez, N., McKay, C. & Scrivner, J. (2022). Teaching and learning technologies transformation. Proceedings of the 55th Annual Hawaii International Conference on System Sciences, HICSS 2022, 2-3.

1. Lim, L. A., Gašević, D., Matcha, W., Ahmad Uzir, N. & Dawson, S. (2021). Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recall. Proceedings of the 11th International Conference on Learning Analytics and Knowledge: The Impact we Make: The Contributions of Learning Analytics to Learning, LAK 2021, 364-374. https://doi.org/10.1145/3448139.3448174
2. Cutting, C. (2021). Spatial reasoning and the development of early fraction understanding. Proceedings of the 43rd Annual Conference of the Mathematics Education Research Group of Australasia: Excellence in Mathematics Education: Foundations and Pathways, 171-178. [link]
3. Parks, A., Murtic, D., Fudge, A. & King, T. (2021). Promoting retention through a second chance at assessment. Proceedings of the 6th STARS Conference: Students Transitions Achievement Retention and Success (STARS), 1-2. https://unistars.org/papers/STARS2021/06C.pdf

1. Fowler, S., Leonard, S. N. & Fiedler, S. H. (2020). Visualising the field: reviewing trends in educational design research in mathematics. Proceedings of the International Conference of the Learning Sciences, 2609-2610. https://doi.org/10.22318/icls2020.2609
2. Iraj, H., Fudge, A., Faulkner, M., Pardo, A. & Kovanović, V. (2020). Understanding Students' engagement with personalised feedback messages. Proceedings of the LAK '20: the Tenth International Conference on Learning Analytics & Knowledge, 438-447. https://doi.org/10.1145/3375462.3375527
3. Jovanović, J., Dawson, S., Joksimović, S. & Siemens, G. (2020). Supporting actionable intelligence: reframing the analysis of observed study strategies. Proceedings of the 10th International Conference on Learning Analytics and Knowledge: Shaping the Future of the Field, LAK 2020, 161-170. https://doi.org/10.1145/3375462.3375474
4. Uzir, N. A., Gaševic, D., Jovanović, J., Matcha, W., Lim, L. & Fudge, A. (2020). Analytics of time management and learning strategies for effective online learning in blended environments. Proceedings of the 10th International Conference on Learning Analytics and Knowledge: Shaping the Future of the Field, LAK 2020, 392-401. https://doi.org/10.1145/3375462.3375493
5. Barbosa, G., Camelo, R., Cavalcanti, A. P., Miranda, P., Mello, R. F., Kovanović, V. & Gašević, D. (2020). Towards automatic cross-language classification of cognitive presence in online discussions. Proceedings of the 10th International Conference on Learning Analytics and Knowledge: Shaping the Future of the Field, LAK 2020, 605-614. https://doi.org/10.1145/3375462.3375496
6. Duff, A., Zamecnik, A., Pardo, A. & Smith, E. (2020). The SEIRA approach: Course embedded activities to promote academic integrity and literacies in first year engineering. Proceedings of the 10th International Conference on Learning Analytics and Knowledge: Shaping the Future of the Field, LAK 2020, 218-223. https://doi.org/10.1145/3375462.3375497
7. Bretana, N. A., Robati, M., Rawat, A., Pandey, A., Khatri, S., Kaushal, K., Nair, S., Abadia, R. & Cheang, G. H. L. (2020). Predicting student success for programming courses in a fully online learning environment. Proceedings of the ICCE 2020: 28th International Conference on Computers in Education, 47-56.

2019

1. Lim, L., Joksimović, S., Dawson, S. & Gašević, D. (2019). Exploring students' sensemaking of learning analytics dashboards: Does frame of reference make a difference?. Proceedings of the 9th International Conference on Learning Analytics and Knowledge, LAK 2019, 250-259. https://doi.org/10.1145/3303772.3303804
2. Fincham, E., Joksimović, S., Whitelock-Wainwright, A., Van Staalduinen, J. P., Kovanović, V. & Gašević, D. (2019). Counting clicks is not enough: Validating a theorized model of engagement in learning analytics. Proceedings of the 9th International Conference on Learning Analytics and Knowledge, LAK 2019, 501-510. https://doi.org/10.1145/3303772.3303775
3. Jovanović, J., Dawson, S., Gašević, D., Whitelock-Wainwright, A. & Pardo, A. (2019). Introducing meaning to clicks: Towards traced-measures of self-efficacy and cognitive load. Proceedings of the 9th International Conference on Learning Analytics and Knowledge, LAK 2019, 511-520. https://doi.org/10.1145/3303772.3303782
4. Dawson, S., Joksimović, S., Poquet, O. & Siemens, G. (2019). Increasing the impact of learning analytics. Proceedings of the 9th International Conference on Learning Analytics and Knowledge, LAK 2019, 446-455. https://doi.org/10.1145/3303772.3303784
5. Pogorskiy, E., Beckmann, J. F., Joksimović, S., Kovanović, V. & West, R. (2019). Utilising a Virtual Learning Assistant as a Measurement and Intervention Tool for Self-Regulation in Learning. Proceedings of the 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 846-849. https://doi.org/10.1109/TALE.2018.8615130
6. Phillips, M., Kovanović, V., Mitchell, I. & Gašević, D. (2019). The influence of discipline on teachers' knowledge and decision making. Proceedings of the First International Conference on Quantitative Ethnography: ICQE2019, 177-188. https://doi.org/10.1007/978-3-030-33232-7_15
7. Rolim, V., Ferreira Leite De Mello, R., Kovanović, V. & Gašević, D. (2019). Analysing social presence in online discussions through network and text analytics. Proceedings of the 19th IEEE International Conference on Advanced Learning Technologies, ICALT 2019, 163-167. https://doi.org/10.1109/ICALT.2019.00058
8. Leonard, S. N., MacGregor, D. & White, B. (2019). Teaching for tomorrow: teacher education for an uncertain future. Proceedings of the 1st International Conference of the Journal Scuola Democratica: Education and Post Democracy Volume 1 Politics, Citizenship, Diversity and Inclusion, 58-62. [link]
9. Tsai, Y., Kovanović, V. & Gašević, D. (2019). Learning analytics adoption - approaches and maturity. Proceedings of the 9th International Conference on Learning Analytics and Knowledge (LAK'19), 1-2. [link]
10. Lim, L., Fudge, A. & Dawson, S. (2019). Feeling supported: enabling students in diverse cohorts through personalised, data-informed feedback. Proceedings of the 36th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Personalised Learning. Diverse Goals. One Heart., 206-215. https://2019conference.ascilite.org/assets/proceedings/ASCILITE-2019-Proceedings-Final.pdf

2018

1. Dawson, S., Poquet, O., Colvin, C., Rogers, T., Pardo, A. & Gašević, D. (2018). Rethinking learning analytics adoption through complexity leadership theory. Proceedings of the 8th International Conference on Learning Analytics and Knowledge, LAK 2018, 236-244. https://doi.org/10.1145/3170358.3170375
2. Poquet, O., Lim, L., Mirriahi, N. & Dawson, S. (2018). Video and learning: A systematic review (2007-2017). Proceedings of the 8th International Conference on Learning Analytics and Knowledge, LAK 2018, 151-160. https://doi.org/10.1145/3170358.3170376
3. Poquet, O., Dowell, N., Brooks, C. & Dawson, S. (2018). Are MOOC forums changing?. Proceedings of the 8th International Conference on Learning Analytics and Knowledge, LAK 2018, 340-349. https://doi.org/10.1145/3170358.3170416
4. Kovanović, V., Joksimović, S., Mirriahi, N., Blaine, E., Gašević, D., Siemens, G. & Dawson, S. (2018). Understand students' self-reflections through learning analytics. Proceedings of the 8th International Conference on Learning Analytics and Knowledge, LAK 2018, 389-398. https://doi.org/10.1145/3170358.3170374
5. Ferreira, R., Kovanović, V., Gašević, D. & Rolim, V. (2018). Towards combined network and text analytics of student discourse in online discussions. Proceedings of the 19th International conference on artificial intelligence in education, AIED 2018, 111-126. https://doi.org/10.1007/978-3-319-93843-1_9
6. Neto, V., Rolim, V., Ferreira, R., Kovanović, V., Gašević, D., Dueire Lins, R. & Lins, R. (2018). Automated analysis of cognitive presence in online discussions written in Portuguese. Proceedings of the 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, 245-261. https://doi.org/10.1007/978-3-319-98572-5_19
7. Picard, M., Fudge, A., Bilic, S. & Cooper, S. (2018). Academic integrity: an educative and equitable approach in enabling pathway programs. Proceedings of the 41st HERDSA Annual International Conference, 172-181.
8. Lim, L., Barker, S., Fudge, A. & Kelly, S. (2018). Keeping everyone OnTask: gauging the impact of personalised feedback through academic case studies. Proceedings of the 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, ASCILITE 2018, 184-193.
9. Van Sebille, Y., Joksimović, S., Kovanović, V., Stansborough, R. & Dawson, S. (2018). Extending video interactions to support self-regulated learning in an online course. Proceedings of the 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, ASCILITE 2018, 262-272.
10. James, N., Kovanović, V., Marshall, R., Joksimović, S. & Pardo, A. (2018). Examining the value of learning analytics for supporting work-integrated learning. Proceedings of the 7th National Conference on Work-integrated Learning (ACEN’18), 55-61. https://acen.edu.au/resources/2018-conference-proceedings/

2017

1. Dawson, S., Jovanović, J., Gašević, D. & Pardo, A. (2017). From prediction to impact: evaluation of a learning analytics retention program. Proceedings of the LAK '17 7th International Learning Analytics and Knowledge Conference, 474-478. https://doi.org/10.1145/3027385.3027405
2. Tsai, Y., Gašević, D., Muñoz-Merino, P. J. & Dawson, S. P. (2017). La policy: developing an institutional policy for learning analytics using the RAPID outcome mapping approach. Proceedings of the LAK '17 7th International Learning Analytics and Knowledge Conference, 494-495. https://doi.org/10.1145/3027385.3029424
3. Poquet, O., Dawson, S. & Dowell, N. (2017). How effective is your facilitation? Group-level analytics of MOOC forums. Proceedings of the 7th International Conference on Learning Analytics and Knowledge, LAK 2017, 208-217. https://doi.org/10.1145/3027385.3027404
4. Hazeri, K., Childs, P. R. & Cropley, D. (2017). Proposing a new product creativity assessment tool and a novel methodology to investigate the effects of different types of product functionality on the underlying structure of factor analysis. Proceedings of the 21st International Conference on Engineering Design ICED17, 579-588.
5. Stokes, J. & Price, B. (2017). Social media, visual culture and contemporary identity. Proceedings of the 11th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2017, 159-163.
6. Brooker, A., Corrin, L., Fisher, J. & Mirriahi, N. (2017). Defining 'data' in conversations with students about the ethical use of learning analytics. Proceedings of the 34th International Conference on Innovation, Practice and Research, 27-31.

2016

1. Kitto, K., Bakharia, A., Lupton, M., Mallet, D., Banks, J., Bruza, P., Pardo, A., Shum, S. B., Dawson, S., Gašević, D., Siemens, G. & Lynch, G. (2016). The connected learning analytics toolkit. Proceedings of the 6th International Conference on Learning Analytics and Knowledge, 548-549. https://doi.org/10.1145/2883851.2883881
2. Joksimović, S., Manataki, A., Gašević, D., Dawson, S., Kovanović, V. & De Kereki, I. F. (2016). Translating network position into performance: importance of centrality in different network configurations. Proceedings of the 6th International Conference on learning analytics and knowledge, LAK 2016, 314-323. https://doi.org/10.1145/2883851.2883928
3. Bakharia, A., Corrin, L., de Barba, P., Kennedy, G., Gašević, D., Mulder, R., Williams, D., Dawson, S. & Lockyer, L. (2016). A conceptual framework linking learning design with learning analytics. Proceedings of the 6th International Conference on Learning Analytics and Knowledge, LAK 2016, 329-338. https://doi.org/10.1145/2883851.2883944
4. Pardo, A., Mirriahi, N., Martinez-Maldonado, R., Jovanović, J., Dawson, S. & Gašević, D. (2016). Generating actionable predictive models of academic performance. Proceedings of the 6th International Conference on Learning Analytics and Knowledge, LAK 2016, 474-478. https://doi.org/10.1145/2883851.2883870
5. Skrypnyk, O. & Dawson, S. (2016). Untangling MOOC learner networks. Proceedings of the 6th International Conference on Learning Analytics and Knowledge, LAK 2016, 208-212. https://doi.org/10.1145/2883851.2883919
6. Chiera, B. & Korolkiewicz, M. (2016). Teaching visualisation in the age of big data: lessons from the past. Proceedings of the 9th Australian Conference on Teaching Statistics (OZCOTS), 172-177.

2015

1. Corrin, L., Kennedy, G., De Barba, P., Bakharia, A., Lockyer, L., Gašević, D., Williams, D., Dawson, S. & Copeland, S. (2015). Loop: a learning analytics tool to provide teachers with useful data visualisations. Proceedings of the Globally Connected, Digitally Enabled (Ascilite 2015), 409-413.
2. Skrypnyk, O. & Dawson, S. (2015). Analysis of MOOC forum participation. Proceedings of the 32nd Annual Conference of the Australasian Society for Computers in Learning and Tertiary Education, ASCILITE 2015, 224-234.
3. Surovek, A., Cropley, D., Jensen, D. & Benning, J. (2015). The creative designer: educating divergent thinkers in a convergent climate. Proceedings of the Structures Congress, 755-768. https://doi.org/10.1061/9780784479117.065
4. Berger, K., Surovek, A., Jensen, D. & Cropley, D. (2015). Individual creativity and team engineering design: A taxonomy for team composition. Proceedings of the 44th Annual Frontiers in Education Conference, 1-4. https://doi.org/10.1109/FIE.2014.7044131
5. Pardo, A., Mirriahi, N., Dawson, S., Zhao, Y., Zhao, A. & Gašević, D. (2015). Identifying learning strategies associated with active use of video annotation software. Proceedings of the LAK 2015: Fifth International Conference on Learning Analytics And Knowledge, 255-259. https://doi.org/10.1145/2723576.2723611
6. Joksimović, S., Kovanović, V., Dowell, N., Gašević, D., Graesser, A. C., Skrypnyk, O. & Dawson, S. (2015). How do you connect? Analysis of social capital accumulation in connectivist MOOCs. Proceedings of the 5th International Conference on Learning Analytics and Knowledge, LAK 2015, 64-68. https://doi.org/10.1145/2723576.2723604
7. Kovanović, V., Gašević, D., Dawson, S., Joksimović, S., Baker, R. S. & Hatala, M. (2015). Penetrating the black box of time-on-task estimation. Proceedings of the 5th International Conference on Learning Analytics and Knowledge, LAK 2015, 184-193. https://doi.org/10.1145/2723576.2723623
8. Bakharia, A. & Dawson, S. (2015). Using sentence compression to develop visual analytics for student responses to short answer questions. Proceedings of the VISLA 2015 Visual Aspects of Learning Analytics, 11-13.

2014

1. Ferguson, R., Clow, D., Macfadyen, L., Essa, A., Dawson, S. & Alexander, S. (2014). Setting learning analytics in context: overcoming the barriers to large-scale adoption. Proceedings of the International Conference on Learning Analytics and Knowledge, 251-253. https://doi.org/10.1145/2567574.2567592
2. Gašević, D., Mirriahi, N. & Dawson, S. (2014). Analytics of the effects of video use and instruction to support reflective learning. Proceedings of the LAK 2014: Fourth International Conference on Learning Analytics and Knowledge, 123-132. https://doi.org/10.1145/2567574.2567590
3. Dawson, S., Gašević, D., Siemens, G. & Joksimović, S. (2014). Current state and future trends: a citation network analysis of the learning analytics field. Proceedings of the International Conference on learning analytics and knowledge, 231-240. https://doi.org/10.1145/2567574.2567585
4. Shanahan, M., Lockyer, L. & Dawson, S. (2014). Towards a more detailed understanding of professional learning mediated by educational tools. Proceedings of the EdMedia: World Conference on Educational Media and Technology, 1441-1450.

2013

1. Mirriahi, N. & Dawson, S. (2013). The pairing of lecture recording data with assessment scores: a method of discovering pedagogical impact. Proceedings of the LAK '13 Third Conference on Learning Analytics and Knowledge, 180-184. https://doi.org/10.1145/2460296.2460331

1. Ebbert, D., Claassen, A., Wilson, N., Joksimović, S., Mirriahi, N. & Dawson, S. (2024). Tackling mind wandering in video learning environments. Tuwhera Open Access. https://doi.org/10.24135/pjtel.v6i1.178
2. Dolan, C., Smith, L., Vass, N., Platt, A. L. M. & Kennedy, J. (2024). Illuminating principal practice. University of South Australia. https://doi.org/10.25954/bxtb-qy70
3. Gabriel, F. & Brinkman, S. (2024). WEC Screening tool: identifying student risks for wellbeing and academic achievement. University of South Australia. https://doi.org/10.25954/4gye-0g11
4. Brass, T., Kennedy, J., Devis, D. & Leonard, S. (2024). Launching community space innovation from regional South Australia: a report on teacher self-efficacy. University of South Australia and Andy Thomas Space Foundation. https://doi.org/10.13140/RG.2.2.13905.71523/1
5. Vieira, M., Devis, D., Le Cerf, T., Fowler, S., Kennedy, J. & Leonard, S. (2024). Design thinking for creative confidence. University of South Australia. https://doi.org/10.25954/g7nj-9w54
6. Lam, B., McMahon, T., Beauchamp, T., Badu, E. & Brinkman, S. (2024). Stronger starts, brighter futures II: exploring trends to promote the early development of children from culturally and linguistically diverse backgrounds in Australia. University of South Australia and Settlement Services International. https://doi.org/10.25954/r0n2-se65
7. Kennedy, J. & Gabriel, F. (2024). Addressing mathematics anxiety at Great Barred Frog School. University of South Australia.

1. Barthakur, A. & Kovanović, V. (2023). Aligning assessment with course learning outcomes through learning analytics. SoLAR Nexus. [link]
2. Howells, S., Lam, B., Marrone, R. & Brinkman, S. (2023). Rapid review of the literature and results of an academic pulse survey to determine the evidence behind pre-school for 3-year-old children. University of South Australia. https://doi.org/10.25954/dhka-wk23
3. Howells, S., Marrone, R. & Brinkman, S. (2023). Self-regulation in educational settings. UniSA. https://doi.org/10.25954/qt6e-dj14
4. Devis, D., Fowler, S., Vieira, M., Giannoni, K., Gabriel, F., Kennedy, J. & Leonard, S. (2023). From insight to action: strategies for cultivating equity and empowering women in industry. University of South Australia. https://doi.org/10.25954/1cdy-bq37
5. Smith, L., Fowler, S., Gabriel, F. & Brinkman, S. (2023). Measuring metacognition in children and adolescents. University of South Australia. https://doi.org/10.25954/680q-4q79
6. Smith, L., Gabriel, F., Terauds, V., Fowler, S. & Brinkman, S. (2023). Interventions to improve metacognition for children and adolescents. University of South Australia. https://doi.org/10.25954/kktq-4c38
7. Inwood, K., Fowler, S., Devis, D. & Leonard, S. (2023). Improving music teacher self-efficacy (Catalyst Report #13). Univeristy of South Australia. https://doi.org/10.25954/b7xy-we28
8. Fowler, S., Gabriel, F. & Leonard, S. N. (2023). Co-designing the translation of the science of learning (Catalyst report #10). University of South Australia. https://doi.org/10.25954/kr0s-0968
9. Murray, C. & Kennedy, J. P. (2023). An artefact analysis of well-being policies across Corroboree Frog College and the wider community. University of South Australia. https://doi.org/10.25954/40z1-tz15
10. Lam, B., Terauds, V. & Brinkman, S. (2023). Playgroups post pandemic, a snapshot of playgroup attendance and child development from 2012 to 2021. Playgroups Australia.
11. Kennedy, J., Marrone, R. & Gabriel, F. (2023). Addressing mathematics anxiety at Peron's Tree Frog School. University of South Australia. https://doi.org/10.25954/rh0a-z384

1. Marmolejo-Ramos, F., Ospina, R. & Hernández-Barajas, F. (2022). The place of probability distributions in statistical learning. A commented book review of 'Distributions for modeling location, scale, and shape using GAMLSS in R' by Rigby et al. (2021). John Wiley & Sons. https://doi.org/10.1111/anzs.12374
2. Mercer-Mapstone, L., Fatnowna, T., Ross, P., Bricknell, L., Mude, W., Wheat, J., Barone, R., Martinez, D., West, D., Gregory, S., Vanderlelie, J., McLaughlin, T., Kennedy, B., Able, A., Levy, P., Banas, K., Gabriel, F., Pardo, A. & Zucker, I. (2022). Recommendations for equitable student support during disruptions to the higher education sector: lessons from COVID-19. National Centre for Student Equity in Higher Education. https://www.ncsehe.edu.au/wp-content/uploads/2022/03/Mercer-Mapstone_USYD_Final.pdf
3. Joksimović, S., Siemens, G., Coyle, D., Zamecnik, A., De Laat, M., Dawson, S., Richey, M. C., Kovanović, V., Pardo, A. & Fey, A. (2022). Position paper: Data for AI research (DAIR) infrastructure: advancing educational research and practice. Global Research Alliance for AI in Learning and Education. http://www.graile.ai/
4. Dooley, K., Gao, J., McKibbin, J., Peng, F. & Siemens, G. (2022). Skills gaps in the South Australian advertising and design sector. University of South Australia. https://doi.org/10.25954/df53-er20
5. Howells, S. & Brinkman, S. (2022). Rapid review 2 report: evidence for instruments for measuring executive function and self-regulation in childhood and adolescence. Telethon Kids Institute.
6. Howells, S. & Brinkman, S. (2022). The reading gap for boys: evidence base for interventions. Telethon Kids Institute.
7. Howells, S. & Brinkman, S. (2022). Self-regulation in childhood and adolescence. Telethon Kids Institute.
8. Fowler, S., Kennedy, J., Cutting, C., Devis, D. & Leonard, S. (2022). A data summary report on the impact of a computer aided design program on the spatial reasoning and attitudes of primary school students (Catalyst report #7). University of South Australia. https://doi.org/10.25954/af0q-at71
9. Windle, J., Morrison, A., Sellar, S., Squires, R., Kennedy, J. P. & Murray, C. (2022). Teachers at breaking point: why working in South Australian schools is getting tougher. University of South Australia. https://doi.org/10.25954/fjjx-9y34

1. Fowler, S. (2021). The practice architectures of technologically enhanced learning environments. Associazione “Per Scuola Democratica”. https://www.scuolademocratica-conference.net/proceedings-2/
2. Kennedy, J. P. & Leonard, S. N. (2021). A data summary report for secondary academic leaders at 'Corroboree Frog College'. University of South Australia.
3. Kennedy, J., Thompson, K., Fowler, S. & Leonard, S. N. (2021). A novel approach to mapping changes in student attitudes towards science and mathematics in reaction to changes to their learning environment. Curtin University. [link]
4. Vosniadou, S., Lawson, M. J., Stephenson, H. & Bodner, E. (2021). Teaching students how to learn: setting the stage for lifelong learning. International Bureau of Education.

1. Mirzaei, S., Lewis, T., Wyra, M. & Wilkinson, B. (2020). Usability testing of VLASTWA: a vocabulary and strategy teaching web app. Association for Computing Machinery. https://doi.org/10.1145/3441000.3441056
2. Kovanović, V., Scheffel, M., Pinkwart, N. & Verbert, K. (2020). LAK 2020 program chairs' welcome. ACM - Association for Computing Machinery Inc.
3. Kennedy, J. P., Fowler, S., Cutting, C. & Leonard, S. N. (2020). The foldback project data report no. 1: preliminary report following activities at Corroboree Innovation and creativity school June 2020. University of South Australia.
4. Southgate, E., Howard, S., De Laat, M., Cohen, J. & Frew, J. (2020). YAI: an overdue conversation. University of Newcastle.

2019

1. Sie, R. L., Delahunty, J., Bell, K., Percy, A., Rienties, B., Cao, T. & De Laat, M. (2019). Artificial intelligence to enhance learning design in UOW online, a unified approach to fully online learning. IEEE. https://doi.org/10.1109/TALE.2018.8615283
2. Hill, F., Fulcher, D., Sie, R. & De Laat, M. (2019). Balancing accuracy and transparency in early alert identification of students at risk. IEEE. https://doi.org/10.1109/TALE.2018.8615370
3. Cutting, C. (2019). Re-thinking fraction instruction in primary school: the case for an alternative approach in the early years. Mathematics Education Research Group of Australasia. https://researchbank.rmit.edu.au/view/rmit:54828
4. Deneen, C., Ali, I., Byard, K. & Kommunuri, J. (2019). Using blogs to develop and determine graduate competencies in an undergraduate business subject. ASCILITE - Australasian Society for Computers in Learning in Tertiary Education.
5. Deneen, C., Elliott, K., Disseldorp, B. & Lim, W. Y. R. (2019). Technology-enhanced assessment: seizing opportunities & addressing challenges. ASCILITE. https://2019conference.ascilite.org/
6. Mirzaei, S., Wilkinson, B. & Wyra, M. (2019). Usability testing of VLASTA: a vocabulary learning and strategy teaching app. IEEE. https://doi.org/10.1109/TALE.2018.8615141
7. Thompson, K., Leonard, S., Adams, D., deLaat, M., Gabriel, F., Howard, S., Knight, S., Lodge, J., Markauskaite, L., Reimann, P. & Vasco, D. (2019). Educational research data: linking data for collaborative research about learning and teaching. University of Wollongong.
8. Dawson, S., Zhang, J. & Burgos, D. (2019). Advancing open, flexible and distance learning through learning analytics. Routledge. https://doi.org/10.1080/01587919.2019.1656151
9. Leonard, S. N. & Fitzgerald, R. (2019). Questacon mathematics tour: evidence base and concept plan. University of Canberra.
10. Cutting, C. & Lowrie, T. (2019). Bounded learning progressions. STEM Education Research Centre. [link]

2018

1. Andres, J. M. L., Baker, R. S., Gašević, D., Siemens, G., Crossley, S. A. & Joksimović, S. (2018). Studying MOOC completion at scale using the MOOC replication framework. ACM Press. https://doi.org/10.1145/3170358.3170369
2. Deneen, C. & Munshi, C. (2018). Technology-enabled feedback: it's time for a critical review of research and practice. ASCILITE - Australasian Society for Computers in Learning in Tertiary Education.
3. Unsworth, P., Tippett, N., Buckskin, P. & Leonard, S. (2018). Excellence & equity in mathematics (XE) project: Aboriginal and Torres Strait Islander student achievement and tertiary aspirations in mathematics and STEM. Australian Government.

2017

1. Kovanović, V., Joksimović, S., Katerinopoulos, P., Michail, C., Siemens, G. & Gašević, D. (2017). Developing a MOOC experimentation platform: insights from a user study. Association for Computing Machinery. https://doi.org/10.1145/3027385.3027398
2. Dowell, N. M., Brooks, C., Kovanović, V., Joksimović, S. & Gašević, D. (2017). The changing patterns of MOOC discourse. ACM. https://doi.org/10.1145/3051457.3054005
3. Oberprieler, K., Leonard, S. N. & Fitzgerald, R. (2017). Gamifying design education. Design Research Society. https://doi.org/10.21606/dma.2017.79
4. Kovanović, V., Joksimović, S., Gašević, D. & Siemens, G. (2017). Digital learning design framework for social learning spaces. Ruzica Piskac.
5. Ruipérez-Valiente, J. A., Joksimović, S., Kovanović, V., Gašević, D., Muñoz-Merino, P. J. & Delgado Kloos, C. (2017). A data-driven method for the detection of close submitters in online learning environments. World Wide Web Conferences Committee (IW3C2). https://doi.org/10.1145/3041021.3054161
6. Spann, C. A., Schaeffer, J. & Siemens, G. (2017). Expanding the scope of learning analytics data: preliminary findings on attention and self-regulation using wearable technology. ACM Press. https://doi.org/10.1145/3027385.3027427
7. O'Donnell, B. & Gabriel, F. (2017). Gamifying graph reading. Academic Conferences International Limited.
8. Deneen, C. C., Fulmer, G. W. & Tan, K. (2017). Value, proficiency, and practice: Singaporean secondary school teachers' perceptions of assessment for learning (AfL). American Educational Research Association.
9. Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., Dawson, S., Gašević, D., de Vries, P., Hatala, M. & Siemens, G. (2017). Understanding the relationship between technology use and cognitive presence in MOOCs. ACM. https://doi.org/10.1145/3027385.3029471
10. Wardill, H. R., Bowen, J. M., Van Sebille, Y. Z. & Gibson, R. J. (2017). Routine assessment of the gut microbiome to promote preclinical research reproducibility and transparency. BMJ Group. https://doi.org/10.1136/gutjnl-2016-313486
11. Molenaar, I., Ochoa, X. & Dawson, S. (2017). LAK 2017 program chairs' welcome. ACM.
12. Brooks, C., Teasley, S. & Siemens, G. (2017). Challenges and opportunities facing educational discourse researchers. ACM Press. https://doi.org/10.1145/3027385.3029480
13. Kovanović, V., Gašević, D., Hatala, M. & Siemens, G. (2017). A novel model of cognitive presence assessment using automated learning analytics methods. SRI International.
14. Lowrie, T., Downes, N. & Leonard, S. (2017). STEM education for all young Australians: a Bright Spots STEM Learning Hub Foundation Paper, for SVA, in partnership with Samsung. Social Ventures Australia & University of Canberra STEM Education Research Centre. https://www.socialventures.com.au/assets/STEM-education-for-all-young-Australians-Smaller.pdf
15. Fitzgerald, R., Leonard, S. N. & Bacon, M. (2017). Canberra Grammar School Pearson Hololens trial evaluation report. University of Canberra.

2016

1. Bakharia, A., Kitto, K., Pardo, A., Gašević, D. & Dawson, S. (2016). Recipe for success: lessons learnt from using xAPI within the connected learning analytics toolkit. Association for Computing Machinery. https://doi.org/10.1145/2883851.2883882
2. Kovanović, V., Joksimović, S., Waters, Z., Gaševíc, D., Kitto, K., Hatala, M. & Siemens, G. (2016). Towards automated content analysis of discussion transcripts: a cognitive presence case. Association for Computing Machinery. https://doi.org/10.1145/2883851.2883950
3. Kovanović, V., Owers, J., Joksimović, S., Scott, A. M., Gašević, D. & Woodgate, A. (2016). Profiling MOOC course returners: how does student behavior change between two course enrollments?. Association for Computing Machinery. https://doi.org/10.1145/2876034.2893431
4. Kovanović, V., Gašević, D., Joksimović, S., Siemens, G. & Hatala, M. (2016). MOOCs in the news: a European perspective. EADTU.
5. O'Donnell, B., Pfahl, D., Mehling, J. & Gabriel, F. (2016). Walk the climate talk. Academic Conferences International Limited.
6. Brooks, C. A., Thompson, C. & Kovanović, V. (2016). Introduction to data mining for educational researchers. ACM. https://doi.org/10.1145/2883851.2883879
7. Gašević, D., Dawson, S. & Pardo, A. (2016). How do we start? State and directions of learning analytics adoption. International Council for Open and Distance Education.
8. Habel, C., Whitman, K. & Stokes, J. (2016). Exploring the experiences of low SES students via enabling programs. National Centre for Student Equity in Higher Education.

2015

1. Martinez-Maldonado, R., Pardo, A., Mirriahi, N., Yacef, K., Kay, J. & Clayphan, A. (2015). The LATUX workflow: designing and deploying awareness tools in technology-enabled learning settings. ACM. https://doi.org/10.1145/2723576.2723583
2. Joksimović, S., Zouaq, A., Kovanović, V., Gašević, D., Jovanović, J. & Hatala, M. (2015). What do cMOOC participants talk about in social media?: a topic analysis of discourse in a cMOOC. Association for Computing Machinery. https://doi.org/10.1145/2723576.2723609
3. Oberprieler, K. & Leonard, S. N. (2015). A model for using activity theory in education design: a gamificaiton example. Australian Association for Research in Education Conference.
4. Waters, Z., Kovanović, V., Kitto, K. & Gašević, D. (2015). Structure matters: adoption of structured classification approach in the context of cognitive presence classification. Springer International. https://doi.org/10.1007/978-3-319-28940-3_18
5. Dowell, N. M., Skrypnyk, O., Joksimović, S., Graesser, A. C., Dawson, S., Gašević, D., de Vries, P., Hennis, T. & Kovanović, V. (2015). Modeling learners' social centrality and performance through language and discourse. International Educational Data Mining Society. http://www.educationaldatamining.org/EDM2015/proceedings/edm2015_proceedings.pdf
6. Aleven, V., Sewall, J., Popescu, O., Xhakaj, F., Chand, D., Baker, R., Wang, Y., Siemens, G., Rosé, C. & Gašević, D. (2015). The beginning of a beautiful friendship? Intelligent tutoring systems and MOOCs. Springer. https://doi.org/10.1007/978-3-319-19773-9_53
7. De Laat, M., Haythornthwaite, C., Dawson, S. & Suthers, D. (2015). Introduction to social media and learning minitrack. IEEE. https://doi.org/10.1109/HICSS.2015.230
8. Wardill, H. R., Van Sebille, Y. Z., Bowen, J. M. & Gibson, R. J. (2015). Editorial Comment: Does gut-derived inflammation enhance pain signaling following chemotherapy in a Toll-like receptor 4-dependent manner?. Lippincott Williams & Wilkins, Ltd. https://doi.org/10.1097/SPC.0000000000000139

2014

1. Kovanović, V., Joksimović, S., Gašević, D. & Hatala, M. (2014). Automated cognitive presence detection in online discussion transcripts. CEUR-WS.org.
2. Kovanović, V., Joksimović, S., Gašević, D. & Hatala, M. (2014). What is the source of social capital? The association between social network position and social presence in communities of inquiry. CEUR-WS.org.
3. Ferguson, R., De Liddo, A., Whitelock, D., De Laat, M. & Shum, S. (2014). DCLA14: Second international workshop on discourse-centric learning analytics. Association for Computing Machinery. https://doi.org/10.1145/2567574.2567631
4. Rosé, C. P. & Siemens, G. (2014). Shared task on prediction of dropout over time in massively open online courses. Association for Computational Linguistics (ACL). https://doi.org/10.3115/v1/W14-4107
5. De Laat, M., Haythornthwaite, C., Dawson, S. & Suthers, D. (2014). Introduction to social media & learning minitrack. IEEE. https://doi.org/10.1109/HICSS.2014.205
6. Cropley, D. H., Kaufman, J., Murphy, M. & Moran, S. (2014). Summary: Creativity and ethics-two golden eggs. Palgrave Macmillan Ltd. https://doi.org/10.1057/9781137333544_18
7. Cropley, D. H. (2014). Commentary on the psychology of creativity: a critical reading by Vlad P Glaveanu. University of Bialystok. https://doi.org/10.15290/ctra.2014.01.02.08
8. Cropley, D. H. (2014). Fighting the slump: a multi-faceted exercise for fostering creativity in children. Korean Association for Thinking Development.
9. Moran, S., Cropley, D. & Kaufman, J. C. (2014). The Ethics of Creativity. Palgrave MacMillan. https://doi.org/10.1057/9781137333544
10. Salmona, M., Partlo, M., Kaczynski, D. & Leonard, S. (2014). Promoting cultural skills acquisition through an international student teaching field experience. American Educational Research Association.

2013

1. Mirriahi, N. (2013). A window into lecturers' conversations: with whom are they speaking about technology and why does it matter?. Macquarie University.
2. Joksimović, S., Jovanović, J., Gašević, D., Zouaq, A. & Jeremic, Z. (2013). An empirical evaluation of ontology-based semantic annotators. Association for Computing Machinery. https://doi.org/10.1145/2479832.2479855
3. Schreurs, B., Teplovs, C., Ferguson, R., De Laat, M. & Buckingham Shum, S. (2013). Visualizing social learning ties by type and topic: Rationale and concept demonstrator. Association for Computer Machinery. https://doi.org/10.1145/2460296.2460305
4. Buckingham Shum, S., De Laat, M., De Liddo, A., Ferguson, R., Kirschner, P., Ravenscroft, A., Sandor, A. & Whitelock, D. (2013). DCLA13: 1st International workshop on discourse-centric learning analytics. ACM - Association for Computing Machinery Inc. https://doi.org/10.1145/2460296.2460357
5. Siemens, G., Dawson, S. & Lynch, G. (2013). Improving the quality and productivity of the higher education sector: policy and strategy for systems-level deployment of learning analytics. Society for Learning Analytics Research.