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Modelling Spatial Behaviours in Clinical Team Simulations Using Epistemic Network Analysis: Methodology and Teacher Evaluation, , , и . LAK21: 11th International Learning Analytics and Knowledge Conference, стр. 386–396. New York, NY, USA, Association for Computing Machinery, (2021)Beyond the Learning Analytics Dashboard: Alternative Ways to Communicate Student Data Insights Combining Visualisation, Narrative and Storytelling, , , и . LAK22: 12th International Learning Analytics and Knowledge Conference, ACM, (марта 2022)Modelling Spatial Behaviours in Clinical Team Simulations using Epistemic Network Analysis: Methodology and Teacher Evaluation., , , и . LAK, стр. 386-396. ACM, (2021)Storytelling With Learner Data: Guiding Student Reflection on Multimodal Team Data., , , , , , , и . IEEE Trans. Learn. Technol., 14 (5): 695-708 (2021)Beyond the Learning Analytics Dashboard: Alternative Ways to Communicate Student Data Insights Combining Visualisation, Narrative and Storytelling., , , и . LAK, стр. 219-229. ACM, (2022)Data Storytelling Editor: A Teacher-Centred Tool for Customising Learning Analytics Dashboard Narratives., , , , , и . LAK, стр. 678-689. ACM, (2024)Storytelling With Learner Data: Guiding Student Reflection on Multimodal Team Data, , , , , , , и . IEEE Transactions on Learning Technologies, 14 (5): 695-708 (октября 2021)YarnSense: Automated Data Storytelling for Multimodal Learning Analytics., , , и . LAK Workshops, том 3667 из CEUR Workshop Proceedings, стр. 124-138. CEUR-WS.org, (2024)Application of item response theory (IRT) for the generation of adaptive assessments in an introductory course on object-oriented programming., , , и . FIE, стр. 1-4. IEEE Computer Society, (2012)Human-AI Collaboration in Thematic Analysis using ChatGPT: A User Study and Design Recommendations., , , , , , , и . CHI Extended Abstracts, стр. 191:1-191:7. ACM, (2024)