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Learning Analytics (LA) is nowadays ubiquitous in many educational systems, providing the ability to collect and analyze student data in order to understand and optimize learning and the environments in which it occurs. On the other hand, the collection of data requires to comply with the growing demand regarding privacy legislation. In this paper, we use the Student Expectation of Learning Analytics Questionnaire (SELAQ) to analyze the expectations and confidence of students from different faculties regarding the processing of their data for Learning Analytics purposes. This allows us to identify four clusters of students through clustering algorithms: Enthusiasts, Realists, Cautious and Indifferents. This structured analysis provides valuable insights into the acceptance and criticism of Learning Analytics among students.

This chapter examines how data analytics can be leveraged to enhance immersive teacher simulations, situating this inquiry within the broader learning sciences discourse on embodied cognition, data-informed feedback, and teacher professional learning. It explores both conceptual foundations and empirical cases to illustrate how analytics serve as mediational tools that connect immersive experiences with reflective teaching practice. The chapter unfolds in multiple sections: (1) The Innovation Journey: An Overview of Immersive Teacher Simulations outlines the evolution from traditional simulations to XR-based environments, highlighting the need for professional decision-making under realistic constraints. (2) Innovation in Existing Research and Practice situates teacher analytics within the trajectory from descriptive observation to multimodal and predictive modeling. (3) Study Approach and Design details how multimodal data-discourse, behavior, and gaze-from the TeacherGen@i simulation were collected and organized to reveal cognitive distribution of pedagogical discourse and interaction patterns. (4) Findings present the cognitive distribution of preservice teachers' pedagogical di

The learning analytics (LA) community has recently reached two important milestones: celebrating the 15th LAK conference and updating the 2011 definition of LA to reflect the 15 years of changes in the discipline. However, despite LA's growth, little is known about how research topics, funding, and collaboration, as well as the relationships among them, have developed within the community over time. This study addressed this gap by analyzing all 936 full and short papers published at LAK over a 15-year period using unsupervised machine learning, natural language processing, and network analytics. The analysis revealed a stable core of prolific authors alongside high turnover of newcomers, systematic links between funding sources and research directions, and six enduring topical centers that remain globally shared but vary in prominence across countries. These six topical centers, which encompass LA research, are: self-regulated learning, dashboards and theory, social learning, automated feedback, multimodal analytics, and outcome prediction. Our findings highlight key challenges for the future: widening participation, reducing dependency on a narrow set of funders, and ensuring tha

Machine learning (ML) transforms healthcare by enabling predictive analytics, personalized treatments, and improved patient outcomes. However, traditional ML workflows often require specialized skills, infrastructure, and resources, limiting accessibility for many healthcare professionals. This paper explores how BigQuery ML Cloud service helps healthcare researchers and data analysts to build and deploy models using SQL, without need for advanced ML knowledge. Our results demonstrate that the Boosted Tree model achieved the highest performance among the three models making it highly effective for diabetes prediction. BigQuery ML directly integrates predictive analytics into their workflows to inform decision-making and support patient care. We reveal this capability through a case study on diabetes prediction using the Diabetes Health Indicators Dataset. Our study underscores BigQuery ML's role in democratizing machine learning, enabling faster, scalable, and efficient predictive analytics that can directly enhance healthcare decision-making processes. This study aims to bridge the gap between advanced machine learning and practical healthcare analytics by providing detailed insig

Learning analytics (LA) draws from the learning sciences to interpret learner behavior and inform system design. Yet, past personalization remains largely at the content or performance level (during learner-system interactions), overlooking relatively stable individual differences such as personality (unfolding over long-term learning trajectories such as college degrees). The latter could bring underappreciated benefits to the design, implementation, and impact of LA. In this position paper, we conduct an ad hoc literature review and argue for an expanded framing of LA that centers on learner traits as key to both interpreting and designing close-the-loop experiments in LA. We show that personality traits are relevant to LA's central outcomes (e.g., engagement and achievement) and conducive to action, as their established ties to human-computer interaction (HCI) inform how systems time, frame, and personalize support. Drawing inspiration from HCI, where psychometrics inform personalization strategies, we propose that LA can evolve by treating traits not only as predictive features but as design resources and moderators of analytics efficacy. In line with past position papers publi

AI is the workhorse of modern data analytics and omnipresent across many sectors. Large Language Models and multi-modal foundation models are today capable of generating code, charts, visualizations, etc. How will these massive developments of AI in data analytics shape future data visualizations and visual analytics workflows? What is the potential of AI to reshape methodology and design of future visual analytics applications? What will be our role as visualization researchers in the future? What are opportunities, open challenges and threats in the context of an increasingly powerful AI? This Visualization Viewpoint discusses these questions in the special context of biomedical data analytics as an example of a domain in which critical decisions are taken based on complex and sensitive data, with high requirements on transparency, efficiency, and reliability. We map recent trends and developments in AI on the elements of interactive visualization and visual analytics workflows and highlight the potential of AI to transform biomedical visualization as a research field. Given that agency and responsibility have to remain with human experts, we argue that it is helpful to keep the

The growing complexity and information content of data, together with the need to understand both the complex structures, relationships, and phenomena present in these data spaces, compounded with the emerging need to understand the results produced by AI tools used to analyze the data, requires development of novel, effective data visualization tools. Much of the growing complexity is reflected in the increasing dimensionality of data spaces, where extended reality (XR) naturally emerges as a candidate to help extend our capability for higher dimensional understanding. However, humans often understand lower dimensionality representations more effectively. Still, XR offers an opportunity for a seamless integration of simulated traditional data displays within the 3-dimensional virtual data spaces, leading to more intuitive and more effective data analytics. In this paper we present an overview of the benefits of seamlessly integrated 2-dimensional and 3-dimensional interactive visual representations embedded in XR spaces, and present three case studies that leverage these approaches for more efficient data analytics.

Open-ended responses are central to learning, yet automated scoring often conflates what students wrote with how teachers grade. We present an analytics-first framework that separates content signals from rater tendencies, making judgments visible and auditable via analytics. Using de-identified ASSISTments mathematics responses, we model teacher histories as dynamic priors and represent text with sentence embeddings. We apply centroid normalization and response-problem embedding differences, and explicitly model teacher effects with priors to reduce problem- and teacher-related confounds. Temporally-validated linear models quantify the contributions of each signal, and model disagreements surface observations for qualitative inspection. Results show that teacher priors heavily influence grade predictions; the strongest results arise when priors are combined with content embeddings (AUC~0.815), while content-only models remain above chance but substantially weaker (AUC~0.626). Adjusting for rater effects sharpens the selection of features derived from content representations, retaining more informative embedding dimensions and revealing cases where semantic evidence supports unders

We reflect on an evaluation of an immersive analytics application (Tableau for visionOS) conducted at a large enterprise business intelligence (BI) conference. Conducting a study in such a context offered an opportunistic setting to gather diverse feedback. However, this setting also highlighted the challenge of evaluating usability while also assessing potential utility, as feedback straddled between the novelty of the experience and the practicality of the application in participants' analytical workflows. This formative evaluation with 22 participants allowed us to gather insights with respect to the usability of Tableau for visionOS, along with broader perspectives on the potential for head-mounted displays (HMDs) to promote new ways to engage with BI data. Our experience suggests a need for new evaluation considerations that integrate qualitative and quantitative measures and account for unique interaction patterns with 3D representations and interfaces accessible via an HMD. Overall, we contribute an enterprise perspective on evaluation methodologies for immersive analytics.

Digital twins (DT) are increasingly used in healthcare to model patients, processes, and physiological systems. While recent solutions leverage visualization, visual analytics, and user interaction, these systems rarely incorporate structured service design methodologies. Bridging service design with visual analytics and visualization can be valuable for the healthcare DT community. This paper aims to introduce the service design discipline to visualization researchers by framing this integration gap and suggesting research directions to enhance the real-world applicability of DT solutions.

Collaboration between health science and visual analytics research is often hindered by different, sometimes incompatible approaches to research design. Health science often follows hypothesis-driven protocols, registered in advance, and focuses on reproducibility and risk mitigation. Visual analytics, in contrast, relies on iterative data exploration, prioritizing insight generation and analytic refinement through user interaction. These differences create challenges in interdisciplinary projects, including misaligned terminology, unrealistic expectations about data readiness, divergent validation norms, or conflicting explainability requirements. To address these persistent tensions, we identify seven research needs and actions: (1) guidelines for broader community adoption, (2) agreement on quality and validation benchmarks, (3) frameworks for aligning research tasks, (4) integrated workflows combining confirmatory and exploratory stages, (5) tools for harmonizing terminology across disciplines, (6) dedicated bridging roles for transdisciplinary work, and (7) cultural adaptation and mutual recognition. We organize these needs in a framework with three areas: culture, standards,

Teachers' in-the-moment support is a limited resource in technology-supported classrooms, and teachers must decide whom to help and when during ongoing student work. However, less is known about how students' prior help history (whether they were helped earlier) and their engagement states (e.g., idle, struggle) shape teachers' decisions, and whether observed learning benefits associated with teacher help extend beyond the current class session. To address these questions, we first conducted interviews with nine K-12 mathematics teachers to identify candidate decision factors for teacher help. We then analyzed 1.4 million student-system interactions from 339 students across 14 classes in the MATHia intelligent tutoring system by linking teacher-logged help events with fine-grained engagement states. Mixed-effects models show that students who received help earlier were more likely to receive additional help later, even after accounting for current engagement state. Cross-lagged panel analyses further show that teacher help recurred across sessions, whereas idle behavior did not receive sustained attention over time. Finally, help coincided with immediate learning within sessions, b

Visual Analytics (VA) integrates humans, data, and models as key actors in insight generation and data-driven decision-making. This position paper values and reflects on 16 VA process models and frameworks and makes nine high-level observations that motivate a fresh perspective on VA. The contribution is the HDMI Canvas, a perspective to VA that complements the strengths of existing VA process models and frameworks. It systematically characterizes diverse roles of humans, data, and models, and how these actors benefit from and contribute to VA processes. The descriptive power of the HDMI Canvas eases the differentiation between a series of VA building blocks, rather than describing general VA principles only. The canvas includes modern human-centered methodologies, including human knowledge externalization and forms of feedback loops, while interpretable and explainable AI highlight model contributions beyond their conventional outputs. The HDMI Canvas has generative power, guiding the design of new VA processes and is optimized for external stakeholders, improving VA outreach, interdisciplinary collaboration, and user-centered design. The utility of the HDMI Canvas is demonstrated

Personalized problem selection enhances student practice in tutoring systems. Prior research has focused on transparent problem selection that supports learner control but rarely engages learners in selecting practice materials. We explored how different levels of control (i.e., full AI control, shared control, and full learner control), combined with showing learning analytics on skill mastery and visual what-if explanations, can support students in practice contexts requiring high degrees of self-regulation, such as homework. Semi-structured interviews with six middle school students revealed three key insights: (1) participants highly valued learner control for an enhanced learning experience and better self-regulation, especially because most wanted to avoid losses in skill mastery; (2) only seeing their skill mastery estimates often made participants base problem selection on their weaknesses; and (3) what-if explanations stimulated participants to focus more on their strengths and improve skills until they were mastered. These findings show how explainable learning analytics could shape students' selection strategies when they have control over what to practice. They suggest

This study evaluates the application of predictive analytics for real-time cyber-attack detection and response, focusing on how statistical and machine learning methods can improve decision-making in Security Operations Centers (SOCs). Using a curated network-traffic dataset of 2,000 records, we analyzed key features such as attack type, packet length, anomaly scores, protocol usage, and geo-location patterns to assess their predictive value. Findings indicate that attack type has a measurable influence on response actions, while basic header metrics alone lack the precision needed for accurate classification. These results highlight the importance of incorporating richer contextual features - such as user behavior, asset criticality, and temporal patterns - into predictive models. By integrating such features into operational pipelines, organizations can improve early threat detection, reduce false positives, and optimize resource allocation. This research contributes actionable insights for advancing proactive, data-driven cyber defense strategies and outlines directions for future implementation in live SOC environments.

The Doer Effect states that completing more active learning activities, like practice questions, is more strongly related to positive learning outcomes than passive learning activities, like reading, watching, or listening to course materials. Although broad, most evidence has emerged from practice with tutoring systems in Western, Industrialized, Rich, Educated, and Democratic (WEIRD) populations in North America and Europe. Does the Doer Effect generalize beyond WEIRD populations, where learners may practice in remote locales through different technologies? Through learning analytics, we provide evidence from N = 234 Ugandan students answering multiple-choice questions via phones and listening to lectures via community radio. Our findings support the hypothesis that active learning is more associated with learning outcomes than passive learning. We find this relationship is weaker for learners with higher prior educational attainment. Our findings motivate further study of the Doer Effect in diverse populations. We offer considerations for future research in designing and evaluating contextually relevant active and passive learning opportunities including leveraging familiar tech

With the growth of intermodal freight transportation, it is important that transportation planners and decision makers are knowledgeable about freight flow data to make informed decisions. This is particularly true with Intelligent Transportation Systems (ITS) offering new capabilities to intermodal freight transportation. Specifically, ITS enables access to multiple different data sources, but they have different formats, resolution, and time scales. Thus, knowledge of data science is essential to be successful in future ITS-enabled intermodal freight transportation system. This chapter discusses the commonly used descriptive and predictive data analytic techniques in intermodal freight transportation applications. These techniques cover the entire spectrum of univariate, bivariate, and multivariate analyses. In addition to illustrating how to apply these techniques through relatively simple examples, this chapter will also show how to apply them using the statistical software R. Additional exercises are provided for those who wish to apply the described techniques to more complex problems.

Industry 5.0 aims at maximizing the collaboration between humans and machines. Machines are capable of automating repetitive jobs, while humans handle creative tasks. As a critical component of Industrial Internet of Things (IIoT) systems for service delivery, network data stream analytics often encounter concept drift issues due to dynamic IIoT environments, causing performance degradation and automation difficulties. In this paper, we propose a novel Multi-Stage Automated Network Analytics (MSANA) framework for concept drift adaptation in IIoT systems, consisting of dynamic data pre-processing, the proposed Drift-based Dynamic Feature Selection (DD-FS) method, dynamic model learning & selection, and the proposed Window-based Performance Weighted Probability Averaging Ensemble (W-PWPAE) model. It is a complete automated data stream analytics framework that enables automatic, effective, and efficient data analytics for IIoT systems in Industry 5.0. Experimental results on two public IoT datasets demonstrate that the proposed framework outperforms state-of-the-art methods for IIoT data stream analytics.

There is an increased interest in the application of learning analytics (LA) to promote self-regulated learning (SRL). A variety of LA dashboards and indicators were proposed to support different crucial SRL processes, such as planning, awareness, self-reflection, self-monitoring, and feedback. However, the design of these dashboards and indicators is often without reference to theories in learning science, human-computer interaction (HCI), and information visualization (InfoVis). Moreover, there is a lack of theoretically sound frameworks to guide the systematic design and development of LA dashboards and indicators to scaffold SRL. This chapter seeks to explore theoretical underpinnings of the design of LA-enhanced SRL applications, drawing from the fields of learning science, HCI, and InfoVis. We first present the Student-Centered Learning Analytics-enhanced Self-Regulated Learning (SCLA-SRL) methodology for building theory-driven LA-enhanced SRL applications for and with learners. We then put this methodology into practice by designing and developing LA indicators to support novice programmers' SRL in a higher education context.