Albó, Laia http://orcid.org/0000-0002-7568-9178
Barria-Pineda, Jordan http://orcid.org/0000-0002-4961-4818
Brusilovsky, Peter http://orcid.org/0000-0002-1902-1464
Hernández-Leo, Davinia http://orcid.org/0000-0003-0548-7455
Funding for this research was provided by:
National Science Foundation (1740775)
“la Caixa” Foundation (CoT project, 100010434)
Agencia Estatal de Investigación (MDM-2015-0502, TIN2014-53199-C3-3-R, TIN2017-85179-C3-3-R)
ICREA Academia programme
SEBAP, Societat Econòmica Barcelonesa d’Amics del País
Article History
Accepted: 7 April 2021
First Online: 21 May 2021
Declarations
:
: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. This paper is an extension of the experimental study published in:Albó, L., Barria-Pineda, J., Brusilovsky, P., & Hernández-Leo, D. (2019). Concept-level design analytics for blended courses. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science, vol. 11,722, (pp. 541–554). Springer. 10.1007/978-3-030-29736-7_40