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Dragan Gašević appears in the imported research catalog. Authorship, coauthor and topic links are available while profile ownership is still unclaimed.
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Generative artificial intelligence (AI) is increasingly being integrated into education, where it can boost learners' performance. However, these uses do not promote the deep cognitive and metacognitive processing that are required for high-quality learning.
Retrievers are a key bottleneck in Temporal Retrieval-Augmented Generation (RAG) systems: failing to retrieve temporally relevant context can degrade downstream generation, regardless of LLM reasoning. We propose Temporal-aware Matryoshka Representation Learning (TMRL), an efficient method that equips retrievers with temporal-aware Matryoshka embeddings. TMRL leverages the nested structure of Matryoshka embeddings to introduce a temporal subspace, enhancing temporal encoding while preserving general semantic representations. Experiments show that TMRL efficiently adapts diverse text embedding models, achieving competitive temporal retrieval and temporal RAG performance compared to prior Matryoshka-based non-temporal methods and prior temporal methods, while enabling flexible accuracy-efficiency trade-offs.
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 that emerging research trajectories remain responsive to educational practice and societal needs.
Background: Abilities for effective self-regulated learning (SRL) are critical for lifelong learning, particularly during adolescence when these skills consolidate and strongly influence future learning. Their importance has grown with the rise of online and blended education. Yet, little is known about how secondary school students self-regulate in online environments, how their SRL processes and strategies evolve, or how they affect outcomes. In secondary education, understanding these processes can reveal patterns and indicators of learning success, informing the design of online support mechanisms. Evidence from repeated-measures designs remains scarce. Objectives: This study aims to examine how secondary school students enact SRL strategies during online essay writing, how these strategies change over time, and how they relate to learning outcomes. Methods: We analysed metacognition-related trace data collected from secondary students during a two-wave online essay-writing task conducted one week apart in two Colombian schools (N = 93 for session 1, N = 95 for session 2) via a digital learning platform. Using a combination of process mining and unsupervised machine learning techniques, we identified dominant SRL strategies grounded in established SRL processes and examined their stability and association with learning outcomes. Results and conclusions: Three dominant SRL strategies were identified. Results showed variability: many students remained in or shifted to Read first, write next, while none used Write intensively, read selectively in session 2. Although less common, latter strategy was positively associated with learning outcomes.