| Vol-3995 urn:nbn:de:0074-3995-X Copyright © 2025 for the individual papers by the papers' authors. Copyright © 2025 for the volume as a collection by its editors. This volume and its papers are published under the Creative Commons License Attribution 4.0 International (CC BY 4.0).

# LAK-WS 2025
Joint Proceedings of LAK 2025 Workshops

### Joint Proceedings of LAK 2025 Workshops
co-located with 15th International Conference on Learning Analytics and Knowledge (LAK 2025)

### Dublin, Ireland, March 3-4, 2025.

Edited by

### Martin Hlosta 1
Ivan Moser 1
Amir Winer 2
Nitza Geri 2
Birte Heinemann 3
Sergej Görzen 3
Umesh Ramnarain 4
Christo van der Westhuizen 4
Mafor Penn 4
Alireza Gharahighehi 5
Rani Van Schoors 5
Paraskevi Topali 6
Jeroen Ooge 7
Brendan Flanagan 8
Owen H.T. Lu 9
Atsushi Shimada 10
Namrata Srivastava 11
Albert C.M. Yang 12
Hsiao-Ting Tseng 13
Fumiya Okubo 10
Eduardo Davalos Anaya 11
Hiroaki Ogata 8
Riordan Alfredo 14
Simon Buckingham Shum 15
Mutlu Cukurova 16
Yannis Dimitriadis 17
Charles Lang 18
Roberto Martinez-Maldonado 14
Patricia Santos 19
Olga Viberg 20
Andy Nguyen 21
Sanna Järvelä 21
Carolyn Rose 22
Alyssa Wise 23
Michail Giannakos 24
Kshitij Sharma 24
Luna Huynh 21
Amanda Barany 25
Ryan S. Baker 25
Jionghao Lin 26
Andrew Katz 27
Maurice Boothe Jr. 28
Xavier Ochoa 28
David Gagnon 29
Luke Swanson 29
Erik Harpstead 22

1 The Swiss Distance University of Applied Sciences (Fernfachhochschule Schweiz – FFHS), The Institute for Research in Open, Distance and eLearning (IFeL), Schinerstrasse 18, Brig, 3900, Switzerland
2 The Open University of Israel, 1 University Road, POB 808, Raanana 4353701, Israel
3 RWTH Aachen University, Ahornstrasse 55, 52074 Aachen, Germany
4 University of Johannesburg, Faculty of Education, PO Box 524, Auckland Park, Kingsway Campus, 2006, South Africa
5 KU Leuven, Itec, imec research group, 8500 Kortrijk, Belgium
6 Radboud University, NOLAI | National Education Lab AI, Behavioural Science Institute, Nijmegen, the Netherlands
7 Utrecht University, Department of Information and Computing Sciences, Utrecht, the Netherlands
8 Kyoto University, Yoshida-honmachi, Sakyo-ku, Kyoto, Japan
9 National Chengchi University, No. 64, Sec. 2, Zhinan Rd., Wenshan Dist., Taipei City, Taiwan (R.O.C)
10 Kyushu University, 744 Motooka, Nishi Ward, Fukuoka, Japan
11 Vanderbilt University, 1025 16th Avenue South, Nashville, TN 37212, USA
12 National Chung-Hsing University, No. 145, Xingda Rd, South District, Taichung City, Taiwan (R.O.C)
13 National Central University, No. 300, Zhongda Rd, Zhongli District, Taoyuan City, Taiwan (R.O.C)
14 Monash University, Centre for Learning Analytics Monash (CoLAM), Faculty of IT, Clayton, Melbourne, VIC 3800, Australia
15 University of Technology, Sydney (UTS), Connected Intelligence Centre (CIC) Sydney, NSW 2008, Australia
16 University College London (UCL), Knowledge Lab, London WC1N 3QS, United Kingdom
17 University of Valladolid (UVa), GSIC/EMIC group, E-47011 Valladolid, Spain
18 Teachers College Columbia University, Teachers College Digital Futures Institute (DFI), 5th floor, Russell Hall 525 West 120th Street, Columbia, United States
19 Universitat Pompeu Fabra (UPF), TIDE (Interactive Distributed Technologies for Education) Research Group, 08018 Barcelona, Spain
20 KTH Royal Institute of Technology , Division of Media Technology and Interaction Design, School of Electrical Engineering and Computer Science Lindstedtsv. 3-5, 100 44 Stockholm Stockholm, Sweden
21 University of Oulu, Faculty of Education and Psychology, Pentti Kaiteran katu 1, Oulu, 90014, Finland
22 Carnegie Mellon University, Human-Computer Interaction Institute, 5000 Forbes Avenue, Pittsburgh, PA 15213, USA
23 Vanderbilt University, Department of Teaching and Learning, 230 Appleton Place, Nashville, TN 37203, USA
24 Norwegian University of Science and Technology, Faculty of Information Technology and Electrical Engineering, Torgarden, Trondheim, NO-7491, Norway
25 University of Pennsylvania, Graduate School of Education, 3700 Walnut Street, Philadelphia, PA, 19104, United States
26 The University of Hong Kong, Faculty of Education, Room 216, Runme Shaw Building, Pokfulam Road, Hong Kong
27 Virginia Polytechnic Institute and State University, College of Engineering, 354 Goodwin Hall (MC 0218), 635 Prices Fork Rd, Blacksburg, VA, 24061, United States
28 New York University, 50 West 4th Street, New York, NY 10012
29 University of Wisconsin - Madison, 500 Lincoln Dr, Madison, WI 53706, USA

## Table of Contents

### Learning Analytics from Virtual Reality (LAVR-LAK2025)

- Preface 1-2
  Summary: There were 10 papers submitted for peer-review to this workshop. Out of these, 5 papers were accepted for this volume, 2 as regular papers and 3 as short papers.
- Scaling Virtual Classrooms: Overcoming Barriers to Learning Analytics in VR 3-14
  Aytaj Ismayilzada, Ayaz Karimov, Mirka Saarela
- Training Classroom Management Skills with VR: A Learning Analytics Approach 15-25
  Birte Heinemann, Jasmin Hartanto, Ulrik Schroeder
- Two Layers of Learning Analytics: Authoring Immersive Experiences 26-34
  Matthias Ehlenz, Birte Heinemann
- Crafting Personalized Learning Experiences in 3D Environments with Pedagogical Conversational Agents 35-40
  Amir Winer, Neta Bodner, Nitza Geri
- A Systematic Review of Learning Analytics in Immersive Virtual Reality: Trends, Challenges, and Implications 41-48
  Lei Tao, Mutlu Cukurova, Yanjie Song

### 2nd International Workshop on Adaptive Lifelong Learning (ALL25)

- Preface 49-49
  Summary: There were 5 papers submitted for peer-review to this workshop. Out of these, 4 papers were accepted for this volume, 3 as regular papers and 1 as short paper.
- Does Personalised Learning Influence Students' Self- Evaluation of Learning in Digital Learning Environments? 50-59
  Stefanie Vanbecelaere, Ine Windey, Tian He, Sameh Said-Metwaly
- Integrating Expert Knowledge in Matrix Factorization 60-69
  Changsheng Chen, Robbe D’hondt, Alireza Gharahighehi, Celine Vens, Wim Van den Noortgate
- Feedback Focus: A Tool for Evaluating and Reflecting on Instructor to Student Feedback Communication 70-81
  Derek Maki, Sabine Graf
- Artificial Intelligence in Education: Teachers’ Trust, Self-Efficacy, Anxiety and Task Value 82-87
  Fien Depaepe, Rani Van Schoors, Stefanie Vanbecelaere, Mutlu Cukurova

### The 8th Workshop on Predicting Performance Based on the Analysis of Reading and Learning Behavior (DCLAK25)

- Preface 88-89
  Summary: There were 2 papers submitted for peer-review to this workshop. Out of these, 2 papers were accepted for this volume, 2 as regular papers and 0 as short papers.
- Towards knowing students’ emotional states from their voices while interacting with teachers 90-98
  Ho Tan Nguyen, Mohammad Nehal Hasnine, Hiroshi Ueda
- A Framework for Constructing Concept Maps from E-Books Using Large Language Models: Challenges and Future Directions 99-108
  Boxuan Ma, Li Chen

### New Horizons in Human-Centered Learning Analytics and Artificial Intelligence in Education (HCLA25)

- Preface 109-109
  Summary: There were 6 papers submitted for peer-review to this workshop. Out of these, 4 papers were accepted for this volume, 0 as regular papers and 4 as short papers.
- The Integration of Student Well-being Following a HCLA Approach: Challenges and Recommendations 110-115
  Khadija El Aadmi-Laamech, Patricia Santos, Davinia Hernández-Leo
- Engaging Math Teachers as Co-designers of an AI-trained Dashboard 116-120
  Paraskevi Topali, Nieske Coetsier, Inge Molenaar
- Supporting Computing Transfer Students Through Near-Peer Mentoring: Insights from Co-Design Studies for a Peer-Mentoring Support System 121-127
  Prachee Alpeshkumar Javiya, Nisha Anthraper, Sai Iluru, Lujie Chen, Andrea Kleinsmith
- A Human-Centered Approach to Learning Analytics: Understanding How Personality Traits Shape Learning Activity Engagement 128-132
  Chathura K. Sooriya-Arachchi, Hua Claria Guo

### Hybrid Intelligence: Human-AI Collaboration and Learning (HYBRID-LAK2025)

- Preface 133-134
  Summary: There were 10 papers submitted for peer-review to this workshop. Out of these, 7 papers were accepted for this volume, 7 as short papers.
- Enhancing Hybrid Learning: The Role of Multimodal Adaptive Feedback in Human-AI Collaboration 135-139
  AboulHassane Cisse,
- Teacher-GenAI Collaboration to Enhance Formative Feedback 140-145
  Jostein Kleveland, Michail Giannakos, Anders Lindvig, Yngve Lindvig
- The Role of Teacher-AI Collaboration in Curriculum Adaptivity: A Case in Primary School Mathematics 146-150
  Susanne M.M. de Mooij, Zowi Vermeire, Carolien A.N. Knoop-van Campen, Inge Molenaar
- Teacher-AI Complementarity: From Design to Implementation and Reflection 151-156
  Pankaj Chejara, Kairit Tammets, Mart Laanpere, Annika Volt, Reet Kasepalu, Edna Milena Sarmiento-Márquez, Linda Helene Sillat
- Bridging AI and Human Feedback: Hybrid Intelligence in Embodied Math Education 157-163
  Giulia Cosentino, Jacqueline Anton, Kshitij Sharma, Mirko Gelsomini, Michail Giannakos, Dor Abrahamson
- Stimulating Active Learning Through Learner-AI Interactions in Mixed Reality for Hybrid Intelligence 164-170
  Belle Dang, Faaiz Gul, Luna Huynh, Andy Nguyen
- Operationalizing Hybrid Intelligence in Learning Analytics: A Scalable, Inclusive, and Adaptive System for Large-Scale Online Education 171-176
  Arshee Rizvi1, Farheen Rizvi, Yatin Diwakar

### From Data to Discovery: LLMs for Qualitative Analysis in Education (LLM-QUAL)

- Preface 177-178
  Summary: There were 20 papers submitted for peer-review to this workshop. Out of these, 5 papers were accepted for this volume, 4 as regular papers and 1 as short papers.
- From Transcripts to Themes: A Trustworthy Workflow for Qualitative Analysis Using Large Language Models 179-189
  Aneesha Bakharia, Antonette Shibani, Lisa-Angelique Lim, Trish McCluskey, Simon Buckingham Shum
- Toward Automated Qualitative Analysis: Leveraging Large Language Models for Tutoring Dialogue Evaluation 190-193
  Megan Gu, Chloe Qianhui Zhao, Claire Liu, Nikhil Patel, Jahnvi Shah, Jionghao Lin, Kenneth R. Koedinger
- Bridging Human and Machine Perspectives: Integrating Large Language Models into Collaborative Coding and Peer Debriefing for Qualitative Inquiry 194-204
  Haoning Jiang, Seth Corrigan, Kylie Peppler, Tisa Islam Erana
- Collaborative AI for Qualitative Analysis: Bridging AI and Human Expertise for Scalable Analysis 205-228
  Grace C. Lin, Emma Anderson, Carúmey Stevens, Brandon Hanks, Disha Chauhan, Amelia Farid, Mic Fenech, Eric Klopfer
- Automating Thematic Analysis with Multi-Agent LLM Systems 229-238
  Sreecharan Sankaranarayanan, Conrad Borchers, Sebastian Simon, Elham Tajik, Amine Hatun Atas, Berkan Celik, Francesco Balzan, Bahar Shahrokhian

### Game-Based Learning Analytics @ LAK25 (GBLA25)

- Preface 239-240
  Summary: There were 6 papers submitted for peer-review to this workshop. Out of these, 2 papers were accepted for this volume, 0 as regular papers and 2 as short papers.
- SIMVA: Serious Games Learning Analytics based on Standards and Open Code 241-250
  Julio Santilario-Berthilier, Antonio Calvo-Morata, Ivan Martinez-Ortiz, Marc Spaniol, Baltasar Fernandez-Manjon
- Investigating Conversational Patterns with Generative AI NPCs in Role-Play for Elementary Students’ Social and Emotional Learning 251-256
  Yeeun Lee, Jeongmin Lee

2025-06-03: submitted by Martin Hlosta, metadata incl. bibliographic data published under Creative Commons CC0
2025-07-15: published on CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613-0073) |valid HTML5|