{"id":622,"date":"2023-12-21T00:58:42","date_gmt":"2023-12-20T22:58:42","guid":{"rendered":"https:\/\/sites.uef.fi\/learning-analytics\/?page_id=622"},"modified":"2025-03-15T11:07:32","modified_gmt":"2025-03-15T09:07:32","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.uef.fi\/learning-analytics\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"
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All Publications<\/p>\n

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Selected publications<\/strong><\/h2>\n\n\n\n

Saqr M., L\u00f3pez-Pernas S. (2024). Learning analytics methods and tutorials: A practical guide using R<\/em>. Springer. doi: 10.1007\/978-3-031-54464-4<\/a>. Interactive version: http:\/\/lamethods.org<\/a><\/p>\n\n\n\n

Saqr M., L\u00f3pez-Pernas S., Hrastinski S., Helske S. (2023). The longitudinal association between engagement and achievement varies by time, students\u2019 profiles, and achievement state: A full program study. Computers and Education<\/em>, vol. 199.0, art. no. 104787. doi: 10.1016\/j.compedu.2023.104787<\/a>.<\/p>\n\n\n\n

Saqr M., L\u00f3pez-Pernas S. (2024). Mapping the self in self-regulation using complex dynamic systems and idiographic methods. British Journal of Educational Technology<\/em>. doi: 10.1111\/bjet.13452<\/a>.<\/p>\n\n\n\n

L\u00f3pez-Pernas S., Saqr M. (2024). How the dynamics of engagement explain the momentum of achievement and the inertia of disengagement: A complex systems theory approach. Computers in Human Behavior<\/em> (in-press), art. no. 108126. doi: 10.1016\/j.chb.2023.108126<\/a>.+<\/p>\n\n\n\n

Saqr M., L\u00f3pez-Pernas S. (2022). How CSCL roles emerge, persist, transition, and evolve over time: A four-year longitudinal study. Computers and Education<\/em>, vol. 189, art. no. 104581. doi: 10.1016\/j.compedu.2022.104581<\/a>.<\/p>\n\n\n\n

Saqr M., L\u00f3pez-Pernas S. (2021). The longitudinal trajectories of online engagement over a full program. Computers and Education<\/em>, vol. 175, art. no. 104325. doi: 10.1016\/j.compedu.2021.104325<\/a>.<\/p>\n\n\n\n

Saqr M., L\u00f3pez-Pernas S. (2021). Modelling diffusion in computer-supported collaborative learning: a large scale learning analytics study. International Journal of Computer-Supported Collaborative Learning<\/em>, vol. 16(4), pp. 441-483. doi: 10.1007\/s11412-021-09356-4<\/a>.<\/p>\n\n\n\n

L\u00f3pez-Pernas S. (2023). Educational Escape Rooms Are Effective Learning Activities Across Educational Levels and Contexts: A Meta-analysis. IEEE Transactions on Learning Technologies<\/em>, vol. 17, pp. 711-724. doi: 10.1109\/TLT.2023.3328913<\/a>.<\/p>\n\n\n\n

Sch\u00f6bel S., Saqr M., Janson A. (2021). Two decades of game concepts in digital learning environments \u2013 A bibliometric study and research agenda. Computers and Education<\/em>, vol. 173, art. no. 104296. doi: 10.1016\/j.compedu.2021.104296<\/a>.<\/p>\n\n\n\n

Saqr M., L\u00f3pez-Pernas S., Vogelsmeier L.V.D.E. (2023). When, how and for whom changes in engagement happen: A transition analysis of instructional variables. Computers and Education<\/em>, vol. 207, art. no. 104934. doi: 10.1016\/j.compedu.2023.104934<\/a><\/p>\n\n\n\n

Saqr M., L\u00f3pez-Pernas S. (2022). How CSCL roles emerge, persist, transition, and evolve over time: A four-year longitudinal study. Computers and Education<\/em>, vol. 189, art. no. 104581. doi: 10.1016\/j.compedu.2022.104581<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

Selected publications Saqr M., L\u00f3pez-Pernas S. (2024). Learning analytics methods and tutorials: A practical guide using R. Springer. doi: 10.1007\/978-3-031-54464-4. Interactive version: http:\/\/lamethods.org Saqr M., L\u00f3pez-Pernas S., Hrastinski S., Helske S. (2023). The longitudinal association between engagement and achievement varies by time, students\u2019 profiles, and achievement state: A full program study. Computers and Education, vol. 199.0, art. no. 104787. […]<\/p>\n","protected":false},"author":704,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-622","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\nPublications - Learning Analytics Unit<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.uef.fi\/learning-analytics\/publications\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Publications - Learning Analytics Unit\" \/>\n<meta property=\"og:description\" content=\"Selected publications Saqr M., L\u00f3pez-Pernas S. (2024). Learning analytics methods and tutorials: A practical guide using R. Springer. doi: 10.1007\/978-3-031-54464-4. Interactive version: http:\/\/lamethods.org Saqr M., L\u00f3pez-Pernas S., Hrastinski S., Helske S. (2023). The longitudinal association between engagement and achievement varies by time, students\u2019 profiles, and achievement state: A full program study. Computers and Education, vol. 199.0, art. no. 104787. 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(2024). Learning analytics methods and tutorials: A practical guide using R. Springer. doi: 10.1007\/978-3-031-54464-4. Interactive version: http:\/\/lamethods.org Saqr M., L\u00f3pez-Pernas S., Hrastinski S., Helske S. (2023). The longitudinal association between engagement and achievement varies by time, students\u2019 profiles, and achievement state: A full program study. Computers and Education, vol. 199.0, art. no. 104787. 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