Publications

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  • Journal articles
  1. Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, F., & Whitelock, D. (2017). Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Computers in Human Behavior, 76, 703-714.
  2. Nguyen, Q., Tempelaar, D. T., Rienties, B., Giesbers, B. 2016. What learning analytics based prediction models tell us about feedback preferences of studentsQuarterly Review of Distance Education, 17(3), 13-33.
  3. Tempelaar, D. T., Rienties, B., & Nguyen, Q. (2017). Towards Actionable Learning Analytics Using Dispositions. IEEE Transactions on Learning Technologies, 10(1), 6-16.
  4. Tempelaar, D., Rienties, B., & Nguyen, Q. (2017). Adding dispositions to create pedagogy-based Learning Analytics. Zeitschrift für Hochschulentwicklung, 12(1), 15-35.
  5. Tempelaar, D., Rienties, B., Mittelmeier, J., Nguyen, Q. (2018). Student profiling in a dispositional learning analytics application using formative assessment. Computers in Human Behavior, 78, 408-420.
  6. Rienties, B., Nguyen, Q., Holmes, W., Reedy, K. (2017). A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK. Interaction Design and Architecture(s), N.33, pp. 134-154
  7. Rienties, B., Lewis, T., McFarlane, R., Nguyen, Q., & Toetenel, L. (2017). Analytics in online and offline language learning environments: the role of learning design to understand student online engagement. Journal of Computer-Assisted Language Learning. 1-21.
  8. Tempelaar, D., Rienties, B., & Nguyen, Q. (in press). A multi-modal study into students’ timing and learning regulation: time is ticking. Interactive Technology and Smart Education
  9. Nguyen, Q., Thorne, S., & Rienties, B. (2018). How do students engage with computer-based assessments: impact of study breaks on intertemporal engagement and pass rates. Behaviormetrika. 1-18.
  10. Nguyen, Q., Huptych, M., Rienties, B. (2018). Using temporal analytics to detect
    inconsistencies between learning design and students’ behaviours (in press). Journal of Learning Analytics
  11. Mittelmeier, J., Edwards, R. L., Davis, S. K., Nguyen, Q., Murphy, V., Brummer, L., & Rienties, B. “A double-edged sword. This is powerful, but it could be used destructively”: Perspectives of early career researchers on learning analytics. Frontline Learning Research, 6(2), 20-38.
  • Conference proceedings
  1. Nguyen, Q., Huptych M., Rienties. B. (2018). Linking student’s timing of engagement with learning design and academic performance (best full paper award). In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (LAK18), pp. 141-150, Sydney, Australia. ACM, NY, USA.
  2. Tempelaar, D., Rienties, B., & Nguyen, Q. (2018). Investigating learning strategies in a dispositional learning analytics context: the case of worked examples. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (pp. 201-205). Sydney, Australia. ACM, NY, USA.
  3. Nguyen, Q., Rienties, B., Toetenel, L., (2017). Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activties. In Proccedings of the 7th International Conference on Learning Analytics and Knowledge (LAK17), Vancouver, BC, Canada. ACM. NY, USA, pp. 168–177.
  4. Nguyen, Q., Rienties, B., & Toetenel, L. (2017). Mixing and matching learning design and learning analytics (best paper award). In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies: Forth International Conference, LCT 2017, Part II, Held as Part of HCI International 2017, Vancouver, BC, Canada, July 9-14, 2017, Proceedings (Vol. 10296, pp. 1-15). Cham: Springer International Publishing.
  5. Mittelmeier, J., Tempelaar, D.T., Rienties, B., Nguyen, Q. Learning analytics to understand cultural impacts on technology enhanced learning. In D. G. Sampson, J. Michael Spector, D. Ifenthaler, and P.Isaias (Eds.), 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016). Mannheim, Germany.
  • In review
  1. Submission to AERA 2019
  • Working papers
  1. Submission to Assessment and Evaluation in Higher Education (abstract accepted)
  2. Submission to Educational Psychology, An International Journal of Experimental Educational Psychology (abstract accepted)
  3. Working paper on withdrawal students identifying profile of withdrawn learners, when did they most likely to withdraw during a course, and what are the time gaps between their last engagement and withdrawal decision. This is a large scale study on approx 200-300k students over 5 years.
  • Reports
  1. Rienties, B., Rogaten, J., Nguyen, Q., Edwards, C., Gaved, M., Holt, D., Herodotou, C., Clow, D., Cross, S., Coughlan, T., Jones, J., Ullmann, T. (2016). Scholarly Insight Spring 2017: A Data Wrangler Perspective. Open University: Milton Keynes.