This issue features seven articles that were presented at the 17th International Conference on Educational Data Mining (EDM 2024), these articles are extended versions of papers presented at EDM 2024 that took place in Atlanta, USA, July 14-17, 2024. This issue features as well one regular article and three articles selected by the Journal track editors for the 18th International Conference on Educational Data Mining (EDM 2025); these articles are full length JEDM articles that are also presented at the conference that will take place in Palermo, Italy July 20-23, 2025.
For the eleventh time, EDM 2025 will hold a Journal track allowing papers accepted to JEDM to be presented at the conference. The JEDM Track at EDM 2025 received 15 submissions, among which three made it to the final stage in time for publication in this issue. A fourth work will be published in the next issue. We are pleased to accept and publish the following works JEDM track:
Wen Chiang Lim, Neil T. Heffernan, and Adam Sales examine the impact of teachers' viewing and use of assignment reports on student outcomes, utilizing data from ASSISTments, an online platform providing teachers with content and problems on mathematics. Their paper, titled Evaluating the Effects of Assignment Report Usage on Student Outcomes in an Intelligent Tutoring System: A Randomized-Encouragement Design, provides robust evidence that teachers’ viewing of the first assignment positively influences student completion of the second assignment.
The paper Predicting Perceived Text Complexity: The Role of Person-Related Features in Profile-Based Models by Boris Thome, Friederike Hertweck, and Stefan Conrad compares multiple machine learning models as well as LLMs for the purpose of predicting text complexity as perceived by students from various backgrounds. The results indicate that K-Nearest Neighbors and Multilayer Perceptron perform well in predicting perceived text complexity, while the LLMs analyzed in the research did not surpass baseline models.
The paper Using a Randomized Experiment to Compare Mastery Learning Thresholds by Jeffrey Matayoshi, Eric Cosyn, Hasan Uzun ,and Eyad Kurd-Misto investigates the relationship between different mastery learning thresholds of the ALEKS intelligent tutoring system and the long-term retention of the learned knowledge. The results indicate that, although the high mastery threshold requires more practice and time from students, the differences in knowledge retention are relatively small and decrease over time.
A final paper will appear in our next issue, Developing Feedback Taxonomy for Math: A Synergy of Perspectives through Data Mining Methods Seiyon Lee, Sami Baral, Hongming (Chip) Li, Li Cheng, Shan Zhang, Carly Siegel Thorp, Jennifer St. John, Tamisha Thompson, Neil T. Heffernan, and Anthony F. Botelho use data mining methods to extract key feedback types for open-ended mathematics questions. The work results in the development of a taxonomy that has the potential to support more consistent feedback processes across learning platforms.
Philip Pavlik (Editor in Chief), University of Memphis, USA
Carrie Demmans Epp (Guest Editor Section Extended Articles from the EDM 2024 Conference), University of Alberta, CANADA
Benjamin Paaßen (Guest Editor Section Extended Articles from the EDM 2024 Conference), University of Bielefeld, GERMANY
Agathe Merceron (Guest Editor Section EDM 2025 Journal Track), Berlin University of Applied Sciences, GERMANY
Roberto Martinez-Maldonado (Guest Editor Section EDM 2025 Journal Track), Monash University, AUSTRALIA
Nigel Bosch (Accessibility Production Editor), University of Illinois Urbana-Champaign, USA
The Editor and Associate Editors would like to warmly thank the editorial board and colleagues who kindly served as special reviewers in 2024. Their professionalism and support are much appreciated.
Editorial board members are invited to serve terms of up to three years with possible renewal. Through their expertise in the field, editorial board members anchor the journal's reviewing process.
Term Ended Dec 2024
Kenneth R. Koedinger, Carnegie Mellon University, USA, 2022 – 2024
Tiffany Barnes, North Carolina State University, USA, 2022 – 2024
Philip Irvin Pavlik Jr., University of Memphis, USA, 2022 – 2024
Cristobal Romero, University of Cordoba, Spain, 2022 – 2024
Term Ending Dec 2025
Stephen E. Fancsali, Carnegie Learning, Inc., USA, 2023 – 2025
François Bouchet, Université Pierre et Marie Curie, France, 2023 – 2025
Stephen E. Fancsali, Carnegie Learning, Inc., USA, 2023 – 2025
Dragan Gasevic, Monash University, Australia, 2023 – 2025
Collin F. Lynch, North Carolina State University, USA, 2023 – 2025
Jack Mostow, Carnegie Mellon University, USA, 2023 – 2025
Niels Pinkwart, Humboldt – Universität zu Berlin, Germany, 2023 – 2025
Kaśka Porayska-Pomsta, University College London, United Kingdom, 2023 – 2025
Carolyn Penstein Rosé, Carnegie Mellon University, USA, 2023 – 2025
Maria Mercedes T. Rodrigo, Ateneo de Manila University, Philippines, 2023 – 2025
Term Ending Dec 2026
Caitlin Mills, University of Minnesota, USA, 2024 – 2026
Inge Molenaar, Radboud University, The Netherlands, 2024 – 2026
Term Ending Dec 2027
Bita Akram, North Carolina State University, USA, 2025 – 2027
Giora Alexandron, Weizmann Institute of Science, Israel, 2025 – 2027
Carrie Demmans Epp, Unviersity of Alberta, Canada, 2025 – 2027
Michel Desmarais, Polytechnique Montreal, Canada, 2022 – 2027, (editor, 2014 – 2016)
Neil Heffernan, Worcester Polytechnic Institute, USA, 2022 – 2027
Stephen Hutt, University of Denver, USA, 2025 – 2027
Jelena Jovanovic, University of Belgrade, Serbia, 2022 – 2027
Jina Kang, University of Illinois Urbana – Champaign, Untied States, 2025 – 2027
Mohammad Khajah, Kuwait Institute for Scientific Research, Kuwait, 2025 – 2027
Irena Koprinska, University of Sydney, Australia, 2022 – 2027
Bruce M. McLaren, Carnegie Mellon University, USA, 2022 – 2027
Tanja Mitrovic, University of Canterbury, New Zealand, 2022 – 2027
Zachary A. Pardos, University of California at Berkeley, USA, 2022 – 2027
Benjamin Paaßen, Bielefeld University, Germany, 2025 – 2027
Elizabeth Rowe, TERC, USA, 2022 – 2027
Adam Sales, Worchester Polytechnic Institute, USA, 2025 – 2027
Mirka Saarela, University of Jyväskylä, USA, 2025 – 2027
Jacob Whitehill, Worcester Polytechnic Institute, USA, 2025 – 2027
Accessibility Production Editor
Nigel Bosch, University of Illinois Urbana – Champaign, USA
Henry Adorna, University of the Philippines Diliman, PHILIPPINES
Juan Miguel Andres-Bray, McGraw Hill Education, USA
Michelle Banawan, Asian Institute of Management, PHILIPPINES
Amanda Barany, University of Pennsylvania, USA
Johannes Berens, Rheinische Hochschule Köln, GERMANY
Mehmet Celepkolu, University of Florida, USA
Wei Chu, University of Memphis, USA
Syaamantak Das, Indian Iinstitute of Technology Bombay, INDIA
Mihai Dascalu, University Politehnica of Bucharest, ROMANIA
Carrie Demmans Epp, University of Alberta, CANADA
Shayan Doroudi, University of California, Irvine, USA
Yo Ehara, Tokyo Gakugei University, JAPAN
Nour El Mawas, Université de Lorraine, FRANCE
Effat Farhana, Vanderbilt University, USA
Nigel Fernandez, University of Massachusetts Amherst, USA
Alona Fyshe, University of Alberta, CANADA
Bhagya Gangodagamachchige, Monash University, AUSTRALIA
Guher Gorgun, University of Alberta, CANADA
Ashish Gurung, Worcester Polytechnic Institute, USA
Ching Nam Hang, Saint Francis University, HONG KONG
Surina He, University of Alberta, CANADA
Erik Hemberg, Massachusetts Institute of Technology, USA
Paul Hur, University of Illinois Urbana–Champaign, USA
Stephen Hutt, University of Denver, USA
Matthew Jadud, Independent Researcher, USA
Qinjin Jia, North Carolina State University, USA
Bo Jiang, East China Normal University, CHINA
Song Ju, North Carolina State University, USA
Jina Kang, University of Illinois Urbana–Champaign, USA
Mohammad Khajah, Kuwait Institute for Scientific Research, KUWAIT
Ekaterina Kochmar, Mohamed bin Zayed University of Artificial Intelligence, UNITED ARAB EMIRATES
Sebastien Lallé, Sorbonne University, FRANCE
Amar Lalwani, IIIT-Bengalore, INDIA
Morgan Lee, Worcester Polytechnic Institute, USA
Zachary Levonian, Digital Harbor Foundation, USA
Jionghao Lin, Carnegie Mellon University, USA
Xuesong Lu, School of Data Science and Engineering, CHINA
Yu Lu, Beijing Normal University, CHINA
Boxuan Ma, Kyushu University, JAPAN
Jeffrey Matayoshi, McGraw-Hill Education\/ALEKS Corporation, USA
Simon McNight, University of Cambridge, UK
Caitlin Mills, University of Minnesota, USA
Seyed Parsa Neshaei, Ecole Polytechnique Fédérale de Lausanne EPFL, SWITZERLAND
Xavier Ochoa, New York University, USA
Jaclyn Ocumpaugh, University of Pennsylvania, USA
Maciej Pankiewicz, University of Pennsylvania, USA
Tung Phung, The Max Planck Institute for Software Systems, GERMANY
Bahar Radmehr, Ecole Polytechnique Fédérale de Lausanne EPFL, SWITZERLAND
Ramkumar Rajendran, Indian Institute of Technology Bombay, INDIA
Steve Ritter, Carnegie Learning, USA
Jonathan Rowe, North Carolina State University, USA
Mirka Saarela, University of Jyväskylä, FINLAND
Alexander Schulz, University Bielefeld, GERMANY
Richard Scruggs, ILT Education, SWEDEN
Jinnie Shin, University of Florida, USA
Robert Sottilare, SoarTech, USA
Daniel Spikol, University of Copenhagen, DENMARK
Vinitra Swamy, Ecole Polytechnique Fédérale de Lausanne EPFL, SWITZERLAND
Daniela Teodorescu, University of Alberta, CANADA
Nhat Tran, University of Pittsburgh, USA
Maomi Ueno, University of Electro-Communications, Chofugaoka, JAPAN
Jill-Jenn Vie, Inria, FRANCE
Sree Aurovindh Viswanathan, Arizona State University (ASU), USA
Alessandro Vivas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, BRASIL
Kerstin Wagner, Berlin University of Applied Sciences, GERMANY
Deliang Wang, The University of Hong Kong, HONG KONG
Christabel Wayllace, Washington University in St. Louis, USA
Jacob Whitehill, Worcester Polytechnic Institute, USA
Philip H. Winne, Simon Fraser University, CANADA
Seyma N. Yildirim-Erbasli, Concordia University of Edmonton, CANADA
Joyce Zhang, University of Pennsylvania, USA
Guojing Zhou, South China Normal University, CHINA
Ryan S. Baker, University of Pennsylvania, USA
Min Chi, North Carolina State University, USA
Andrew Lan, University of Massachusetts Amherst, USA
Agathe Merceron, Berlin University of Applied Sciences, Germany, (editor, 2022 – 2024 July,18)
Andrew M. Olney, University of Memphis, USA, (editor, 2017 – 2021)
Luc Paquette, University of Illinois at Urbana-Champaign, USA
Anna N. Rafferty, Carleton College, USA
Olga C. Santos, Universidad Nacional de Educación a Distancia, Spain
Kalina Yacef, University of Sydney, Australia, (founding editor, 2008 – 2013)