Editorial Acknowledgment

 

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

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

Special Reviewers

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)