Gerti Pishtari, PhD

Harshani De Silva, L. M; Rodríguez-Triana, M. J.; Chounta, I.; Pishtari, G. (2024). Curriculum analytics in higher education institutions: a systematic literature review. Journal of Computing in Higher Education, Published 23 August 2024: https://doi.org/10.1007/s12528-024-09410-8

Wagner, M; Pishtari, G.; Ley, T. (2024). The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment. Interactive Learning Environments, in press: 1-19

Ferreira Mello, R.; Rummel, N.; Jivet, I.; Pishtari, G.; Ruipérez-Valiente, J. A (2024). Technology Enhanced Learning for Inclusive and Equitable Quality Education: 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16–20, 2024, Proceedings, Part I. SPRINGER, Krems, Austria

Ley, T.; Tammets, K.; Pishtari, G.; Chejara, P.; Kasepalu, R.; Khalil, M.; Saar, M.; Tuvi, I.; Väljataga, T.; Wasson, B. (2023). Towards a partnership of teachers and intelligent learning technology: A systematic literature review of model-based learning analytics. Journal of Computer Assisted Learning, 39(5): 1397-1417

Prieto, Luis P.; Pishtari, Gerti; Dimitriadis, Yannis; Rodríguez-Triana, María Jesús; Ley, Tobias; Odriozola-González, Paula (2023). Single-case learning analytics: Feasibility of a human-centered analytics approach to support doctoral education. Journal of Universal Computer Science, 29: 1033-1068

Hirv-Biene, Jaanika; Pishtari, Gerti; Wagner, Marlene; Sarmiento-Márquez, Edna Milena; Ley, Tobias (2023). A Learning Design to Support Transfer of Training in Continuing Education. In: EC-TEL 2023: Responsive and Sustainable Educational Futures: https://doi.org/10.1007/978-3-031-42682-7_7, Springer, Heidelberg

Pishtari, Gerti; Sarmiento-Márquez, Edna Milena; Rodríguez-Triana, María Jesús; Wagner, Marlene; Ley, Tobias (2023). Evaluating the Impact and Usability of an AI-Driven Feedback System for Learning Design. In: EC-TEL 2023: Responsive and Sustainable Educational Futures: https://doi.org/10.1007/978-3-031-42682-7_22, Springer, Heidelberg

Prieto, Luis P; Rodríguez-Triana, M. Jesús; Dimitriadis, Y.; Pishtari, G.; Odriozola-González, P. (2023). Designing Technology for Doctoral Persistence and Well-Being: Findings from a Two-Country Value-Sensitive Inquiry into Student Progress. In: EC-TEL 2023: Responsive and Sustainable Educational Futures: https://doi.org/10.1007/978-3-031-42682-7_24, Springer, Heidelberg

Wagner, Marlene; Pishtari, Gerti; Ley, Tobias (2023). Here or There? Differences of On-Site and Remote Students’ Perceptions of Usability, Social Presence, Engagement, and Learning in Synchronous Hybrid Classrooms. In: EC-TEL 2023: Responsive and Sustainable Educational Futures: https://doi.org/10.1007/978-3-031-42682-7_30, Springer, Heidelberg

Pishtari, G.; Ley, T.; Khalil, M.; Kasepalu, R.; Tuvi, I. (2023). Model-Based Learning Analytics for a Partnership of Teachers and Intelligent Systems: A Bibliometric Systematic Review. Education Sciences, 13(5): 498

Pishtari, G.; Rodríguez-Triana, M. J.; Prieto, L. P.; Ruiz-Calleja, A.; Väljataga, T. (2022). What kind of learning designs do practitioners create for mobile learning? Lessons learnt from two in-the-wild case studies. Journal of Computer Assisted Learning, 2022: 1-17

Pishtari, G.; Prieto, L. P.; Rodríguez-Triana, M. J.; Martinez-Maldonado, R. (2022). Design analytics for mobile learning: Scaling up the classification of learning designs based on cognitive and contextual elements. Journal of Learning Analytics, 9(2): 236-252

Pishtari, G.; Rodríguez-Triana, M. J. (2022). An analysis of Mobile learning tools in terms of pedagogical affordances and support to the learning activity life cycle. In: Gil, E.; Mor, Y.; Dimitriadis, Y.; Köppe, C., Hybrid Learning Spaces: 167–183, Springer, Cham, Switzerland

Pishtari, G.; Sarmiento-Márquez, E. M.; Tammets, K.; Aru, J. (2022). The Evaluation of One-to-One Initiatives: Exploratory Results from a Systematic Review. In: Hilliger, I.; Muñoz-Merino, P.J.; De Laet, T.; Ortega-Arranz, A.; Farrell, T., Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. EC-TEL 2022. 310–323, Springer, Cham, Toulouse, France

Pishtari, G.; Rodríguez-Triana, M. J.; Väljataga, T. (2021). A multi-stakeholder perspective of analytics for learning design in location-based learning. International Journal of Mobile and Blended Learning (IJMBL), 13(1): 1-17

Pishtari, P.; Prieto, L. P.; Rodríguez-Triana, M. J.; Martinez-Maldonado, R. (2021). Comparing supervised machine learning approaches to automatically code learning designs in mobile learning. In: Hernandez-Garcia, A.; Hernandez-Leo, D.; Caeiro-Rodriguez, M.; Sancho-Vinuesa, T., LASI-SPAIN 2021, Learning Analytics Summer Institute Spain 2021: 52-59, ceur-ws.org, Aachen, Germany

Prieto, L. P.; Pishtari, G.; Rodríguez-Triana, M. J.; Eagan, B. (2021). Comparing natural language processing approaches to scale up the automated coding of diaries in single-case learning analytics. In: Ruis, A. R.; Seung, B. L., Second International Conference on Quantitative Ethnography: Conference Proceedings Supplement: Wisconsin, USA, International Society for Quantitative Ethnography, Online

Rodríguez-Triana, M. J.; Prieto, L. P.; Pishtari, G. (2021). What do learning designs show about pedagogical adoption? An analysis approach and a case study on inquiry-based learning. In: De Laet, T.; Klemke, R.; Alario-Hoyos, C.; Hilliger, I.; Ortega-Arranz, A., Technology-Enhanced Learning for a Free, Safe, and Sustainable World. EC-TEL 2021. 275–288, Springer, Cham., Switzerland

Pishtari, G.; Rodríguez-Triana, M. J.; Sarmiento-Márquez, E. M.; Pérez-Sanagustín, M.; Ruiz-Calleja, A.; Santos, P.; Prieto, L. P.; Serrano-Iglesias, S.; Väljataga, T. (2020). Learning design and learning analytics in mobile and ubiquitous learning: A systematic review. British Journal of Educational Technology, 51(4): 1078-1100

Pishtari, G.; Rodríguez-Triana, M. J.; Väljataga. T. (2019). Multi-stakeholder analytics for learning design: A case study of location-based tools. In: World Conference on Mobile and Contextual Learning 2019: 94-101, LearnTechLib, England