Fifth International Workshop on Human-centered Learning Analytics (HCLA):

New Horizons in Human-Centered Learning Analytics and Artificial Intelligence in Education

to be held at the 15th International Conference of Learning Analytics and Knowledge (LAK25)
Dublin, Ireland

Tuesday, 4th March 2025
1:30 PM to 5:00 PM GMT

The workshop will be IN PERSON (face-to-face) in Dublin, Ireland.

Human-Centred Learning Analytics (HCLA) is a growing field in Learning Analytics (LA) that focuses on creating educational analytics and AI systems while prioritizing human values, ethical practices, and thoughtful design. As Human-Centered AI (HCAI) becomes more popular, it’s crucial to ensure that these technologies in education are effective, ethical, learner-focused, and aligned with societal needs.

This fifth HCLA workshop explores the latest in Human-Centered LA and AI, discussing new approaches and their broader impact on education. We aim to foster discussions on creating ethical, inclusive, and sustainable solutions that truly benefit learning and education.

Aim and Scope

While the concept of "human-centeredness" continues to spark debate and inspire alternative frameworks, the underlying goal remains consistent: to develop analytics and AI systems that genuinely enhance learning experiences while safeguarding the autonomy and well-being of educational stakeholders.

This workshop, “New Horizons in Human-Centered Learning Analytics and AI in Education,” focuses on research, design, and development practices to improve educational systems. It aims to bring together LA researchers and practitioners interested in the human factors of designing effective LA and AI innovations in education.

This will be a half-day workshop with mixed participation (including selected presenters and interested delegates -- see Call For Participation below).

Call For Participation

This workshop will explore the latest developments in Human-Centered LA and AI, examining alternative approaches and addressing the wider impact of these technologies on education.

We aim to deepen the discourse around creating ethical, inclusive, and sustainable solutions that meaningfully contribute to learning and education.

Who is this workshop for?

This workshop welcomes everyone with an interest in the field, from beginners to experts.

Likely interested participants are:

Educators/teachers and researchers
Technologists and educational developers
Learning scientists and data scientists/analysts
Academic managers
... and anyone else interested in Human-centred Learning Analytics.

Let us know if you'll be attending!

Call for Short Papers

We will have a call for papers. Attendees can optionally submit a position workshop paper (max 4 pages, using CEUR overleaf or .zip file template). The organisers welcome two types of contributions:

short empirical paper to showcase work in progress, tools or successful HCLA and AI in education experiences; or
short discussion papers provoking the audience to think about key issues and problems related to HCLA or HCAI in education and the use of human-centred design to support the LA design process.

Accepted Papers

We sincerely thank all authors for their outstanding submissions and our reviewers for their rigorous and thoughtful evaluations of the papers. Below is a list of accepted papers that will be discussed during the workshop:

The Integration of Student Well-being Following a HCLA Approach: Challenges and Recommendations.
- Authors: Khadija El Aadmi, Patricia Santos and Davinia Hernandez-Leo.
- Paper: https://drive.google.com/file/d/1CQb-tMU2xnxWAGjZqOUVEidPD5wmnOeF/view?usp=drive_link
Engaging Math Teachers as Co-designers of an AI-trained Dashboard.
- Authors: Paraskevi Topali, Nieske Coetsier and Inge Molenaar.
- Paper: https://drive.google.com/file/d/11c9T2US2iiATA6Xfsib_kbRlVrpBX5Bp/view?usp=drive_link
Supporting Computing Transfer Students Through Near-Peer Mentoring: Insights from Co-Design Studies for a Peer-Mentoring Support System.
- Authors: Prachee Javiya, Nisha Anthraper, Sai Iluru, Lujie Chen and Andrea Kleinsmith.
- Paper: https://drive.google.com/file/d/1B54agjNCQTdIQHo7qupXrgj-q-BUZxQz/view?usp=drive_link
A Human-Centered Approach to Learning Analytics: Understanding How Personality Traits Shape Learning Activity Engagement.
- Authors: Chathura Sooriya-Arachchi and Hua Claria Guo.
- Paper: https://drive.google.com/file/d/1fwybfJSYTc1RY-VXPyV1VIwIhMudg2U0/view?usp=drive_link

Important Dates

4th December 2024 - Deadline for all submissions ✅

20th December 2024 - Send out notifications of acceptance ✅

20th January 2025 - (LAK25 early bird registration deadline) confirmation of attendance

10th February 2025 - Deadline for submission of final camera-ready papers

Proposal Format & Submission Process

Submissions for short papers should use the following template (CEUR overleaf or .zip file, please use the 1-single-column template).

All submissions are made via EasyChair, following these steps:

Prepare a submission using the template (above).
Access the EasyChair submission system for this workshop and register or sign in.
Click the “New Submission” menu tab and follow the on-screen instructions. NOTE: Please copy and paste the presenter information, title, abstract, keywords and deployment summary into the online form as well as including them in the PDF.

Reviewing Process

Each submission/contribution will be reviewed by at least two reviewers designated by the workshop organisers. The review process is single blind (i.e., reviewers’ identities are not disclosed to those submitting). The comments for each paper will be shared among the reviewers of that paper. Submissions with the highest evaluations will be accepted for presentation in the workshop. Attendees presenting a paper will be prioritised in case the workshop gets full.

Proceedings will be submitted to CEUR-WS for publication, if conditions are met.

During & After the Workshop

The workshop is planned to take place during the pre-conference activities of the main conference and is planned for a half-day format of up to 4 hours.

The workshop is divided into four parts:

1. Overview of HCLA. The workshop will begin with an overview of key insights drawn from our preliminary survey results and position papers. This segment will introduce several new horizons and perspectives that have been identified as critical for advancing the field of Human-Centered LA and AI in education.

2. Modified pecha-kucha poster presentation. In the second part, authors of position papers will present brief overviews of their ideas. Each presenter will be allotted 2 minutes, during which they will present up to 3 slides, with each slide displayed for 40 seconds. This format will allow for concise and focused presentations, offering a snapshot of diverse perspectives.

3. Sharing and guided critique. The third part will transition into a collaborative discussion centered on the experience of position papers. To enrich the dialogue, we will invite discussants from related fields—such as human-computer interaction, interaction design, participatory design, and information visualization—alongside critics of human-centered design methods. These discussants will offer critical perspectives on the ideas and design plans presented, fostering a dynamic discussion on the strengths and limitations of techniques in the context of LA and AI in education and providing constructive feedback to the presenters.

4. Discussion on next steps. The workshop will conclude with an open discussion, inviting all participants to contribute ideas for setting a potential research agenda for HCLA and AI in education. This collaborative effort aims to outline future directions and priorities for research and development in this evolving field. The discussion may result in a manifesto or a document identifying key challenges in HCLA and AI, which could inspire more concrete and actionable outcomes.

Workshop Organisers

Riordan Alfredo

Monash University, Australia

Simon Buckingham Shum

University of Technology Sydney, Australia

Mutlu Cukurova

University College London, UK

Patricia Santos

Universitat Pompeu Fabra: Barcelona, Spain

Paraskevi Topali

Radboud University, Nijmegen, Netherlands

Olga Viberg

KTH Royal Institute of Technology, Sweden

Yannis Dimitriadis

Universidad de Valladolid, Spain

Charles Lang

Columbia University, USA

Roberto Martinez-Maldonado

Monash University, Australia

Example and suggested readings

Special issue editorial

Buckingham Shum, S., Martínez-Maldonado, R., Dimitriadis, Y., & Santos, P. (2024). Human-Centred Learning Analytics: 2019–24. Br. J. Educ. Technol., 55(3), 755–768. https://doi.org/10.1111/bjet.13442

Buckingham Shum, S., Ferguson, R. and Martinez-Maldonado R. (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, JLA, 6(2): 1-9. https://doi.org/10.18608/jla.2019.62.1

Viberg, O., Kizilcec, R. F., Wise, A. F., Jivet, I., & Nixon, N. (2024). Advancing equity and inclusion in educational practices with AI ‐powered educational decision support systems ( AI ‐ EDSS ). British Journal of Educational Technology, 55(5), 1974–1981. https://doi.org/10.1111/bjet.13507

Related bibliography

Alfredo, R., Echeverria, V., Jin, Y., Yan, L., Swiecki, Z., Gašević, D., & Martinez-Maldonado, R. (2024). Human-centred learning analytics and AI in education: A systematic literature review. Computers and Education: Artificial Intelligence, 6, 100215. https://doi.org/10.1016/j.caeai.2024.100215

Topali, P., Ortega-Arranz, A., Rodríguez-Triana, M. J., Er, E., Khalil, M., & Açkapınar, G. (2024). Designing human-centered learning analytics and artificial intelligence in education solutions: A systematic literature review. Behaviour & Information Technology, 0(0), 1–28. https://doi.org/10.1080/0144929X.2024.2345295

Capel, T., & Brereton, M. (2023). What is Human-Centered about Human-Centered AI? A Map of the Research Landscape. Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems, 1–23. https://doi.org/10.1145/3544548.3580959

Cukurova, M. (2024). The interplay of learning, analytics and artificial intelligence in education: A vision for hybrid intelligence. British Journal of Educational Technology, 1–20. https://doi.org/10.1111/bjet.13514

Gifford, B. R., & Enyedy, N. D. (1999). Activity centered design: Towards a theoretical framework for CSCL. Proceedings of the 1999 Conference on Computer Support for Collaborative Learning - CSCL ’99, 22-es. https://doi.org/10.3115/1150240.1150262

Lang, C., & Davis, L. (2023). Learning Analytics and Stakeholder Inclusion: What do We Mean When We Say “Human-Centered”? LAK23: 13th International Learning Analytics and Knowledge Conference, 411–417. https://doi.org/10.1145/3576050.3576110

Norman, D. (2023). Design for a Better World: Meaningful, Sustainable, Humanity Centered. MIT Press.

Pargman, T. C., McGrath, C., Viberg, O., & Knight, S. (2023). New Vistas on Responsible Learning Analytics: A Data Feminist Perspective. Learning Analytics, 10(1), 133–148. https://doi.org/10.18608/jla.2023.7781

Prieto-Alvarez, C., Martinez-Maldonado, R., & Shum, S. B. (2018). Mapping Learner-Data Journeys: Evolution of a Visual Co-Design Tool. Paper presented at the ACM Australian Computer-Human Interaction Conference, OzCHI’18. https://doi.org/10.1145/3292147.3292168

Sarmiento, J. P., & Wise, A. F. (2022). Participatory and Co-Design of Learning Analytics: An Initial Review of the Literature. In LAK22: 12th International Learning Analytics and Knowledge Conference (pp. 535-541). https://doi.org/10.1145/3506860.3506910

Shneiderman, B. (2022). Human-Centered AI. Oxford University Press.

Viberg, O., Jivet, I., & Scheffel, M. (2023). Designing Culturally Aware Learning Analytics: A Value Sensitive Perspective. In O. Viberg & Å. Grönlund (Eds.), Practicable Learning Analytics (pp. 177–192). Springer International Publishing. https://doi.org/10.1007/978-3-031-27646-0_10

Williamson, B., Bayne, S., & Shay, S. (2020). The datafication of teaching in Higher Education: Critical issues and perspectives. Teaching in Higher Education, 25(4), 351–365. https://doi.org/10.1080/13562517.2020.1748811

Looking forward to your participation! 🎉

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