Google Scholar: https://goo.gl/Uz21iH
Selected papers
A full publication record can be found in my Google Scholar
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. PDF
Nguyen. Q., Rienties, B., Toetenel, L., Ferguson, R., & 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. PDF
Nguyen. Q., Rienties, B., Richardson, J. (2020). Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting. Assessment & Evaluation in Higher Education, 45 (4), 594-606. PDF
Nguyen. Q., Poquet, O., Brooks, C., Li, W. (2020). Exploring homophily in demographics and academic performance using spatial-temporal student networks. In proceedings of 13th International Conference on Educational Data Mining (EDM 2020), pp. 194 – 201. PDF
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, 45(2), 597–614. PDF
Tempelaar, D. T., Rienties, B., & Nguyen. Q. (2017). Towards Actionable Learning Analytics Using Dispositions. IEEE Transactions on Learning Technologies, 10(1), 6-16. PDF
Tempelaar, D., Rienties, B, Nguyen. Q.. (2020). Individual differences in the preference for worked examples: lessons from an application of dispositional learning analytics. Applied Cognitive Psychology, 34(4), 890-905. PDF
Tempelaar, D., Rienties, B., & Nguyen. Q. (2020). Subjective data, objective data and the role of bias in predictive modelling: Lessons from a dispositional learning analytics application. PLOS ONE, 15(6), e0233977. PDF
Rienties, B., Tempelaar, T., Nguyen. Q., Littlejohn, A. (2019). Unpacking the intertemporal impact of self-regulation in a blended mathematics environment. Computers in Human Behavior, 100, 345-357. PDF
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. PDF