Google Scholar:

Selected papers

A full publication record can be found in my Google Scholar

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. Tempelaar, D. T., Rienties, B., & Nguyen. Q. (2017). Towards Actionable Learning Analytics Using Dispositions. IEEE Transactions on Learning Technologies, 10(1), 6-16. PDF

  7. 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

  8. 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

  9. 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

  10. 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