How do teachers search for learning resources? A mixed method field study.
Yacobson, E., & Alexandron, G. (2023).
European Conference on Technology Enhanced Learning (pp. 489-503). Cham: Springer Nature Switzerland.
Recommender systems for teachers: The relation between social ties and effectiveness of social-based features.
Yacobson, E., Toda, A. M., Cristea, A. I., & Alexandron, G. (2024).
Computers & Education, 210, 104960.
Machine learning and Hebrew NLP for automated assessment of open-ended questions in biology.
Ariely, M., Nazaretsky, T., & Alexandron, G. (2023).
International Journal of Artificial Intelligence in Education, 33(1), 1-34.
The Influence of Learning with an Online, Personalized Environment on Students’ Attitudes, Beliefs, and Outcomes.
Aviran, E., & Blonder, R. (2023).
Journal of Science Education and Technology, 1-21.
Teachers' trust in AI‐powered educational technology and a professional development program to improve it.
Nazaretsky, T., Ariely, M., Cukurova, M., & Alexandron, G. (2022).
British Journal of Educational Technology, 53(4), 914-931.
Introducing Authentic Datasets into the Biology Classroom: Teachers’ Considerations when Designing Digital Instruction Units.
Bar, C., Dorfman, B. S., & Yarden, A. (2022).
Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, 227-234. International Society of the Learning Sciences.
Introducing evolution of the human lactase gene using an online interactive activity.
Siani, M., & Yarden, A. (2022).
The American Biology Teacher, 84(1), 16-21.
Empowering teachers with AI: Co-designing a learning analytics tool for personalized instruction in the science classroom.
Nazaretsky, T., Bar, C., Walter, M., & Alexandron, G. (2022, March).
In LAK22: 12th International Learning Analytics and Knowledge Conference, 1-12.
מנגנוני שיתוף בין מורים בסביבת PeTeL.
אסף בר יוסף ובת-שבע אלון (2021).
האדם הלומד בעידן הדיגיטלי: ספר הכנס השישה-עשר לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס, 182-186.
Personalized automated formative feedback can support students in generating causal explanations in biology.
Ariely, M., Nazaretsky, T., & Alexandron, G. (2022).
Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, 953-956. International Society of the Learning Sciences.
Implementation of a personalized online learning system towards creating hybrid learning and teaching in chemistry classes.
Aviran, E., Easa, E., Livne, S., & Blonder, R. (2020).
Early warning systems and targeted interventions for student success in online courses, 90-111. IGI Global.
Encouraging teacher-sourcing of social recommendations through participatory gamification design.
Yacobson, E., Toda, A., Cristea, A. I., & Alexandron, G. (2021).
Intelligent Tutoring Systems: 17th International Conference, ITS 2021, pp.418-429. Springer International Publishing.
First steps towards nlp-based formative feedback to improve scientific writing in hebrew.
Ariely, M., Nazaretsky, T., & Alexandron, G. (2020).
Proceedings of The 13th International Conference on Educational Data Mining (EDM 2020), 565 – 568.
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