ATLAS Publications

Source: https://www.ntu.edu.sg/education/inspire/applications-of-teaching-learning-analytics-for-students-(atlas)/atlas-publications Parent: https://www.ntu.edu.sg/admissions/undergraduate/admission-guide

Read our publications below.

### 2026

Lai, J. W., Ho, S. Y., & Lim, F. S. (2026). Learning Analytics for Assessment Preparation: Constructing Graphs to Guide Higher-order Question Generation. Accepted for Proceedings of the 16th International Learning Analytics & Knowledge Conference. DOI: 10.1145/3785022.3785091 (link available from 27 April 2026)
Lee, K. W., Ang, Y. S., & Lai, J. W. (2025). Learning Analytics with Scalable Bloom’s Taxonomy Labeling of Socratic Chatbot Dialogues. Computers, 2025, 14(12), 555. DOI: 10.3390/computers14120555\

### 2025

Ng, S. H. S., & Lai, J. W. (2025). AI-augmented heutagogy: a framework for fostering self-determined learning and agency in higher education. Higher Education Research & Development, 1–21. DOI: 10.1080/07294360.2025.2564977
Lai, J.W., Qiu, W., Lim, F.S. (2025). From Insights to Impact: An Agentic Learning Intelligence Framework for Student-Centred Success. In Cristea, A.I., Walker, E., Lu, Y., Santos, O.C., Isotani, S. (eds) Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium, Blue Sky, and WideAIED. AIED 2025. Communications in Computer and Information Science, vol 2590. Springer, Cham. DOI: 10.1007/978-3-031-99261-2_10
Li, J., Lyu, Q., Qiu, W., & Khong A. W. H. (2025). Improving Course Recommendation Systems with Explainable AI: LLM-Based Frameworks and Evaluations. Proceedings of the 18th International Conference on Educational Data Mining, 205--214. DOI: 10.5281/zenodo.15870185
Qiu, W., Su, C.L., Jamil, N.B., Thway, M., Ng, S.S.H., Zhang, L., Lim, F.S., Lai, J.W. (2025). A Systematic Approach to Evaluate the Use of Chatbots in Educational Contexts: Learning Gains, Engagements and Perceptions. Computers 2025, 14, 270. DOI: 10.3390/computers14070270
Hou, C., Zhu, G., Sudarshan, V., Lim, F. S., & Ong, Y. S. (2025). Measuring Undergraduate Students' Reliance on Generative AI During Problem-Solving: Scale Development and Validation. Computers & Education, 105329. DOI: 10.1016/j.compedu.2025.105329
Qiu, W., Khong, A. W. H. and Lim, F. S. (2025). From Research to Practice: Translating a Dissertation-based solution into an Enterprise-level System. The International Conference on Learning Analytics & Knowledge (LAK25) (pp. 57-60).
Qiu, W., Thway, M., Lai, J. W., and Lim, F. S. (2025). GenAI for teaching and learning: a Human-in-the-loop Approach. The International Conference on Learning Analytics & Knowledge (LAK25) (pp. 33-36).
Lai, J. W., Qiu, W., Thway, M., Zhang, L., Jamil, N. B., Su, C.L., Ng, S. S. H., & Lim, F. S. (2025). Leveraging Process-Action Epistemic Network Analysis to Illuminate Student Self-Regulated Learning with a Socratic Chatbot. Journal of Learning Analytics 12(1), 32-49. DOI: 10.18608/jla.2025.8549\
Lai, J. W., Zhang, L., Sze C. C. & Lim F. S. (2025). Learning Analytics for Bridging the Skills Gap: A data-driven Study of Undergraduate Aspirations and Skills Awareness for Career Preparedness. Education Sciences, 15(1), 40. DOI: 10.3390/educsci15010040

### 2024

Lai, J. W., Zhang, L., Chan, Y. S., Sze, C. C., & Lim, F. S. (2024). COMPELLING EDUCATIONAL OFFERINGS: A STUDY ON THE EFFICACY OF SKILLS IDENTIFICATION PLATFORMS WITH COURSE DESCRIPTIONS. In INTED2024 Proceedings (pp. 2553-2561). IATED. DOI: 10.21125/inted.2024.0709
Qiu, W., Su, C. L., Jamil, N. B., Ng, S. S. H., Chen, C. M., & Lim, F. S. (2024). " I AM HERE TO GUIDE YOU": A DETAILED EXAMINATION OF LATE 2023 GEN-AI TUTORS CAPABILITIES IN STEPWISE TUTORING IN AN UNDERGRADUATE STATISTICS COURSE. In INTED2024 Proceedings (pp. 3761-3770). IATED. DOI: 10.21125/inted.2024.0984
Lim, Z. Y., Munshi, T., Yap, J. H., Mishra, A., Lai, J. W., Yeo, D. J., & Cheong, K. H. (2024). Using opinion dynamics to identify groups for targeted intervention in lifelong learning: A case study of SkillsFuture in Singapore. International Journal of Modern Physics B, 38(20), 2450257. DOI: 10.1142/S0217979224502576
Lai, J. W. (2024). Adapting Self-Regulated Learning in an Age of Generative Artificial Intelligence Chatbots. Future Internet, 16(6), 218. DOI: 10.3390/fi16060218
Qiu, W., Khong, A. W., & Lim, F. S. (2024). Enhanced Student-graph Representation for At-risk Student Detection. In 2024 IEEE International Symposium on Circuits and Systems (ISCAS) (pp. 1-5). IEEE. DOI: 10.1109/ISCAS58744.2024.10557981
Lim, Z. Y., Yap, J. H., Lai, J. W., Mokhtar, I. A., Yeo, D. J., & Cheong, K. H. (2024). Advancing Lifelong Learning in the Digital Age: A Narrative Review of Singapore’s SkillsFuture Programme. Social Sciences, 13(2), 73. DOI: 10.3390/socsci13020073

### 2023

Yee, B. L. C., Hou, C., Zhu, G., Lim, F. S., Lyu, S., & Fan, X. (2023). A Software platform for evaluating Student essays in Interdisciplinary learning with topic classification techniques. In International Conference on Artificial Intelligence in Education (pp. 645-651). Cham: Springer Nature Switzerland. DOI: 10.1007/978-3-031-36336-8_100
Qiu, W., Khong, A. W., Supraja, S., & Tang, W. (2023). A Dual-Mode Grade Prediction Architecture for Identifying At-Risk Students. IEEE Transactions on Learning Technologies. DOI: 10.1109/TLT.2023.3333029
Lim, Z. Y., Lai, J. W., Yap, J. H., Mishra, A., Mokhtar, I. A., Yeo, D. J., & Cheong, K. H. (2023). Unraveling the dynamics of lifelong learning in Singapore: A comparative study. Knowledge, 3(3), 449-460. DOI: 10.3390/knowledge3030030

### 2022

Wei Qiu, S. Supraja, & Andy W. H. Khong. (2022). Toward Better Grade Prediction via A2GP - An Academic Achievement Inspired Predictive Model. Proceedings of the 15th International Conference on Educational Data Mining, 195--205. DOI: 10.5281/zenodo.6852983
Li, J., Supraja, S., Qiu, W., & Khong, A. W. (2022). Grade Prediction via Prior Grades and Text Mining on Course Descriptions: Course Outlines and Intended Learning Outcomes. International Educational Data Mining Society. DOI: 10.5281/zenodo.6853170