This study demonstrates a viable way to unobtrusively measure students' classroom engagement utilizing process data from electronic textbooks.
This paper aims at identifying ontological categories as higher-order knowledge structures that underlie engineering students' thinking about technical systems.
The relationship between the natural number bias and the ability to process fraction magnitudes is not well understood. We investigate this relationship by analyzing individual students' profiles. Our results suggest that the occurrence of the natural number bias and the ability to process fraction magnitude are closely related.