This work presents a so-called Smart Site Survey (SSS) system that provides an efficient, web-based platform for virtual inspection of remote sites with absolute 3D metrics. Traditional manual surveying requires sending surveyors and specialised measuring tools to the targeted scene, which takes time and requires significant human resource, and often includes human error. The proposed system provides an automated site survey tool. Sample indoor scenes including offices, storage rooms, and laboratory are used for testing purposes, and highly precise virtual scenes are restored, with the measurement accuracy of 1%, i.e. an error ±1.5cm to a 150cm length. This is comparable or superior to existing works or commercial products.

In this work, we propose a new methodology to profile individual students of computer science based on their programming design using a technique called embeddings. We investigate different approaches to analyze user source code submissions in the Python language. We compare the performances of different source code vectorization techniques to predict the correctness of a code submission. In addition, we propose a new mechanism to represent students based on their code submissions for a given set of laboratory tasks on a particular course. This way, we can make deeper recommendations for programming solutions and pathways to support student learning and progression in computer programming modules effectively at a Higher Education Institution. Recent work using Deep Learning tends to work better when more and more data is provided. However, in Learning Analytics, the number of students in a course is an unavoidable limit. Thus we cannot simply generate more data as is done in other domains such as FinTech or Social Network Analysis. Our findings indicate there is a need to learn and develop better mechanisms to extract and learn effective data features from students so as to analyze the students' progression and performance effectively.

This Research Full Paper implements a framework that harness sources of programming learning analytics on three computer programming courses a Higher Education Institution. The platform, called PredictCS, automatically detects lower-performing or “at-risk” students in programming courses and automatically and adaptively sends them feedback. This system has been progressively adopted at the classroom level to improve personalized learning. A visual analytics dashboard is developed and accessible to Faculty. This contains information about the models deployed and insights extracted from student's data. By leveraging historical student data we built predictive models using student characteristics, prior academic history, logged interactions between students and online resources, and students' progress in programming laboratory work. Predictions were generated every week during the semester's classes. In addition, during the second half of the semester, students who opted-in received pseudo real-time personalised feedback. Notifications were personalised based on students' predicted performance on the course and included a programming suggestion from a top-student in the class if any programs submitted had failed to meet the specified criteria. As a result, this helped students who corrected their programs to learn more and reduced the gap between lower and higher-performing students.