{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,27]],"date-time":"2026-04-27T11:59:57Z","timestamp":1777291197712,"version":"3.51.4"},"reference-count":20,"publisher":"Walter de Gruyter GmbH","issue":"1","license":[{"start":{"date-parts":[[2021,5,1]],"date-time":"2021-05-01T00:00:00Z","timestamp":1619827200000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,5,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>The research investigates how note-taking practice affects the learning process in Tutomat, an intelligent tutoring system. The complete analysis includes (i) the identification of learning analytics variables to describe student-Tutomat interaction; (ii) the description of experimental student groups using learning analytics variables; (iii) data-driven clustering and (iv) the comparison of the experimental groups and revealed clusters. The results show that there is a difference in how a student interacts with Tutomat based on note-taking practice. It is revealed that the note-taking practice can be detected using the proposed learning analytics variables with the prediction accuracy of the clustering approach of 85 %.<\/jats:p>","DOI":"10.2478\/acss-2021-0004","type":"journal-article","created":{"date-parts":[[2021,6,5]],"date-time":"2021-06-05T19:55:21Z","timestamp":1622922921000},"page":"31-37","source":"Crossref","is-referenced-by-count":3,"title":["The Impact of Note-Taking on the Learning Process in Intelligent Tutoring System Tutomat"],"prefix":"10.2478","volume":"26","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9247-8890","authenticated-orcid":false,"given":"Ines","family":"\u0160ari\u0107-Grgi\u0107","sequence":"first","affiliation":[{"name":"Faculty of Science , University of Split , Split , Croatia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4313-7851","authenticated-orcid":false,"given":"Ani","family":"Grubi\u0161i\u0107","sequence":"additional","affiliation":[{"name":"Faculty of Science , University of Split , Split , Croatia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8946-0916","authenticated-orcid":false,"given":"Branko","family":"\u017ditko","sequence":"additional","affiliation":[{"name":"Faculty of Science , University of Split , Split , Croatia"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"374","published-online":{"date-parts":[[2021,6,4]]},"reference":[{"key":"2026042709092050664_j_acss-2021-0004_ref_001","doi-asserted-by":"crossref","unstructured":"[1] J. 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King, \u201cComparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures,\u201d American Educational Research Journal, vol. 29, no. 2, pp. 303\u2013323, Jun. 1992. https:\/\/doi.org\/10.3102\/0002831202900230310.3102\/00028312029002303","DOI":"10.3102\/00028312029002303"}],"container-title":["Applied Computer Systems"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/reference-global.com\/pdf\/10.2478\/acss-2021-0004","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,4,27]],"date-time":"2026-04-27T11:25:45Z","timestamp":1777289145000},"score":1,"resource":{"primary":{"URL":"https:\/\/reference-global.com\/article\/10.2478\/acss-2021-0004"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,5,1]]},"references-count":20,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2021,6,4]]},"published-print":{"date-parts":[[2021,5,1]]}},"alternative-id":["10.2478\/acss-2021-0004"],"URL":"https:\/\/doi.org\/10.2478\/acss-2021-0004","relation":{},"ISSN":["2255-8691"],"issn-type":[{"value":"2255-8691","type":"electronic"}],"subject":[],"published":{"date-parts":[[2021,5,1]]}}}