The Learning Variability Network Exchange (LEVANTE) brings together researchers from around the world aiming to capture the richness and diversity of child development and learning.
Only by conducting open-access, cutting-edge research can we enhance our knowledge on learning and developmental variability.
Delve into the science of learning variability, explore cutting-edge research, and discover practical insights to enhance learning for all.
Home » Monash University, Australia
The LEVANTE site at Monash University, co-led by Principal Investigator Dragan Gašević together with Inge Molenaar, Sanna Järvelä, and Roger Azevedo, focuses on how self-regulated learning develops in primary school children in Colombia, particularly between the ages of 9 and 12. The research examines how learners build the ability to plan, monitor, and manage their own learning in technology-supported environments.
The study combines longitudinal data with AI-supported interventions, using digital trace data from students’ interactions with learning technologies to capture learning processes in real time rather than relying only on surveys.
The site advances approaches to capturing learning processes in real time, offering new ways to study how self-regulated learning develops across contexts.
Principal Investigator
Dragan Gašević is a Distinguished Professor at Monash University in Australia, working at the intersection of learning analytics, artificial intelligence, and education. His research focuses on how learners develop the ability to manage their own learning, particularly in digital and AI-supported environments.
His work uses data from learners’ interactions with educational technologies to study learning processes as they unfold over time. By analyzing these “digital footprints,” he examines how self-regulated learning develops and how technology can support learners’ independence and problem-solving skills in an increasingly AI-driven world.
Co-Principal Investigator
Inge Molenaar is a Professor at Radboud University in the Netherlands, specializing in self-regulated learning in technology-enhanced environments. Her research focuses on how learners develop the ability to regulate their learning over time, particularly in interaction with adaptive and AI-supported systems.
She studies learning as a dynamic process, using temporal analysis to understand how regulation unfolds during learning activities. Her work also examines how digital tools can be designed to support learners’ developing self-regulation, with the aim of aligning technological support with learners’ needs and capacities.
Sanna Järvelä is a Professor at the University of Oulu in Finland, with expertise in self-regulated and socially shared regulation of learning. Her research focuses on how learners manage their learning processes individually and in collaboration with others.
She examines how cognitive, emotional, and social processes interact during learning, particularly in group settings. Using multimodal data, her work investigates how regulation develops over time and how learning environments can better support collaboration and shared regulation among learners.
Roger Azevedo is a Professor at the University of Central Florida in the United States, specializing in self-regulated learning, metacognition, and advanced learning technologies. His research focuses on how learners use cognitive and metacognitive strategies in complex learning environments.
He studies how learners deploy cognitive and metacognitive strategies in technology-rich environments, examining how these interactions can be captured and used to support learning. His work aims to understand how adaptive technologies can be designed to better support learners’ regulation and improve learning outcomes.