I completed my PhD in Education with a specialised focus on learning analytics and feedback systems in higher education contexts. My doctoral research investigated how data-driven insights can be transformed into meaningful, personalised feedback that enhances student learning outcomes and supports self-regulated learning practices. Through this work, I developed expertise in embedding learning analytics within learning design in order to implement timely, actionable, and personalied feedback, while maintaining a critical focus on the human elements of socio-technical systems. My PhD research laid the foundation for my ongoing commitment to bridging the gap between technological innovation and pedagogically sound educational practices.
To date, my research focuses on the intersection of learning analytics, educational technology, and student-centered pedagogical approaches in higher education. Through a combination of empirical studies and practical applications, I explore how automated feedback can enhance student learning experiences, support self-regulated learning, and foster a sense of belonging in diverse academic environments. My work spans from examining personalised feedback mechanisms using learning analytics to leveraging large language models to gain insights into student engagement. Central to my research is the commitment to human-centredness – partnering with educators to understand how educational technologies can be thoughtfully designed and implemented to provide personalised support at scale in real-world educational contexts.
Peer-reviewed journal articles
Lewis, S., McGill, T., Lim, L. A., & Godwin, R. (2024). The Role of Technology-Mediated Feedback Pre- and Post-COVID-19: A Case Study of First-Year Communication Students. Journal of University Teaching and Learning Practice, 21(1). https://doi.org/10.53761/qrbshh97
Sauchelli, I., Heath, G., Richardson, A., Lewis, S., & Lim, L.-A. (2024). You’ve got mail: A technology-mediated feedback strategy to support self-regulated learning in first-year university students. Student Success. https://doi.org/10.5204/ssj.2825
Lim, L.-A., Atif, A., Heggart, K., & Sutton, N. (2023). In Search of Alignment between Learning Analytics and Learning Design: A Multiple Case Study in a Higher Education Institution. Education Sciences, 13(11), 1114. https://www.mdpi.com/2227-7102/13/11/1114
Lim, L.-A., Buckingham Shum, S., Felten, P., & Uno, J. (2023). “Belonging analytics”: A proposal. Learning Letters, 1, Article 4. https://doi.org/10.59453//EAXA8005
Buckingham Shum, S., Lim, L.-A., Boud, D., Bearman, M., & Dawson, P. (2023). A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy. International Journal of Educational Technology in Higher Education, 20(1), 40. https://doi.org/10.1186/s41239-023-00410-9
Poquet, O., Lim, L.-A., & De Laat, M. (2022). Learning Analytics in the Corporate Sector: What Business Leaders Say. IEEE Transactions on Learning Technologies, 15, 605-619. https://doi.org/10.1109/TLT.2022.3164783
Mirriahi, N., Jovanović, J., Lim, L.-A., & Lodge, J. M. (2021). Two sides of the same coin: video annotations and in-video questions for active learning. Educational Technology Research and Development. https://doi.org/10.1007/s11423-021-10041-4
Lim, L.-A., Gentili, S., Pardo, A., Kovanović, V., Whitelock-Wainwright, A., Gašević, D., & Dawson, S. (2021). What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course. Learning and Instruction, 72, 101202. https://doi.org/10.1016/j.learninstruc.2019.04.003
Lewis, S., Heath, G., Lim, L., & Roberts, R. (2021). “I’m Not a Number, I’m Someone to Them”: Supporting Commencing University Students’ Through Technology-Mediated Personalised Communication. Student Success, 12(1), 24-34. https://doi.org/10.5204/ssj.1623
Lim, L.-A., Dawson, D., Gašević, D., Joksimović, S., Fudge, A., Pardo, A., & Gentili, S. (2020). Students’ sense-making of personalised feedback based on learning analytics. Australasian Journal of Educational Technology, 36(3), 15-33. https://doi.org/10.14742/ajet.6370
Lim, L.-A., Dawson, S., Gašević, D., Joksimović, S., Pardo, A., Fudge, A., & Gentili, S. (2020). Students’ perceptions of, and emotional responses to, personalised LA-based feedback: An exploratory study of four courses. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1782831
Matcha, W., Gašević, D., Ahmad Uzir, N., Jovanović, J., Pardo, A., Lim, L., Maldonado-Mahauad, J., Gentili, S., Pérez-Sanagustín, M., & Tsai, Y.-S. (2020). Analytics of Learning Strategies: Role of Course Design and Delivery Modality. Journal of Learning Analytics, 7(2), 45-71. https://doi.org/10.18608/jla.2020.72.3
Balzaretti, N., Leonard, S., Lim, L., Unsworth, P., & Vannini, I. (2018). Innovating methodology through international collaboration: Expanding the use of video analysis for understanding learning designs. Italian Journal of Educational Research, (21), 11-30. https://ojs.pensamultimedia.it/index.php/sird/article/view/3215
Lim, L. A., & Choy, L. F. J. (2014). Preparing staff for problem-based learning: Outcomes of a comprehensive faculty development program. International Journal of Research Studies in Education, 3(4). https://doi.org/10.5861/ijrse.2014.821
Bin Abdul Jabbar, K., Ong, A., Choy, J., & Lim, L. (2013). Effects of experiential-based videos in multi-disciplinary learning. Australasian Journal of Educational Technology, 29(4), 526-536. https://doi.org/10.14742/ajet.208
Lim, L.A. (2011). A comparison of students’ reflective thinking across different years in a problem-based learning environment. Instructional Science, 39(2), 171-188. https://doi.org/10.1007/s11251-009-9123-8
Book chapters
Ahmad Uzir, N., Gašević, D., Matcha, W., Jovanović, J., Pardo, A., Lim, L. A., & Gentili, S. (2019). Discovering Time Management Strategies in Learning Processes Using Process Mining Techniques. In Transforming Learning with Meaningful Technologies (Vol. 11722 LNCS, pp. 555-569). Switzerland: Springer. doi:10.1007/978-3-030-29736-7_41
Choy, L.F., & Lim, L.A. (2011). The student perspective: How students manage their learning at Republic Polytechnic. In G. O’Grady, E.H.J. Yew, K.P.L. Goh, & H.G. Schmidt (Eds), One-day, One-problem: An approach to problem-based learning. SpringerLink. https://doi.org/10.1007/978-981-4021-75-3_6
Peer-reviewed conference papers
Ramanathan, S., Lim, L. -A., Mottaghi, N. R., & Shum, S. B. (2025). When the Prompt becomes the Codebook: Grounded Prompt Engineering (GROPROE) and its application to Belonging Analytics. In LAK ’25: Proceedings of the 15th Learning Analytics and Knowledge Conference (pp. 713-725). IRELAND, Dublin: ACM. https://doi.org/10.1145/3706468.3706564
Ramanathan, S., Buckingham Shum, S., & Lim, L.-A. (2024). To what extent do responses to a single survey question provide insights into students’ sense of belonging? In LAK ’24: Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 878-884). USA: ACM. https://doi.org/10.1145/3636555.3636916
Fawns, T., Henderson, M., Matthews, K., Oberg, G., Liang, Y., Walton, J., Corbin, T., Bearman, M., Buckingham Shum, S., McCluskey, T., McLean, J., Shibani, A., Bakharia, A., Lim, L.-A., Pepperell, N., Slade, C., Chung, J., & Seligmann, A. (2024). Gen AI and student perspectives of use and ambiguity: A multi-institutional study. n T. Cochrane, V. Narayan, E. Bone, C. Deneen, M. Saligari, K. Tregloan, & R. Vanderburg (Eds.), Navigating the Terrain: Emerging Frontiers in Learning Spaces, Pedagogies, and Technologies. Proceedings ASCILITE 2024. Melbourne (pp. 132-134). https://doi.org/10.14742/apubs.2024.1218
Ramanathan, S., Buckingham Shum, S., & Lim, L.-A. (2024). To what extent do responses to a single survey question provide insights into students’ sense of belonging? In Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 878–884). Association for Computing Machinery. https://doi.org/10.1145/3636555.3636916
Lin, J., Dai, W., Lim, L.-A., Tsai, Y.-S., Mello, R. F., Khosravi, H., Gasevic, D., & Chen, G. (2023). Learner-centred Analytics of Feedback Content in Higher Education. In LAK23: 13th International Learning Analytics and Knowledge Conference (pp. 100–110). Association for Computing Machinery. https://doi.org/10.1145/3576050.3576064
Lim, L.-A., Atif, A., & Farmer, I. (2022). ‘Made good connections’: Amplifying teacher presence and belonging at scale through learning design and personalised feedback. In S. Wilson, N. Arthars, D. Wardak, P. Yeoman, E. Kalman, & D.Y.T. Liu (Eds.), Reconnecting relationships through technology. Proceedings of the 39thInternational Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, ASCILITE 2022 in Sydney: e22055. https://doi.org/10.14742/apubs.2022.55
Bernuy, A. Z., Han, Z., Shaikh, H., Zheng, Q. Y., Lim, L.-A., Rafferty, A., Petersen, A., & Williams, J. J. (2022). How can Email Interventions Increase Students’ Completion of Online Homework? A Case Study Using A/B Comparisons. In LAK22: 12th International Learning Analytics and Knowledge Conference, Online, USA. https://doi.org/10.1145/3506860.3506874
Tsai, Y.-S., Singh, S., Rakovic, M., Lim, L.-A., Roychoudhury, A., & Gasevic, D. (2022). Charting Design Needs and Strategic Approaches for Academic Analytics Systems through Co-Design LAK22. In LAK22: 12th International Learning Analytics and Knowledge Conference, Online, USA. https://doi.org/10.1145/3506860.3506939
Lim, L.-A., Gasevic, D., Matcha, W., Ahmad Uzir, N. A., & Dawson, S. (2021). Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students’ recall. In LAK21: 11th International Learning Analytics and Knowledge Conference (pp. 364-374). ACM. https://doi.org/10.1145/3448139.3448174
Ahmad Uzir, N. A., Gašević, D., Matcha, W., Jovanović, J., Pardo, A., Lim, L.-A., & Gentili, S. (2019). Discovering Time Management Strategies in Learning Processes Using Process Mining Techniques. In European Conference on Technology Enhanced Learning EC-TEL 2019: Transforming Learning with Meaningful Technologies (pp. 555-569). Springer. https://doi.org/10.1007/978-3-030-29736-7_41
Lim, L.-A., Fudge, A. & Dawson, S. (2019). Feeling supported: Enabling students in diverse cohorts through personalised, data-informed feedback. In Y. W. Chew, K. M. Chan, and A. Alphonso (Eds.), Personalised Learning. Diverse Goals. One Heart. ASCILITE 2019 Singapore (pp. 206-215). https://2019conference.ascilite.org/assets/papers/Paper-111.pdf
Lim, L., Dawson, S., Joksimović, S., & Gašević, D. (2019). Exploring students’ sensemaking of learning analytics dashboards: Does frame of reference make a difference? In 9th International Learning Analytics and Knowledge Conference (LAK19), March, 2019, Tempe, AZ, USA. ACM, New York, NY, USA. 10 pages. https://doi.org/10.1145/3303772.3303804
Lim, L., Andrew, J., Lewis, S. & Gao, J. (2018). Interdisciplinary teamwork in an authentic project-based learning environment. In D. Wache and D. Houston (Eds.), Research and Development in Higher Education: (Re)Valuing Higher Education, 41 (pp 1 – 13). Adelaide, Australia, 2-5 July 2018. https://www.herdsa.org.au/system/files/Lim_et_al_HERDSA2018.pdf
Lim, L., Barker, S., Fudge, A. & Kelly, S. (2018). Keeping everyone OnTask: Gauging the impact of personalised feedback through academic case studies. In M. Campbell, J. Willems, C. Adachi, D. Blake, I. Doherty, S. Krishnan, S. Macfarlane, L. Ngo, M. O’Donnell, S. Palmer, L. Riddell, I. Story, H. Suri & J. Tai (Eds.), Open Oceans: Learning without borders. Proceedings ASCILITE 2018 Geelong (pp. 184-193). http://2018conference.ascilite.org/wp-content/uploads/2018/11/ASCILITE-2018-Proceedings-Pre-Conference-1.pdf Poquet, O., Lim, L. Mirriahi, N., & Dawson, S. (2018). Video and learning: A systematic review (2007-2017). In LAK’18: International Conference on Learning Analytics and Knowledge, March 7–9, 2018, Sydney, NSW, Australia. ACM, New York, NY, USA, 10 pages. https://doi/org/10.1145/3170358.3170376
Workshops
Lim, L.-A., & Pardo, A. (2023, June). Scaling personalised feedback and support using learning analytics. Workshop given at the 2023 Learning Analytics Summer Institute, LASI – Singapore (June 6-8, 2023). https://www.solaresearch.org/events/lasi/lasi23/workshops-tutorials/
Lim, L.-A. (2023, June). Feedback by design: Designing learner-centred feedback with learning analytics. Workshop given at the 2023 Learning Analytics Summer Institute, LASI – Singapore (June 6-8, 2023). https://www.solaresearch.org/events/lasi/lasi23/workshops-tutorials/
Lim, L.-A., & Buckingham Shum, S. (2022, December). Towards learning analytics for belonging. Workshop given at the Australian Learning Analytics Summer Institute, ALASI22, Sydney, Australia (8-9 December). https://cic.uts.edu.au/alasi22/belonging-analytics/
Lim, L.-A., & Tsai, Y.-S. (2022, June). Grounding learning analytics feedback in feedback literacy. Workshop given at the 2022 Learning Analytics Summer Institute, LASI – Online, Everywhere (June 13-17, 2022). https://www.solaresearch.org/events/lasi/lasi22/workshops-tutorials/
Lim, L.-A., Hayward, C., Hayward, B., Derry, H., Matz, R., Liu, D., & Damgaard, M.T. (2022, Mar). 3rd Personalising feedback at scale Workshop: Systematising the design of personalised feedback. In Companion Proceedings of the 8th International Conference on Learning Analytics and Knowledge (March 21-25, 2022). Society for Learning Analytics Research. https://www.solaresearch.org/wp-content/uploads/2022/03/LAK22_CompanionProceedings.pdf
Vigentini, L., Liu, D.Y.-T., & Lim, L. (2019). 2nd Personalising feedback at scale Workshop: Focusing on Approaches and Students. In Companion Proceedings of the 8th International Conference on Learning Analytics and Knowledge (March 5-9, 2019). Tempe, AZ: Society for Learning Analytics Research.
Lim, L., Tsai, Y.-S., & Pardo, A. (2018, Nov). Connecting data with student feedback in a course: A hands-on workshop. Workshop given at the 2018 Australian Learning Analytics Summer Institute, ALASI, at Monash University, Victoria, Australia (November 23-24, 2017).
Vigentini, L., Liu, D.Y.-T., Lim, L., & Martínez-Maldonado, R. (2018). Personalising feedback at scale: approaches and practicalities (Workshop). In A. Pardo, K. Bartimote, G. Lynch, S. Buckingham Shum, R. Ferguson, A. Merceron, & X. Ochoa (Eds.). Companion Proceedings of the 8th International Conference on Learning Analytics and Knowledge (March 5-9, 2018). Sydney, Australia: Society for Learning Analytics Research.
Lim, L., & Gentili, S. (2017, Nov). Providing data-driven personalised support for students in large courses. Workshop given at the 2017 Australian Learning Analytics Summer Institute, ALASI, at the University of Queensland, Australia (November 30 – December 1, 2017).
Invited talks
Felten, P., Uno, J., Lim, L.-A., & Buckingham Shum, S. (May, 2023). “Belonging Analytics”: A Proposal and an Invitation. Interactive talk: Indiana University Learning Analytics Summit (Online), May 17-19. View recording at https://vimeo.com/832008828/71817527f7?share=copy
Lim, L.-A., Antonette, S., Chen, G., & Darvishi, A. (December, 2022). Invited panel: Early Career & AI Learning Researchers. Empowering Learners for the Age of AI (ELAI) Conference 2022, Dec 6-8. View recording at https://whova.com/portal/webapp/empow_202212/Agenda/2733298
Cumbo, B., Eccheveria, V., Fisk, S., & Lim, L.-A. (December, 2022). Invited panel: Human-Centred AI in Education. Empowering Learners for the Age of AI (ELAI) Conference 2022, Dec 6-8. View recording at https://whova.com/portal/webapp/empow_202212/Agenda/2733296
Lim, L.-A., Fudge, A., & Sutton, N. (August, 2022). Leveraging learning analytics to promote student-teacher interactions in online and blended learning. Invited talk: ASCILITE Learning Analytics SIG Webinar, Aug 22.
Lim, L.-A. (November, 2020). Examining the impact of technology-mediated feedback from the perspective of self-regulated learning. Presentation at the Education Futures HDR Forum, University of South Australia.
Lim, L., & Pardo, A. (September, 2020). Examining impact and sense-making of personalised feedback messages using OnTask. Invited presentation at the online Symposium on Designing Automated Feedback for Impact (DAFFI 2020) with Professor Simon Buckingham Shum. Symposium site: http://bit.ly/daffi2020
Lim, L.-A. (August, 2020). Examining the impact of feedback based on learning analytics. Invited presentation, Centre for Change and Complexity in Learning (C3L), University of South Australia.
Lisa-Angelique Lim, PhD 