1. Archer, E., & Prinsloo, P. (2019). Speaking the unspoken in learning analytics: Troubling the defaults. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2019.1694863.
2. Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 353–394). New York: Longman.
3. Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
4. Beattie, S., Woodley, C., & Souter, K. (2014). Creepy analytics and learner data rights. In Proceedings of the rhetoric and reality: Critical perspectives on educational technology-conference (Dunedin).
5. Bodily, R., & Verbert, K. (2017). Review of research on student-facing learning analytics dashboards and educational recommender systems. IEEE Transactions on Learning Technologies, 10(4), 405–418.