Update bibliography

bibliography.bib

@@ -97,6 +97,27 @@
   file = {/home/charlotte/sync/Zotero/storage/5B4GS4EW/Anderson and Witvliet - 2008 - Fairness Reactions to Personnel Selection Methods.pdf;/home/charlotte/sync/Zotero/storage/9ENV6EED/j.1468-2389.2008.00404.html}
 }
 
+@article{andrade-arenasUniversityLearningStyle2023,
+  title = {University Learning Style Model: {{Bibliometrics}} and Systematic Literature Review},
+  shorttitle = {University Learning Style Model},
+  author = {{Andrade-Arenas}, Laberiano and Bogdanovich, Mar{\'i}a Mini Martin and Celis, Domingo Hern{\'a}ndez and Jaico, Katerine Romero and Pe{\~n}a, Gustavo Bernnet Alfaro},
+  year = {2023},
+  month = dec,
+  journal = {International Journal of Evaluation and Research in Education (IJERE)},
+  volume = {12},
+  number = {4},
+  pages = {2302--2315},
+  issn = {2620-5440},
+  doi = {10.11591/ijere.v12i4.25859},
+  url = {https://ijere.iaescore.com/index.php/IJERE/article/view/25859},
+  urldate = {2023-12-04},
+  abstract = {The university learning style worldwide was analyzed to obtain a model adapted to Peru, that was complemented in the initial part with the study of the biliometric analysis. In the first steps that were developed, the information search was done in a general way with Scopus. Then specifically adding the Dimensions database, obtaining 59 items from the selection. The Prism statement was used, which allowed it to be developed in the methodology sequentially until the selected articles were obtained. The objective was to carry out a study of the systematic review of the literature (RSL) that allowed analysis by categories such as academic performance, teaching strategy and competencies related to the learning style. Where the data obtained was with the use of VOSviewer and Rstudio. The result obtained was an innovative model that relates the categories with the most relevant models that studied the learning style. As a conclusion, the different learning styles can be adapted to the different study programs and their different courses to plan it from the macrocurricular to the microcurricular, taking into account the strategy and the didactics of teaching, the contribution for the university sector.},
+  copyright = {Copyright (c) 2023 Institute of Advanced Engineering and Science},
+  langid = {english},
+  keywords = {Academic performance,Competencies,Learning style,Prism statement,Teaching strategy},
+  file = {/home/charlotte/sync/Zotero/storage/BYGS8IMH/Andrade-Arenas et al. - 2023 - University learning style model Bibliometrics and.pdf}
+}
+
 @article{asaiEfficientSubstructureDiscovery2004,
   title = {Efficient {{Substructure Discovery}} from {{Large Semi-Structured Data}}},
   author = {Asai, Tatsuya and Abe, Kenji and Kawasoe, Shinji and Sakamoto, Hiroshi and Arimura, Hiroki and Arikawa, Setsuo},
@@ -1937,6 +1958,26 @@
   file = {/home/charlotte/sync/Zotero/storage/PCHYC68D/Lu et al. - 2021 - CodeXGLUE A Machine Learning Benchmark Dataset fo.pdf;/home/charlotte/sync/Zotero/storage/L5U8STUS/2102.html}
 }
 
+@inproceedings{luxton-reillyAutomatedAssessmentExperiences2023,
+  title = {Automated {{Assessment}}: {{Experiences From}} the {{Trenches}}},
+  shorttitle = {Automated {{Assessment}}},
+  booktitle = {Proceedings of the 25th {{Australasian Computing Education Conference}}},
+  author = {{Luxton-Reilly}, Andrew and Tempero, Ewan and Arachchilage, Nalin and Chang, Angela and Denny, Paul and Fowler, Allan and Giacaman, Nasser and Kontorovich, Igor and Lottridge, Danielle and Manoharan, Sathiamoorthy and Sindhwani, Shyamli and Singh, Paramvir and Speidel, Ulrich and Stephen, Sudeep and Terragni, Valerio and Whalley, Jacqueline and Wuensche, Burkhard and Ye, Xinfeng},
+  year = {2023},
+  month = jan,
+  series = {{{ACE}} '23},
+  pages = {1--10},
+  publisher = {{Association for Computing Machinery}},
+  address = {{New York, NY, USA}},
+  doi = {10.1145/3576123.3576124},
+  url = {https://dl.acm.org/doi/10.1145/3576123.3576124},
+  urldate = {2023-12-02},
+  abstract = {Automated assessment is commonly used across the spectrum of computing courses offered by Tertiary institutions. Such assessment is frequently intended to address the scalability of feedback that is essential for learning, and assessment for accreditation purposes. Although many reviews of automated assessment have been reported, the voices of teachers are not present. In this paper we present a variety of cases that illustrate some of the varied motivations and experiences of teaching using automated assessment.},
+  isbn = {978-1-4503-9941-8},
+  keywords = {automated assessment,computing education,feedback,teaching},
+  file = {/home/charlotte/sync/Zotero/storage/MR42KB5K/Luxton-Reilly et al. - 2023 - Automated Assessment Experiences From the Trenche.pdf}
+}
+
 @inproceedings{luxton-reillyIntroductoryProgrammingSystematic2018,
   title = {Introductory Programming: A Systematic Literature Review},
   shorttitle = {Introductory Programming},