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The environmental impacts of global warming driven by methane (CH 4 ) emissions have catalyzed significant research initiatives in developing novel technologies that enable proactive and rapid detection of CH 4 . Several data-driven machine learning (ML) models were tested to determine how well they identified fugitive CH 4 and its related intensity in the affected areas. Various meteorological characteristics, including wind speed, temperature, pressure, relative humidity, water vapor, and heat flux, were included in the simulation. We used the ensemble learning method to determine the best-performing weighted ensemble ML models built upon several weaker lower-layer ML models to (i) detect the presence of CH 4 as a classification problem and (ii) predict the intensity of CH 4 as a regression problem. The classification model performance for CH 4 detection was evaluated using accuracy, F1 score, Matthew’s Correlation Coefficient (MCC), and the area under the receiver operating characteristic curve (AUC ROC), with the top-performing model being 97.2%, 0.972, 0.945 and 0.995, respectively. The R 2 score was used to evaluate the regression model performance for CH 4 intensity prediction, with the R 2 score of the best-performing model being 0.858. The ML models developed in this study for fugitive CH 4 detection and intensity prediction can be used with fixed environmental sensors deployed on the ground or with sensors mounted on unmanned aerial vehicles (UAVs) for mobile detection.

Abstract This study investigates learner’s reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a context. The course activities evolved over 10 years, and for this instance, some face-to-face classroom critical reading activities were migrated to online mode by using BookRoll, a learning analytics enhanced eBook platform. Students (n=22 out of the 50 registered) accessed Hayavadana, an Indian play uploaded on BookRoll, and attempted to identify performative elements and cultural references in the text and highlight them. In this study, we analyze learner’s reading logs gathered in the learning record store linked to BookRoll during that activity. We extend our previous work where we identify four online reading profiles: effortful, strategic, wanderers, and check-out, based on learner’s clickstream interactions and time spent with the content. We validate the profiles with qualitative interview data collected from the learners and illustrate the quantified learning behaviors of each of those profiles based on an engagement metric. Our work aims to initiate further discussion related to the application of learning analytics in humanities courses both to probe into the learning behaviors of the students and thereby enhance the experiences with the use of interactive learning environments and data-driven services.