Diego Gonzalez Campos

Researcher

Norwegian version of this page

Email d.g.campos@cemo.uio.no

Room 387

Username

Visiting address Gaustadalléen 21 0373 Oslo Norway

Postal address P.o box 1161 Forskningsparken 0318 Oslo

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Personal Website

https://diegocampos.co

Academic interests

My work involves developing, evaluating, and applying methodological approaches —IPD meta-analysis and ML— to integrate large-scale data into systematic reviews and meta-analyses. My current research applies these methods to understand trends and variance in educational inequalities across education systems and over time.

I am also strongly interested in understanding and evaluating how we can integrate AI and ML technologies to accelerate and improve systematic reviews and meta-analyses in Educational Research.

Education

Ph.D. Educational Sciences at the Centre for Educational Measurement (CEMO) at the University of Oslo (2024).
M.Sc. Psychology: Learning Sciences, Ludwig-Maximilians-Universität München (2020).
B.Sc. in Psychology, National University of Colombia (2015).

Research Grants

Campos, D. C. (2022). Visiting Researcher Stimulus Fund. Faculty of Educational Sciences, University of Oslo. (€ 6 517.60).

Fütterer, T., Campos, D.G, Gfrörer, T., Lavelle-Hill, R., Scherer., R., Murayama., K. (2022). Artificial Intelligence Assisted Systematic Literature Reviews and Meta-Analyses. LEAD Graduate School & Research Network at the University of Tübingen. (€ 9 615,36).

Campos, D. C. (2017). Colfuturo Scholarship for High Achieving Students (US$ 29 930).

Campos, D. C. (2013). National Program of initiation in research, creation, and innovation of the National University of Colombia 2013-2015 (€ 1 200)

Supervision

Pasha, M. (2024). Cross-National Variations in Self-Efficacy and Attitudes Towards ICT Use in Teaching: An Integrative Data Analysis Across ICILS Countries. (Master Thesis).

Yousufzai, M. (2022). The Relation between Mathematics Anxiety and Achievement: A Study of the Moderating Role of Immigration Background on PISA 2012 Norwegian Students. (Master Thesis)

Kharlamov, A (2021). Do Growth and Fixed Mindsets Go Together? Meta-analysis. (Master Thesis)

Teaching Experience

MAE4000: Data Science.
MAE4112: Multilevel Models.
MAE4050: Current Topics and Debates in Assessment and Evaluation.
MAE4051: Selected Topics in Educational Measurement.
MAE4221: Research Seminar I: Researcher's Skills.
MAE4231: Research Seminar II: Researcher’s Skills and Professional Communication.

Presentations

Scherer, R. & Campos, D. G. (2024). Meta-Analyses in Educational Research: A Hands-On Workshop. Quantitative Research Methods Conference (QRM) 2024.

Campos, D. G ., Cheung, M-W., & Scherer, R. (2023). Synthesizing Contextual Effects: A Comparison of the Two-Stage Meta-Analytic and One-Stage Multilevel Modeling Approaches in the presence of Individual Participant Data. Frontier Research in Educational Measurement.

Campos, D. G., Fütterer, T., Gfrörer, T., Lavelle-Hill, R., Murayama., K., König, L., Hecht, M., Zitzmann., S., & Scherer,R. (2023). Assessing the Performance of ASReview for Abstract Screening in Systematic Reviews in Education: A Benchmarking and Evaluation Project. Research Synthesis and Big Data Conference.

Campos, D. G. (2022). Synthesizing Individual Participant Data Obtained From Complex Sampling Surveys: A Two-Stage IPD Meta-Analysis Approach. AERA Special Interest Group In Systematic Reviews and Meta-Analysis: Online Seminar. https://www.youtube.com/watch?v=rVggoVOFJO8

Campos, D. G., Cheung, M-W., & Scherer, R. (2022). Synthesizing research on complex sampling surveys: Two-stage meta-analysis with individual participant data. International Meeting of the Psychometric Society (IMPS).

Campos, D. G. & Scherer, R. (2022). Exploring the Role of Attitudes Toward ICT in the Gender Digital Divide: An analysis with International Large-Scale Assessment Data. Nordic Educational Research Association (NERA).

Campos, D. G., Kharlamov, A., & Scherer, R., (2022). Assessing Mindsets: A Meta-Analysis of the Reliability and Factor Structure of Dweck’s Mindset Scale. AERA Annual Meeting.

Campos, D. G., Cheung, M-W., & Scherer, R. (2021). Meta-Analyzing International Large-Scale Assessment Data: An Application of the Split, Analyze, and Meta-Analyze (SAM) Approach. Research Synthesis and Big Data Conference 2021.

Campos, D. G. (2021). A quest for the factors associated with collaborative problem solving. Get To Know CEMO.

Campos, D. G., Cheung, M-W., & Scherer, R. (2021). When Meta-Analysis Meets International Large-Scale Assessment Data: Applications of the Two-Stage IPD Meta-Analysis Approach. 9th IEA: International Research Conference.

Campos, D. G. (2021). Introduction to Meta-Analyses of Structural Equation Models with {metaSEM}. Use R Oslo. https://www.youtube.com/watch?v=xyfIt2iNTu0&t=11s

ORCID ID

https://orcid.org/0000-0002-8820-5881

Tags: Multilevel analysis, Meta-analysis, Structural equation modeling

Publications

Scientific articles and book chapters

Campos, Diego Gonzalez; Fütterer, Tim; Gfrörer, Thomas; Lavelle-Hill, Rosa; Murayama, Kou & König, Lars [Show all 9 contributors for this article] (2024). Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research. Educational Psychology Review. ISSN 1040-726X. 36(1). doi: 10.1007/s10648-024-09862-5. Full text in Research Archive
Campos, Diego Gonzalez & Scherer, Ronny (2023). Digital gender gaps in Students’ knowledge, attitudes and skills: an integrative data analysis across 32 Countries. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. 29, p. 655–693. doi: 10.1007/s10639-023-12272-9. Full text in Research Archive
Campos, Diego Gonzalez; Cheung, M. W. & Scherer, Ronny (2023). A Primer on Synthesizing Individual Participant Data Obtained From Complex Sampling Surveys: A Two-Stage IPD Meta-Analysis Approach. Psychological methods. ISSN 1082-989X. doi: 10.1037/met0000539. Show summary
The increasing availability of individual participant data (IPD) in the social sciences offers new possibilities to synthesize research evidence across primary studies. Two-stage IPD meta-analysis represents a framework that can utilize these possibilities. While most of the methodological research on two-stage IPD meta-analysis focused on its performance compared with other approaches, dealing with the complexities of the primary and meta-analytic data has received little attention, particularly when IPD are drawn from complex sampling surveys. Complex sampling surveys often feature clustering, stratification, and multistage sampling to obtain nationally or internationally representative data from a target population. Furthermore, IPD from these studies is likely to provide more than one effect size. To address these complexities, we propose a two-stage meta-analytic approach that generates model-based effect sizes in Stage 1 and synthesizes them in Stage 2. We present a sequence of steps, illustrate their implementation, and discuss the methodological decisions and options within. Given its flexibility to deal with the complex nature of the primary and meta-analytic data and its ability to combine multiple IPD sets or IPD with aggregated data, the proposed two-stage approach opens up new analytic possibilities for synthesizing knowledge from complex sampling surveys.
Scherer, Ronny & Campos, Diego Gonzalez (2022). Measuring those who have their minds set: An item-level meta-analysis of the implicit theories of intelligence scale in education. Educational Research Review. ISSN 1747-938X. 37. doi: 10.1016/j.edurev.2022.100479. Full text in Research Archive

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Published June 15, 2020 10:49 AM - Last modified June 19, 2024 9:44 AM

Projects

Research groups

Frontier Research in Educational Measurement (FREMO)