Doctora de Ciencias de la Ingeniería, Ciencias de la Computación, Pontificia Universidad Católica. 

Master of Arts (M.A), Policy, Organizations and Leadership Studies, Graduate School of Education, Stanford University, Estados Unidos. 

Ingeniera Civil en Biotecnología, Pontificia Universidad Católica. 

Hilliger, I., Astudillo, G., & Baier, J. (2023). Lacking time: A case study of student and faculty perceptions of academic workload in the COVID-19 pandemic. Journal of Engineering Education.https://doi.org/10.1002/jee.20525

Barahona, C., Nussbaum, M., Martin, V., Meneses, A., Arriagada, S., Di Serio A., & Hilliger, I. (2022). Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback. Education Technology Research & Development. https://doi.org/10.1007/s11423-022-10173-1

Hilliger, I., Ruipérez‐Valiente, J. A., Alexandron, G., & Gašević, D. (2022). Trustworthy remote assessments: A typology of pedagogical and technological strategies. Journal of Computer Assisted Learning, 38(6), 1507-1520. https://doi.org/10.1111/jcal.12755

Alvarado-Uribe, J., Mejía-Almada, P., Masetto Herrera, A. L., Molontay, R., Hilliger, I., Hegde, V., Montemayor Gallegos, J. E., Ramírez Díaz, R.A., & Ceballos, H. G. (2022). Student Dataset from Tecnologico de Monterrey in Mexico to Predict Dropout in Higher Education. Data, 7(9), 119. https://doi.org/10.3390/data7090119

Hilliger, I., Aguirre, C., Miranda, C., Celis, S., & Pérez-Sanagustín, M. (2022). Lessons learned from designing a curriculum analytics tool for improving student learning and program quality. Journal of computing in higher education, 1-25. https://doi.org/10.1007/s12528-022-09315-4

Hilliger, I., Celis, S., & Pérez-Sanagustín, M. (2022). Engaged versus disengaged teaching staff: A case study of continuous curriculum improvement in higher education. Higher Education Policy, 35(1), 81-101.  https://doi.org/10.1057/s41307-020-00196-9 

Ramírez, L., Pérez-Sanagustín, M., Neyem, A., Alario-Hoyos, C., Hilliger, I., & Rojo, F. (2021). Fostering the use of online learning resources: results of using a mobile collaboration tool based on gamification in a blended course. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1855202 

Pérez‐Sanagustín, M., Sapunar‐Opazo, D., Pérez‐Álvarez, R., Hilliger, I., Bey, A., Maldonado‐Mahauad, J., & Baier, J. (2021). A MOOC‐based flipped experience: Scaffolding SRL strategies improves learners’ time management and engagement. Computer Applications in Engineering Education, https://doi.org/10.1002/cae.22337

Broos, T., Hilliger, I., Pérez-Sanagustín, M., Htun, N.‐N., Millecamp, M., Pesántez-Cabrera, P., Solano‐Quinde, L., Siguenza‐Guzman, L., Zuñiga‐Prieto, M., Verbert, K. & De Laet, T. (2020), Coordinating learning analytics policymaking and implementation at scale. British Journal of Educational Technology.

Hilliger, I., Ortiz‐Rojas, M., Pesántez‐Cabrera, P., Scheihing, E., Tsai, Y.S., Muñoz‐Merino, P.J., Broos, T., Whitelock‐Wainwright, A., Gašević, D. & Pérez‐Sanagustín, M. (2020), Towards learning analytics adoption: A mixed methods study of data‐related practices and policies in Latin American universities. British Journal of Educational Technology. 

Hilliger, I., Ortiz‐Rojas, M., Pesántez‐Cabrera, P., Scheihing, E., Tsai, Y.‐S., Muñoz‐Merino, P.J., Broos, T., Whitelock‐Wainwright, A., & Pérez‐Sanagustín, M. (2020), Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach. The Internet and Higher Education.  

Hilliger, I., Aguirre, C., Miranda, C., Celis, S. & Pérez-Sanagustín, M. (2020). Design of a curriculum analytics tool to support continuous improvement processes in higher education. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (LAK ’20). Association for Computing Machinery, New York, NY, USA, 181–186.

Miranda, C., Goñi, J., Hilliger, I.& Lugo, J. (2019). Assessing the Work of Geographically Distributed Teams in Engineering-Design: Time Allocation in the Design Process as a Form of In-Class Analytics. International Journal of Engineering Education. 36. 399–410. 

Miranda, C., Goñi, J. & Hilliger, I. Orchestrating conflict in teams with the use of boundary objects and trading zones in innovation-driven engineering design projects. International Journal of Technology and Design Education (2019). 

Hilliger, I., & Celis, S., & Pérez-Sanagustín, M., & Baier, J. (2019), Work in Progress: Engaging Engineering Teaching Staff in Continuous Improvement Process. Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida, EEUU. https://peer.asee.org/33612

Hilliger, I., Miranda, C., Celis, S. & Pérez-Sanagustín, M. (2019). Evaluating Usage of an Analytics Tool to Support Continuous Curriculum Improvement. Paper presented at EC-TEL, Delft, Países Bajos. http://ceur-ws.org/Vol-2437/paper5.pdf

Hilliger, I., Gelmi, C. A., Cifuentes, L., Bennett, M. & de la Llera, J. C. (2018) Design and implementation of an alternative admission program to engineering: Talent and Inclusion. Studies in Higher Education, 43(8), 1454-1467. 

Hernández, J., Rodríguez, F., Hilliger, I., & Pérez-Sanagustín, M. (2018). MOOCs as a remedial complement: Students’ adoption and learning outcomes. IEEE Transactions on Learning Technologies, 12(1), 133-141.