Abstracts Track 2026

Area 1 - Artificial Intelligence in Education

Nr:	197
Title:	AI Café: A Grassroots, Unconference Model for Advancing AI Literacy in K–12 and Higher Education
Authors:	Emilio Duran
Abstract:	Artificial intelligence is rapidly transforming teaching and learning, yet many professional development structures remain slow, fragmented, and overly procedural. Educators are expected to adapt to fast technological change. Still, the prevailing “sit-and-get” model often fails to provide the collaborative environment necessary to foster confidence, situational understanding, and instructional agency. To address this gap, the Bowling Green State University (BGSU) Center for Excellence in STEM Education established the AI Collective in Northwest Ohio. This cross-sector network of K–12 educators, university faculty, and business leaders is dedicated to advancing AI literacy through dialogue and collaborative inquiry. The AI Café emerged from this initiative as an unconference-style professional learning model designed to promote grassroots engagement and distributed leadership in AI education. Instead of relying on expert-driven presentations, the AI Café facilitates learning through participant-selected small-group conversations led by practicing educators, referred to as “Baristas.” The café-style environment reduces barriers to participation, encourages experimentation, and supports reflective discussion across professional roles. Teachers, instructional technologists, curriculum coordinators, professors, and administrators participate as co-learners, positioning expertise as a shared resource rather than a centralized authority. Initial implementation findings indicate that this model enhances educator confidence with AI tools, broadens cross-sector professional networks, and fosters locally driven innovation. Participant feedback consistently highlights the importance of psychological safety and relational trust in supporting initial exploration of emerging technologies. By prioritizing interpersonal connection, peer leadership, and participatory design, the AI Café provides a scalable framework for AI-focused professional learning that can be adapted to diverse educational contexts. This poster outlines the conceptual foundations, structural design, and implementation insights of the AI Café model, offering a community-based approach to AI literacy development that aligns with CSEDU’s emphasis on innovative practices in computer-supported education.

Area 2 - Information Technologies Supporting Learning

Nr:	310
Title:	Cloud-Based Phishing Simulation Platform for Cybersecurity Awareness in Educational Environments
Authors:	Leandro Tito Manjate
Abstract:	Cybersecurity awareness remains a critical challenge, particularly due to the increasing effectiveness of social engineering attacks such as phishing. Despite technological advancements, human vulnerability continues to be one of the weakest links in information security. This work presents the design and implementation of a cloud-based phishing simulation platform as a tool to support learning and improve cybersecurity awareness in educational environments. The proposed system integrates a realistic phishing simulation environment deployed on cloud infrastructure, using a dedicated domain and authenticated email delivery mechanisms to enhance credibility. The platform allows real-time monitoring of user interactions, including email opening, link clicking, and data submission, enabling detailed behavioural analysis. Additionally, controlled attack simulations using tools such as keyloggers and backdoors were implemented exclusively for educational and experimental purposes. To assess the effectiveness of the approach, questionnaires were conducted to evaluate participants’ knowledge and security practices. The results reveal significant gaps in cybersecurity awareness and demonstrate that simulation-based learning can effectively improve user understanding and behaviour when facing cyber threats. This work contributes to computer-supported education by providing a practical and scalable tool for experiential learning in cybersecurity. The proposed solution enables institutions to enhance awareness, evaluate user readiness, and strengthen human-centered defenses against cyber threats.

Nr:	91
Title:	Using ChatGPT for Formative Feedback
Authors:	Maureen Andrade
Abstract:	The rapid expansion of generative artificial intelligence (AI) in higher education is transforming how students engage with learning tasks, particularly through computer-supported feedback processes. Tools such as ChatGPT are increasingly embedded in students’ academic workflows, supporting drafting, revision, ideation, and concept development. While these tools offer new opportunities for formative feedback, their contribution to deeper learning remains underexplored. This study examines an instructional design in which undergraduate business students used ChatGPT to obtain formative feedback on team-based blog assignments in an online Introduction to Organisational Behavior course. Using a qualitative approach, the study analysed 19 complete team submissions comprising draft blogs, ChatGPT feedback, revised blogs, student reflections, and instructor comments. The analysis focused on how students engaged with AI-generated feedback, the types of revisions they implemented, and the learning processes evident in their interactions. Results show that ChatGPT consistently produced structured feedback aligned with assignment criteria, offering suggestions related to clarity, argument flow, scenario development, visual presentation, and surface-level writing quality. When students used an instructor-provided prompt aligned with learning objectives, AI feedback more frequently addressed theoretical accuracy, relevance of examples, argument strength, and conceptual alignment with organisational behaviour frameworks. In contrast, self-generated prompts tended to elicit more generic feedback focused on grammar, tone, and readability, underscoring the importance of prompt design in shaping the pedagogical value of AI-generated feedback. Despite receiving conceptual feedback, most teams primarily implemented surface-level revisions such as reformatting text, reorganising sections, refining headings, and adding visuals. Revisions requiring deeper conceptual engagement—such as elaborating theoretical explanations, strengthening theory–scenario alignment, or clarifying causal reasoning—were comparatively rare. Students also made limited use of iterative prompting; follow-up interactions with ChatGPT were infrequent and typically focused on low-effort tasks rather than conceptual clarification or reasoning. Student reflections further revealed limited metacognitive engagement, with most teams describing changes descriptively rather than critically reflecting on learning or theory development. Instructor comments frequently reiterated conceptual issues identified by ChatGPT but left unaddressed by students, highlighting persistent gaps in feedback uptake. Overall, the findings illustrate both the affordances and limitations of AI-mediated formative feedback in computer-supported education. While generative AI effectively supports clarity, organisation, and presentation, deeper learning outcomes depend on students’ AI literacy, feedback literacy, and capacity for evaluative judgment and iterative engagement. The study highlights the need for explicit instructional scaffolding around prompt design and reflective use of AI to ensure that computer-supported feedback contributes to meaningful conceptual learning rather than surface-level revision.

Nr:	309
Title:	LoopScore: A New Form of Notation and Analysis of Loop-Based Musics
Authors:	Killian Grider
Abstract:	A central friction in the education and study of dance music comes from its highly repetitive structure poses unusual challenges for the standard, linear Western notation currently employed to transcribe it. In response to this glaring issue of music education and research, I am developing a notation system called “Loop Notation” that emphasizes looping material and borrows visual elements from digital audio workstations (DAWs) and touchpads in order to visualize and analyze highly repetitive music on its own terms. Even though my own research focuses on repetitive forms of American dance music, predominantly from disco to modern-day Electronic Dance Music (EDM), many other forms of underrepresented musics in the field of music theory, including the Blues and Hip-Hop, are loop-based and greatly benefit from “Loop Notation” as well. This system has evolved into the development of a free and easy-to-use application my collaborator and I call LoopScore, which brings “Loop Notation” to life. LoopScore will provide opportunities for scholars and educators of dance music to transcribe and analyze loop-based music using an intuitive visual language that centers the music’s creation via music production software. My presentation will include a tutorial on how to use the current version of LoopScore as well as completed scores of “High Life” by Daft Punk and “Sing” by Four Tet. I will also discuss future updates, which currently include playback and MIDI integration. I also will provide links to download the current private demo for attendees to explore during and after the live demonstration. I strongly encourage feedback that my team will directly incorporate into our planned public launch of LoopScore on May 30, 2026, at which point it will be available for everyone, be it in a personal or classroom setting. My system of “Loop Notation” builds on very few yet influential attempts at visualizing loop-based music within music theory scholarship. Specifically, I draw on Mark Butler’s Unlocking the Groove (2006), which combines what he calls “Sound Palettes” to notate the loops in a Western score in conjunction with a separate “Textural Graph” to track the incidence of each of these loops across the duration of the song. Luis-Manuel Garcia (2005) published a single “Interpretive Transcription” of “ethnick” (1994) by Plastikman and Hawtin that uses a similar visual language to Butler but places Western and loop-based notation on the same page. Neither scholar’s work has been successfully modernized into the present day, wherein online applications and in-color publishing are more accessible than ever. “Loop Notation” not only provides a new form of music analysis, it legitimizes underrepresented musics in academia. In turn, LoopScore allows for these musics’ increased academic engagement and facilitates their integration into the music classroom. This project unites theorist, student, and lay-listener alike as it provides them an intelligible, robust, and heretofore absent means of visualizing and analyzing loop-based music.

Area 3 - Learning/Teaching Methodologies and Assessment

Nr:	308
Title:	A Digital Educational Resource for Building Socio-Affective Competence of Empathy in Virtual Learning Environment
Authors:	Magali Teresinha Longhi, Patricia Alejandra Behar and Leticia Rocha Machado
Abstract:	This work presents REDEmpatia (DEREmpathy, in English), a digital educational resource designed for teachers, aimed at promoting Socio-Affective Competence of Empathy (SACE) in Virtual Learning Environments (VLE). Empathy is treated as a multidimensional competence, defined as the ability to identify what another person feels or thinks and respond appropriately, becoming a catalyst for other competencies such as resilience and engagement. Rogers' concept of "internal frame of reference" is highlighted, which warns against the simplistic definition of "putting oneself in another's shoes", emphasizing that the other's experience is unique and the empathic individual must maintain the "as if" condition. In the context of online education, empathy faces barriers such as the predominance of written communication and the lack of non-verbal cues, requiring specific indicators such as social presence and active listening. The resource construction is organized into five modules: Module I — Defining Empathy addresses the concept of empathy, distinguishing it from related terms, its dimensions (cognitive, social, and affective), and the Piagetian foundation of empathy construction in stages of knowledge development. Module II — Empathic Subject describes the dimensions of empathy and its interaction with the technological environment. Module III — Socio-Affective Competence of Empathy discusses the meaning of the term through the analysis of concepts related to affectivity and competence. Module IV — Socio-Affective Scenarios in VLE presents different scenarios that can be outlined from the affective and social profile of the student, identified through tools integrated into the VLE. Finally, Module V — Pedagogical Strategies lists suggestions for pedagogical actions for the main functionalities of the VLE, aiming to build SACE from the elements of knowledge, skill, and attitude. The modules are complemented by the Mideateca, Glossary, and User Guide. The resource evaluation involved 53 teachers in training, using a questionnaire with objective questions (Likert scale) and descriptive ones. The results indicated 82.18% full approval of the content, 82.19% didactic adequacy, and 64.37% satisfaction with usability. However, attention points were identified related to aesthetic adjustments, inclusion of a progress bar, and greater diversification of multimedia resources, to be incorporated into version 2. REDEmpatia contributes by systematizing knowledge on SACE, supporting educators, researchers, and policymakers in promoting personalized and socio-affective learning, also highlighting empathetic communication as an essential practice for strengthening inclusive bonds and interactions. By strengthening empathy in VLE, the resource prepares students for academic, professional, and personal challenges in a digital and interconnected society. SACE is understood as an essential competence for communication, collaboration, conflict reduction, inclusion, engagement, critical and ethical thinking. In turn, it is presented not only as an individual attribute but as a social construction that can be developed and strengthened through intentional pedagogical strategies in VLE. REDEmpatia is currently being translated into Spanish and English. Now is available at https://nuted.ufrgs.br/oa/REDEmpatia/, in Brazilian Portuguese, and will be deposited in open repositories, expanding its impact on teacher training and the quality of technology-mediated education.

Nr:	312
Title:	From Fetal Sonographic Planes to 3D Anatomy: An Interactive Unity-Based Application for Ultrasound Training
Authors:	Ana Gonzalez Aranda, Alicia Pose-Díez-de-la-Lastra, Javier Pascau González Garzón, Juan de León Luis and Mónica Sevilla García
Abstract:	Prenatal ultrasound screening relies on the acquisition and interpretation of standardized sonographic planes to assess correct fetal development and support the early detection of congenital abnormalities. In the second trimester, the ALEESCA framework proposes a sequential evaluation of nine axial views to obtain an integrated assessment of the extended fetal cardiovascular system [1]. However, understanding the spatial relationship between 2D sonographic sections and the underlying 3D fetal anatomy remains challenging, particularly in educational and training settings. This work presents an interactive application developed in Unity for the visualization of fetal sonographic planes directly over a 3D fetal anatomical model. The application implements the nine views described in ALEESCA and uses real ultrasound video sequences acquired at Hospital General Universitario Gregorio Marañón (HGUGM). Plane placement over the anatomical model was performed under the guidance of the head of the Department of Maternal-Fetal Medicine at HGUGM. The current version was designed for tablets and smartphones, enabling intuitive use in teaching and training contexts. The application was designed with a user-centered interface to facilitate intuitive exploration of the nine sonographic views. Each plane can be selected through a dedicated button, while an interactive slider allows users to adjust video transparency and reveal the underlying fetal anatomy. Additional controls enable the activation of color Doppler and anatomical labels highlighting the main structures visible in each view. From an educational perspective, color Doppler is particularly valuable for cardiovascular and vascular assessment, as it provides hemodynamic information that improves the visualization of anatomically challenging regions beyond conventional B-mode imaging alone. In addition, both the fetal model and the displayed planes can be freely rotated to enhance spatial understanding, while predefined frontal and superior views provide rapid orientation reset. The current application successfully integrates all nine sonographic planes into a single interactive environment and has undergone qualitative expert review to confirm anatomical consistency and plane correspondence. Future work will include evaluation in dedicated workshops to assess its usability and potential as training resource as well as the adaptation of the application to immersive virtual reality environments.

Nr:	307
Title:	A Computer-Based Assessment of Developmental Differences in Complex Problem Solving: Evidence from Students in Macao
Authors:	Hao Wu, Ngai Fong Cheong and Gyöngyvér Molnár
Abstract:	Complex problem solving is considered one of the most important thinking skills for students today. As new technologies (especially artificial intelligence) reshape society and create uncertainty about future careers, complex problem-solving skills are essential for students to address emerging challenges. This issue is particularly relevant in Macao, a Special Administrative Region of China, due to its small size and open social context. Macao students have shown outstanding performance in international large-scale assessments such as PISA; however, explicit CPS assessments have rarely been conducted to examine students’ CPS performance and development in Macao. One key challenge is the lack of a localized and computer-based measurement instrument. Although previous studies have developed and localized the CPS assessment instrument in the Chinese context (Wu & Molnár, 2018, 2021), substantial differences remain, as Macao’s language use and writing system differ from those of Mainland China. Therefore, this study aims to localize the computer-based CPS assessment instrument (MicroDYN approach) in the Macao context and examine differences in CPS performance between junior and senior secondary students to explore potential developmental trends across stages of secondary education. The study employed the MicroDYN approach using the eDia online assessment system, which comprised 16 interactive items, including 8 items for the knowledge acquisition phase (KAC) and 8 items for the knowledge application phase (KAP). The assessment was localized into Traditional Chinese for text presentation and Cantonese for audio instructions. A pilot study was conducted in December 2025 in a Macao high school with junior secondary students (n = 24). The results indicated good reliability (Cronbach’s alpha = .84) and a smooth assessment process, supporting the effectiveness of the localisation. A follow-up study was conducted in January 2026 with 175 participants (108 junior secondary and 67 senior secondary students). The assessment showed consistently good reliability (Cronbach’s alpha = .88), including for the sub-phases (KAC: .86; KAP: .75). Independent-samples t-tests showed that senior secondary students outperformed junior secondary students in overall problem solving (t = 2.51, p < .05, d = .39; junior: M = 36.40%, SD = 26.06%; senior: M = 46.92%, SD = 28.32%) and in the knowledge application phase (t = 2.83, p < .01, d = .44; junior: M = 28.70%, SD = 24.66%; senior: M = 39.93%, SD = 26.85%). No significant difference (t=1.90, p>.05) was found between junior and senior secondary students in the knowledge acquisition phase (junior: M = 44.10%, SD = 32.63%; senior: M = 53.92%, SD = 34.35%). The findings indicate that CPS differences between junior and senior secondary students in Macao are mainly evident in the knowledge application phase, suggesting a potential increase in students’ ability to apply knowledge across secondary education stages. The study demonstrates the feasibility of a computer-based CPS assessment system in a localized context and highlights its potential for data-driven evaluation of students’ higher-order thinking skills.

Nr:	311
Title:	Investigating Students’ Perceptions of HCI Relevance to Employability and Graduate Skills: A Study of a New Software Engineering Module
Authors:	Ban Adil Naji Aljassani and Julian Brooks
Abstract:	Computing curricula routinely include Human-Computer Interaction, yet there is limited empirical evidence of how students perceive HCI knowledge as relevant to their employability and professional development. If students cannot recognise or articulate the competencies they are acquiring, both their career readiness and the curriculum’s intended outcomes are undermined. This study addresses that gap directly. A qualitative study was conducted to investigate how Level 2 computer science students perceive the relevance of HCI to their graduate skills and future careers. The study is situated within a newly designed Software Engineering module (Level 2, 40 credits), delivered for the first time in 2025–26 at a large UK research-intensive university. The module’s HCI block comprises six weeks of teaching with learning outcomes mapped to ACM CS2023 HCI knowledge areas, WCAG 2.2 AA accessibility embedded throughout, a server-first web stack, a range of guest lectures, and peer-piloted usability testing. First delivery revealed a misalignment between the teaching team’s assessment of the HCI block’s value and students’ engagement with it. This study responds to that misalignment not as a quality assurance exercise but as an ongoing opportunity for pedagogic investigation. The core data collection instrument is a student survey consisting of four open-ended reflective questions. These questions are designed to explore how students see HCI knowledge fitting into their careers; skills they developed unexpectedly; recommendations for module improvement; and instances of applying HCI knowledge in unanticipated contexts. Responses of 100– 250 words per question provide a focused qualitative dataset. Responses are analysed using Template Analysis, a structured thematic approach in which an a priori coding template is developed iteratively from the data. This method surfaces challenges and terminological inconsistencies — particularly relevant when investigating how students articulate competencies they may possess but struggle to name. Emerging patterns are synthesised using Wardley Mapping, positioning HCI knowledge along axes of visibility and evolution relative to students’ career development. This framework, developed through a fellowship on graduate skills recognition, previously identified a ‘tacit competency awareness gap’: students developing dispositions they cannot name or articulate. The present study tests whether this pattern equally holds specifically for HCI. Participants include students from the delivering institution and from a partner university in South Africa who participated in part of the module’s components. Where feasible, a subset will participate in follow-up qualitative interviews to deepen the survey findings. The study is anticipated to yield actionable findings for subsequent iterations of the module’s delivery, contribute to understanding of how computing students conceptualise HCI’s professional value, and demonstrate a reusable methodology for investigating skills perception in computing education.