CSEDU 2025 Abstracts

Area 1 - Artificial Intelligence in Education
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Area 2 - Information Technologies Supporting Learning
Full Papers Short Papers
Area 3 - Learning/Teaching Methodologies and Assessment
Full Papers Short Papers
Area 4 - Social Context and Learning Environments
Full Papers Short Papers
Area 5 - Ubiquitous Learning
Full Papers

Area 1 - Artificial Intelligence in Education

Full Papers
Paper Nr: 17
Title:

GENIE Learn: Human-Centered Generative AI-Enhanced Smart Learning Environments
Authors:

Carlos Delgado Kloos, Juan I. Asensio-Pérez, Davinia Hernández-Leo, Pedro Manuel Moreno-Marcos, Miguel L. Bote-Lorenzo, Patricia Santos, Carlos Alario-Hoyos, Yannis Dimitriadis and Bernardo Tabuenca
Abstract: This paper presents the basis of the GENIE Learn project, a coordinated three-year research project funded by the Spanish Research Agency. The main goal of GENIE Learn is to improve Smart Learning Environments (SLEs) for Hybrid Learning (HL) support by integrating Generative Artificial Intelligence (GenAI) tools in a way that is aligned with the preferences and values of human stakeholders. This article focuses on analyzing the problems of this research context, as well as the affordances that GenAI can bring to solve these problems, but considering also the risks and challenges associated with the use of GenAI in education. The paper also details the objectives, methodology, and work plan, and expected contributions of the project in this context.
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Paper Nr: 44
Title:

GenAI as a Learning Assistant, an Empirical Study in Higher Education
Authors:

Lukas Spirgi and Sabine Seufert
Abstract: This empirical study investigates the use of Generative Artificial Intelligence (GenAI) as a learning assistant in higher education and explores the impact of AI literacy on its frequency of use. Based on theoretical models of cognitive and metacognitive learning strategies, the study analyzes how students use GenAI to support these learning processes. Several usage scenarios were developed to explore how GenAI can be used as a learning assistant for cognitive and metacognitive learning strategies. The results show that GenAI is predominantly used to support cognitive learning strategies, such as explaining complex concepts and summarizing texts, while its use to support metacognitive learning strategies, such as self-regulation and learning planning, is less frequent. The study is based on an online survey of 266 students from the University of St.Gallen. Using the AI literacy model of Ng, four dimensions of AI competence (affective, behavioral, cognitive, and ethical) are measured, with the behavioral dimension identified as a significant predictor of GenAI usage for learning activities. Developing targeted programs to promote practical AI literacy is considered necessary to facilitate the integration of GenAI into learning processes and realize its potential more fully.
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Paper Nr: 47
Title:

Professional Development for Teachers in AI Literacy Education: Teaching Machine Learning to Senior Primary and Junior Secondary Students
Authors:

Yin Yang and Siu Cheung Kong
Abstract: This paper presents a study focused on equipping in-service teachers’ skills of delivering courses on teaching machine learning concepts to senior primary and junior secondary school students. The pedagogical design of this study was based on the neuroscience-informed Attention-Engagement-Error-feedback-Reflection (AEER) framework. This study involved 36 in-service teachers from Hong Kong primary and secondary schools. We developed a model supported by Workshops, Discussions, and Resources (WDR) within the framework of Technological Pedagogical Content Knowledge (TPACK) to design the teacher professional development program. Data collection included pre- and post-tests on AI concepts, as well as pre- and post-questionnaires on using robots to teach machine learning on their TPACK, teachers’ written feedback on the professional development. The findings suggest that the integration of using robots to teach machine learning and guided by a transdisciplinary pedagogical design AEER motivated teachers to teach AI literacy in senior primary and junior secondary schools. Furthermore, the workshops notably improved teachers’ perceptions of their TPACK abilities. The implications for the professional development on equipping teachers for AI literacy education are summarised.
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Paper Nr: 58
Title:

L(V)LMs Compromising the Integrity of in-Person Exams: An Evaluation Utilizing Smart Glasses and Computer Vision
Authors:

Rupert Urbanski and Ralf Peters
Abstract: This article assesses the threat of LVLMs and smart glasses that interface with them towards the integrity of in-person exams proposes and utilizes a new specifically developed benchmark based on standardized exam questions. While performance decreases under image degradation are being demonstrated, it still highlights the high accuracy of publicly available models when answering exam questions, even under less-than-optimal conditions, which showcases the need for researching more robust exams. Additionally, approaches to developing benchmarks whose performance translates better to real-life scenarios are being demonstrated, along with quantifying expected performance detriments when moving from synthetic benchmarks under ideal conditions to similar practical applications.
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Paper Nr: 83
Title:

Audits for Trust: An Auditability Framework for AI-Based Learning Analytics Systems
Authors:

Linda Fernsel, Yannick Kalff and Katharina Simbeck
Abstract: Audits contribute to the trustworthiness of Learning Analytics (LA) systems that integrate Artificial Intelligence (AI) and may be legally required in the future. We argue that the efficacy of an audit depends on the auditability of the audited system. Therefore, systems need to be designed with auditability in mind. We present a framework for assessing the auditability of AI-integrating systems in education that consists of three parts: (1) verifiable claims about the validity, utility and ethics of the system, (2) evidence on subjects (data, models, or the system) in different types (documentation, raw sources and logs) to back or refute claims, (3) means to validate evidence such as technical APIs, monitoring tools, or explainable AI principles must be accessible to auditors. We apply the framework to assess the auditability of the Learning Management System Moodle, which supports an AI-integrating dropout prediction system. Moodle’s auditability is limited by incomplete documentation, insufficient monitoring capabilities, and a lack of available test data.
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Paper Nr: 93
Title:

Artificial Intelligence in Higher Education: A Decade of Research Insights Through Bibliometric Analysis
Authors:

F. Sehkar Fayda-Kinik
Abstract: This study aims to examine the key research characteristics of artificial intelligence (AI) in higher education (HE), identify major collaborative networks, and highlight the main AI research trends and topics over the past decade. Adopted as a bibliometric analysis on AI research in HE between 2014 and 2024, the relevant literature was retrieved from the Web of Science (WOS) in November 2024. After the publications obtained from initial screening (n=37,545) on the WOS were eliminated based on the application of the predetermined inclusion/exclusion criteria, 2,195 eligible documents were analyzed for their main characteristics, collaborative networks, research trends and topics on VOSviewer. According to the results, a significant upward trend has been found with a particular acceleration in both publications and citations since 2014. Collaboration trends clarified distinct clusters of research activity, with Europe, English-speaking countries, and Latin America forming strong intra- and inter-regional networks. Keyword clustering analysis further demonstrated research priorities, with core areas such as AI concepts, data analytics, and educational strategies whereas topics like academic ethics, security, and robotics are still emerging in the field.
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Paper Nr: 98
Title:

Sparse Binary Representation Learning for Knowledge Tracing
Authors:

Yahya Badran and Christine Preisach
Abstract: Knowledge tracing (KT) models aim to predict students’ future performance based on their historical interactions. Most existing KT models rely exclusively on human-defined knowledge concepts (KCs) associated with exercises. As a result, the effectiveness of these models is highly dependent on the quality and completeness of the predefined KCs. Human errors in labeling and the cost of covering all potential underlying KCs can limit model performance. In this paper, we propose a KT model, Sparse Binary Representation KT (SBRKT), that generates new KC labels, referred to as auxiliary KCs, which can augment the predefined KCs to address the limitations of relying solely on human-defined KCs. These are learned through a binary vector representation, where each bit indicates the presence (one) or absence (zero) of an auxiliary KC. The resulting discrete representation allows these auxiliary KCs to be utilized in training any KT model that incorporates KCs. Unlike pre-trained dense embeddings, which are limited to models designed to accept such vectors, our discrete representations are compatible with both classical models, such as Bayesian Knowledge Tracing (BKT), and modern deep learning approaches. To generate this discrete representation, SBRKT employs a binariza-tion method that learns a sparse representation, fully trainable via stochastic gradient descent. Additionally, SBRKT incorporates a recurrent neural network (RNN) to capture temporal dynamics and predict future student responses by effectively combining the auxiliary and predefined KCs. Experimental results demonstrate that SBRKT outperforms the tested baselines on several datasets and achieves competitive performance on others. Furthermore, incorporating the learned auxiliary KCs consistently enhances the performance of BKT across all tested datasets.
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Paper Nr: 99
Title:

Addressing Label Leakage in Knowledge Tracing Models
Authors:

Yahya Badran and Christine Preisach
Abstract: Knowledge Tracing (KT) is concerned with predicting students’ future performance on learning items in intelligent tutoring systems. Learning items are tagged with skill labels called knowledge concepts (KCs). Many KT models expand the sequence of item-student interactions into KC-student interactions by replacing learning items with their constituting KCs. This approach addresses the issue of sparse item-student interactions and minimises the number of model parameters. However, we identified a label leakage problem with this approach. The model’s ability to learn correlations between KCs belonging to the same item can result in the leakage of ground truth labels, which leads to decreased performance, particularly on datasets with a high number of KCs per item. In this paper, we present methods to prevent label leakage in knowledge tracing (KT) models. Our model variants that utilize these methods consistently outperform their original counterparts. This further underscores the impact of label leakage on model performance. Additionally, these methods enhance the overall performance of KT models, with one model variant surpassing all tested baselines on different benchmarks. Notably, our methods are versatile and can be applied to a wide range of KT models.
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Paper Nr: 106
Title:

AI Tutor: Adaptive e-Learning System Using Expert Fuzzy Controllers
Authors:

Marcin Szczepański, Grzegorz Gapiński and Jacek Marciniak
Abstract: AI Tutor is an e-learning system that adapts content to each student’s unique learning style. Achieving this level of adaptability requires specialized methods, and the solution presented here employs concepts of information imprecision and fuzzy expert control. Within an e-learning course titled “Introduction to Machine Learning” in an Artificial Intelligence curriculum, three fuzzy controllers were specifically designed and implemented to adjust learning materials in real-time. This personalized approach highlights the strength of fuzzy controllers in e-learning, allowing the course to effectively respond to a wide range of learning preferences. By addressing the imprecision in how information is processed and understood, these controllers handle the variability and uncertainty inherent in individual learning styles. Ultimately, AI Tutor demonstrates the potential of fuzzy logic to enhance adaptive e-learning, creating a more tailored and effective learning experience for students with diverse needs.
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Paper Nr: 131
Title:

Evaluating the Potential of LLMs for Better Short Answer Scoring
Authors:

Aleksandar Todorov, Elisa Klunder and Julia Eva Belloni
Abstract: Automated Short Answer Grading (ASAG) has emerged as a promising tool for the challenge of assessing open student responses in an efficient and scalable manner as manual grading of such open short answers is labor-intensive and time-consuming. In this study, we present several ways of refining LLMs to fit the task of grading student short-answer responses robustly, fairly, and consistently, including a task-specific approach and a combined variant, being able to assess different tasks within the same model. In this regard, we explore two key questions: (1) Are transformer-based models suitable for short-answer grading? (2) Can a single transformer-based model effectively generalize across diverse tasks? The experimental results showed the significant potential of fine-tuned LLMs in ASAG. We further compared different fine-tuning strategies and the experimental results showed that full-fine-tuned models outperformed other fine-tuning approaches.
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Paper Nr: 145
Title:

PBL Meets AI: Innovating Assessment in Higher Education
Authors:

Blaženka Divjak, Barbi Svetec and Katarina Pažur Aničić
Abstract: Problem-based and project-based learning (PBL) is a creative, inquiry-based process, enriched by teamwork, implemented through a longer timespan, with considerable student workload. As the process is normally conducted with a high level of student autonomy, there is often no way of monitoring what resources students rely on. In this context, the rapid availability of generative AI can support not only innovation, but also unfair practices. In this article, we will present case study research on the use of AI in PBL summative assessment in higher education, based on six courses. We analyzed and compared six courses of different levels of study (undergraduate, graduate, postgraduate), in different areas/subjects (mathematics, IT, project management, education). In some courses, it was obligatory to use AI, while in others it was either optional or not foreseen. We analyzed assessment results, student surveys and teacher testimonials, using mixed-method research. Based on the research cases, we identified three possible models of integrating AI in PBL and provided recommendations.
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Paper Nr: 162
Title:

Enhancing Student Engagement and Learning Outcomes Through Multimodal Robotic Interactions: A Study of non-Verbal Sound Recognition and Touch-Based Responses
Authors:

Rezaul Tutul, Ilona Buchem and André Jakob
Abstract: This study examines the impact of multimodal robotic interactions on student engagement, motivation, and learning outcomes in an educational quiz-based setting using the Pepper robot. Two interaction modalities were compared: touch-based inputs (control group) and non-verbal sound-driven responses (experimental group), where students used coughing, laughing, whistling, and clapping to select answers. A novel quantitative metric was introduced to evaluate the effect of sound-driven interactions on engagement by analysing sound frequency, recognition accuracy, and response patterns. A between-subjects experiment with 40 undergraduate students enrolled in a C programming course was conducted. Motivation and engagement were assessed using the Intrinsic Motivation Inventory (IMI), while learning outcomes were measured through quiz performance (accuracy and response time). The results indicate that sound-driven interactions significantly improved quiz performance compared to touch-based inputs suggesting enhanced cognitive processing and active participation. However, no significant difference in motivation or engagement was observed between the groups (IMI subscale analysis, p > 0.05). These findings highlight the potential of sound-driven human-robot interactions to enhance learning experiences by activating alternative cognitive pathways.
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Paper Nr: 163
Title:

Toward Consistency in Writing Proficiency Assessment: Mitigating Classification Variability in Developmental Education
Authors:

Miguel Da Corte and Jorge Baptista
Abstract: This study investigates the adequacy of Machine Learning (ML)-based systems, specifically ACCUPLACER, compared to human rater classifications within U.S. Developmental Education. A corpus of 100 essays was assessed by human raters using 6 linguistic descriptors, with each essay receiving a skill-level classification. These classifications were compared to those automatically generated by ACCUPLACER. Disagreements among raters were analyzed and resolved, producing a gold standard used as a benchmark for modeling ACCUPLACER’S classification task. A comparison of skill levels assigned by ACCUPLACER and humans revealed a “weak” Pearson correlation (ρ = 0.22), indicating a significant misplacement rate and raising important pedagogical and institutional concerns. Several ML algorithms were tested to replicate ACCUPLACER’S classification approach. Using the Chi-square (χ2) method to rank the most predictive linguistic descriptors, Na¨ıve Bayes achieved 81.1% accuracy with the top-four ranked features. These findings emphasize the importance of refining descriptors and incorporating human input into the training of automated ML systems. Additionally, the gold standard developed for the 6 linguistic descriptors and overall skill levels can be used to (i) assess and classify students’ English (L1) writing proficiency more holistically and equitably; (ii) support future ML modeling tasks; and (iii) enhance both student outcomes and higher education efficiency.
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Paper Nr: 186
Title:

Future-Proofing Small Schools: Rethinking Education with AI
Authors:

Giuseppina Rita Jose Mangione, Francesca De Santis, Lydia Zampolini and Manuel Gentile
Abstract: This study investigates the transformative role of Artificial Intelligence (AI) in revitalising teaching practices in small and rural schools, addressing their unique challenges. Combining a systematic literature review and a participatory imagination lab (workshop) with Italian teachers, the research adopts a dual methodological approach. The review identifies key focus areas for action, emphasising how AI can address critical issues in “non-standard” educational contexts such as multigrade classrooms, teacher turnover, and geographical isolation. The imagination lab complements this by exploring how these challenges are recognised in the Italian context and what solutions are envisioned using technology cards. This participatory methodology enables the co-design of potential AI-driven strategies tailored to real-world scenarios. The study underscores the significance of small schools as unique laboratories for educational innovation, highlighting the replicability and scalability of this approach. Extending such methods to a broader network of small schools offers the potential to refine technological solutions, develop tailored intervention clusters, and foster evidence-based, scalable policies for equitable and resilient education in similar contexts worldwide.
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Paper Nr: 231
Title:

The Impact of Generative AI on IT Professionals’ Work Routines: A Systematic Literature Review
Authors:

Davi Maia, Joao Victor Pereira das Neves, Giovanni Veloso, Guilherme Guerra, Henrique Gomes, Liliane Carla Oliveira and Simone C. dos Santos
Abstract: The rapid evolution of Generative Artificial Intelligence (Generative AI) has had a profound impact on several industries, including Information Technology (IT). Generative AI is widely recognized for its ability to automate objective and routine tasks, such as code generation. AI tools, previously restricted to specialists, are increasingly accessible, expanding their use to a wide range of sectors, including the field of Information Technology (IT). Considering these impacts is crucial to prepare these professionals for maximize the potential of new tools in companies and face the challenges that arise with the automation of activities and processes, as well as with the changes in the skills required. Understanding this context, the present study's main motivation is to understand how generative AI is reshaping the IT profession, highlighting the opportunities and challenges that arise with the adoption of these technologies. This research used the Systematic Literature Review (SLR) in three stages. The analysis of 34 studies made it possible to find some interesting results. The main activities are code generation, code or script debugging and code documentation. The main tools are ChatGPT, GitHub Copilot and Tabnine. The main skills developed are prompt formulation, understanding AI, critical thinking and problem solving.
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Paper Nr: 238
Title:

Optimizing Retrieval-Augmented Generation of Medical Content for Spaced Repetition Learning
Authors:

Jeremi I. Kaczmarek, Jakub Pokrywka, Krzysztof Biedalak, Grzegorz Kurzyp and Łukasz Grzybowski
Abstract: Advances in Large Language Models revolutionized medical education by enabling scalable and efficient learning solutions. This paper presents a pipeline employing Retrieval-Augmented Generation (RAG) system to prepare comments generation for Poland’s State Specialization Examination (PES) based on verified resources. The system integrates these generated comments and source documents with a spaced repetition learning algorithm to enhance knowledge retention while minimizing cognitive overload. By employing a refined retrieval system, query rephraser, and an advanced reranker, our modified RAG solution promotes accuracy more than efficiency. Rigorous evaluation by medical annotators demonstrates improvements in key metrics such as document relevance, credibility, and logical coherence of generated content, proven by a series of experiments presented in the paper. This study highlights the potential of RAG systems to provide scalable, high-quality, and individualized educational resources, addressing non-English speaking users.
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Short Papers
Paper Nr: 20
Title:

Does ChatGPT-Permitted Assessments Help Students Generate Better Answers and Learn More?
Authors:

Michelle Lf Cheong and Jean Y-C. Chen
Abstract: We discuss our methodology and implementation of ChatGPT-permitted assessments for a university-level spreadsheets modelling module. Through our quantitative data analysis, our students rated ChatGPT’s answers to be incorrect on average and thus will not help them generate better answers directly, representing low “Perceived usefulness” (PU), while they rated ChatGPT 3.5 with relatively high “Perceived ease of use” (PE). They gave a good “Behavioural intention” (BI) rating indicating that they were motivated to use it in future as they could still learn more about this module by using ChatGPT 3.5. We found that both PU and PE affected BI positively, with PU being the stronger predictor, suggesting that developers should focus on improving ChatGPT’s accuracy to improve PU, which will in turn have a higher positive impact on BI. Through our qualitative analysis, our students indicated that they could learn positively from ChatGPT 3.5 in terms of getting an initial idea on how to approach the problem, providing a first cut solution, learning the execution steps for complex Excel functions, providing an active learning opportunity through identifying and correcting the mistakes, and gaining the awareness of not committing such mistakes in the future.
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Paper Nr: 39
Title:

On Unraveling Student Resilience and Academic Performance in Higher Education
Authors:

Aldy Gunawan, Ee-Peng Lim, Audrey Tedja Widjaja, William Tov, James Foo and Lieven Demeester
Abstract: The transition period from pre-tertiary to higher education levels is critical. We explore the role of resilience by conducting a survey to investigate students’ resilience and the relationship with overall academic performance, learning experience, and well-being. This effort is part of an initiative to develop strategies for better student engagement in the academic program, enhance their resilience, and prepare them for a competitive job market. We conclude that (i) high-resilience students are associated with better life satisfaction and are likely to perform well academically, (ii) a favorable learning environment supports students to study and perform well in the university, and (iii) academic program experience can contribute to students’ resilience. Additionally, we demonstrate that a grade prediction model, developed using students’ historical performance, resilience strength, learning experiences, and well-being, can accurately forecast their overall academic performance, with an average prediction error as low as one letter grade difference from the actual grades.
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Paper Nr: 43
Title:

How Proficient Is Generative AI in an Introductory Object-Oriented Programming Course?
Authors:

Marina Lepp and Joosep Kaimre
Abstract: In 2022, the release of ChatGPT marked a significant breakthrough in Artificial Intelligence (AI) chatbot usage, particularly impacting computer science education. AI chatbots can now generate code snippets, but their proficiency in solving various tasks remains debated. This study examines how well AI-based chatbots, including ChatGPT and Microsoft Copilot, perform in solving tasks in the "Object-Oriented Programming" course. Both tools were tested on multiple programming tasks and exam questions, with their results compared to those of students. Currently, ChatGPT-3.5 performs below the average student, while Copilot is on par. The chatbots performed better on introductory topics, though their performance varied as task difficulty increased. They also fared better on longer programming test tasks than on shorter exam tasks. A common error was failing to provide all possible solutions and misinterpreting implied requirements. Despite these challenges, both AI tools are capable of passing the course. These findings offer valuable insights for programming instructors by highlighting the strengths and weaknesses of AI chatbots, helping guide potential improvements in computer science education.
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Paper Nr: 51
Title:

BiLSTM-Attention-Delta: A Novel Framework for Predicting Dropout in MOOCs Within Big Data Environments
Authors:

Thu Nguyen, Hong-Tri Nguyen and Tu-Anh Nguyen-Hoang
Abstract: The high dropout rate on online education platforms like MOOCs is a significant challenge for modern education systems. This wastes resources and diminishes the course’s credibility, impacting educational goals and limiting learners’ personal development opportunities. Research on predicting dropout rates in MOOCs has achieved significant milestones, with effective predictive models and analysis of influencing factors to reduce dropout rates. However, challenges remain in ensuring data quality, safeguarding personal information, enhancing model interpretability, and addressing implementation difficulties, especially in the context of big data. This study focuses on analyzing big data to develop an AI-powered intelligent education system capable of monitoring and predicting student learning behavior to reduce dropout rates, while also personalizing the learning process and improving the learner’s experience. However, the process of extracting big data from MOOCs poses numerous challenges, including ensuring data quality, integrity, and the ability to handle diverse and massive data. Model interpretability and deployment are also complex, requiring rigorous technical solutions and data management to optimize learning quality and experience. To tackle data processing and deployment challenges, the study introduces the BiLSTM-Attention-Delta framework. This model improves dropout prediction by over 10% compared to baselines, optimizes training and prediction times, and leverages the Delta big data architecture (BDA) for effective deployment in MOOCs.
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Paper Nr: 66
Title:

From Text to Text Game: A Novel RAG Approach to Gamifying Anthropological Literature and Build Thick Games
Authors:

Michael Hoffmann, Jan Fillies, Silvio Peikert and Adrian Paschke
Abstract: This study introduces a novel approach to gamifying anthropological literature using Large Language Models (LLM), specifically GPT-3.5, to create text-based games. Traditional methods of gamifying specialized literature often require costly game design and programming expertise. The method proposed by the authors employs Retrieval Augmented Generation (RAG) to transform anthropological classics into interactive games, potentially expanding the audience for anthropological knowledge. To evaluate this prototype, the researchers developed a corpus of 50 university-level exam questions with human-annotated gold standard answers. Together with an expert in social anthropology, they compared RAG-generated responses to these questions against both the gold standard and non-RAG approaches using a self-designed metric called ATGE (Anthropological-Text-Game Evaluation), which assesses the general quality, ethnographic depth, and honesty of the answer. Results indicate that the RAG-based system outperforms a non-RAG approach in factual accuracy and retention of ethnographic details, though it remains inferior to human-annotated answers. This suggests that RAG-based gamification can create ’thick games’ with substantial ethnographic depth, offering a promising, cost-effective method for making anthropological insights more accessible in an educational setting while maintaining scholarly integrity.
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Paper Nr: 79
Title:

Prompting an LLM Chatbot to Role Play Conversational Situations for Language Practice
Authors:

Pablo Gervás, Carlos León, Mayuresh Kumar, Gonzalo Méndez and Susana Bautista
Abstract: Chatbots based on Large Language Models (LLMs) have demonstrated a remarkable ability to engage in conversations that are linguistically correct and make sense from a pragmatic point of view. A significant trait of their proven abilities is that, using verbal instructions provided as contributions to an ongoing conversation, they can be configured to provide specific content and/or modify the role that they play in the exchange. The present paper explores the feasibility of developing a framework of prompts designed with such an aim in mind. The prompting should ensure that the chatbot engages a language learner in an interaction where it proposes conversational situations of appropriate complexity, takes part in them playing the role of one of the participants, while monitoring the linguistic correctness of the contributions by the learner and providing feedback on their language performance both proactively and in response to learner requests. The paper reports on an experiment that tested this type of functionality students of Spanish as a second language at Aligarh Muslim University in India.
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Paper Nr: 94
Title:

Analyzing Student Use of Spacing and Interleaving Strategies in Interactions with GenAI-Powered Chatbots in Programming Courses
Authors:

Rodrigo Prestes Machado, Carlos Alario-Hoyos, Patricia Callejo, Iria Estévez-Ayres and Carlos Delgado Kloos
Abstract: This study aimed to analyze prompts of programming students with a chatbot powered by OpenAI’s GPT-3.5, enhanced with the Retrieval Augmented Generation (RAG) technique, within the context of a Java programming course. The focus was on students using two metacognitive strategies: interleaving and spacing. Student prompts were categorized into eight categories along with their respective study topics. Findings revealed that the categories and markers of spacing and interleaving were important in identifying study sessions with the chatbot. However, students showed limited intentional application of these learning strategies. These results highlight the need for more comprehensive guidance on leveraging AI tools to improve learning outcomes.
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Paper Nr: 158
Title:

Refining English Writing Proficiency Assessment and Placement in Developmental Education Using NLP Tools and Machine Learning
Authors:

Miguel Da Corte and Jorge Baptista
Abstract: This study investigates the enhancement of English writing proficiency assessment and placement for Developmental Education (DevEd) within U.S. colleges using Natural Language Processing (NLP) and Machine Learning (ML). Existing automated placement tools, such as ACCUPLACER, often lack transparency and struggle to identify nuanced linguistic features necessary for accurate skill-level classification. By integrating human-annotated linguistic features, this study aims to contribute to equitable and transparent placement systems that better address students’ academic needs, reducing misplacements and their associated costs. For this study, a 300-essay corpus was compiled and manually annotated with a refined set of 11 DevEd-specific (DES) features, alongside 328 linguistic features automatically extracted from CTAP and 106 via COH-METRIX. Supervised ML algorithms were used to compare ACCUPLACER-generated classifications with human ratings, assessing classification accuracy and identifying predictive features. This analysis revealed gaps in ACCUPLACER’s classification capabilities. Experimental results showed that models incorporating DES features improved classification accuracy, with Naïve Bayes (NB) and Support Vector Machine (SVM) achieving scores up to 80%. The refined features presented and methodology offer actionable insights for faculty and institutions, potentially contributing to more effective DevEd course placements and targeted instructional interventions.
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Paper Nr: 172
Title:

You Can't Detect Me! Using Prompt Engineering to Generate Undetectable Student Answers
Authors:

Marie Ernst, Fabian Rupp and Katharina Simbeck
Abstract: Large Language Models (LLMs) have created the opportunity for students to generate answers to assignments. While educators rely on detection tools to identify generated content, students can employ prompt engineering techniques to modify the style of generated outputs and decrease likelihood of detection. In this study, we analyze the impact of intentional AI obstruction through student prompt variation on detection rate using three different AI detection tools. In addition, the AI generated answers are analyzed with regards to their complexity and readability. We found that AI detection tools reliably identified AI generated text. However, prompts leading to intentional imperfections, varied sentence structures and a dynamic writing style were able to reduce recognition rates drastically. We also confirmed that undetected answer were indeed generated in a less elaborated style, commonly associated with younger learners.
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Paper Nr: 177
Title:

Use and Perception of Generative AI in Higher Education: Insights from the ERASMUS+ Project 'Teaching and Learning with Artificial Intelligence' (TaLAI)
Authors:

Susmita Rudra, Peter Weber, Tanja Tillmanns, Alfredo Salomão Filho, Emma Wiersma, Julia Dawitz, Dovile Dudenaite and Sally Reynolds
Abstract: The integration of Generative Artificial Intelligence (GenAI) in higher education offers transformative opportunities alongside significant challenges for both educators and students. This study, part of the ERASMUS+ project Teaching and Learning with Artificial Intelligence (TaLAI), aims to explore the familiarity, usage patterns, and perceptions of GenAI in academic settings. A survey of 152 students (mainly from Germany, Belgium, and the Netherlands) and 118 educators (81 professors, 37 trainers) reveals widespread GenAI use, with ChatGPT being the most common tool. Findings indicate both enthusiasm for GenAI’s potential benefits and concerns regarding ethical implications, academic integrity, and its impact on learning processes. While students and educators recognize GenAI’s ability to enhance learning and productivity, uncertainties persist regarding assessment practices and its potential short and long-term effects on various aspect such as decision making, creativity, and memory performance. The study also highlights gaps in institutional support and policy, emphasizing the need for clearer communication to ensure responsible AI adoption. This paper contributes to the ongoing discussions on GenAI in higher education and is aimed at educators, policymakers, and researchers concerned with its responsible use. By addressing students’ and educators' both perspectives and concerns, institutions and policymakers can develop well-informed strategies and guidelines that promote responsible and effective use of GenAI, ultimately enhancing the overall teaching and learning experience in academic environments.
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Paper Nr: 179
Title:

Stakeholder Responsibility for Building Trustworthy Learning Analytics in the AI-Era
Authors:

Barbi Svetec, Blaženka Divjak, Bart Rienties and Hanni Muukkonen
Abstract: This position paper builds on previous research publications and activities related to trustworthy learning analytics (LA) to provide an additional angle on the fundamental considerations for ensuring trustworthy LA. In our view, these considerations include strategic guidance and support, pedagogical soundness and human interaction, stakeholder engagement, data and AI literacy, ethics, data limitations and meaningful use of algorithms, as well as transparency of the whole process. In this paper, we discuss each of the considerations with respect to the roles and responsibilities of the key stakeholders in the LA systems: educational leaders, educators (especially teachers) and students.
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Paper Nr: 180
Title:

LLMs Take on the Bebras Challenge: How Do Machines Compare to Students?
Authors:

Germán Capdehourat, María Eugenia Curi and Víctor Koleszar
Abstract: Large language models (LLMs) have demonstrated remarkable capabilities across diverse domains. However, their performance in tasks involving logical reasoning and computational thinking continues to be an active area of research. This study analyzes the behaviour of state-of-the-art LLMs on tasks from Bebras Challenge, a test designed to promote computational thinking skills. We compare the outcomes of LLMs and primary and secondary school students from grades 3rd through 9th in Uruguay, who participated in the Bebras Challenge as part of the country’s Computational Thinking and Artificial Intelligence program. The results reveal that LLMs achieve an increasing performance as the model complexity increases, with the most advanced ones outperforming the average younger students' results. Our findings highlight both the promise and the current limitations of LLMs in tackling computational thinking challenges, providing valuable insights for their integration into educational contexts. In particular, the results suggest that LLMs could be used as a complementary tool to analyse the task's difficulty level, which could be very helpful to accelerate the time-consuming exchange and discussion process actually required to categorize the tasks.
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Paper Nr: 183
Title:

Evaluating a GPT-4 and Retrieval-Augmented Generation-Based Conversational Agent to Enhance Learning Experience in a MOOC
Authors:

Fatma Miladi, Valéry Psyché, Awa Diattara, Nour El Mawas and Daniel Lemire
Abstract: Massive Open Online Courses (MOOCs) face significant challenges due to low completion rates, primarily caused by insufficient personalized support for learners. To address this, we developed a pedagogical AI-powered conversational agent enhanced with Retrieval-Augmented Generation (RAG) to provide real-time, contextually relevant support. Our evaluation with 25 learners demonstrated a statistically significant knowledge gain in the experimental group compared to the control group. Additionally, the agent achieved a high System Usability Scale (SUS) score. These findings highlight the potential of AI technologies to enhance online learning environments and inform future research on their role as learning companions in distance education.
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Paper Nr: 187
Title:

Position Paper: Enhancing the Learning and Mastery of Academic Writing in the Serbian Language Through an AI Tool with Adaptive Scaffolding
Authors:

Teodor Sakal Francišković, Dušan Gajić, Nikola Luburić and Jelena Slivka
Abstract: Academic writing is a significant challenge for many learners striving for proficiency. Adaptive scaffolding techniques and AI tools in education have proven effective in addressing this challenge and supporting learners in improving their academic writing skills when used correctly. This position paper proposes combining adaptive scaffolding techniques with AI tools in a public university's final year academic writing course to enhance the learning experience and mastery of academic writing skills in Serbian. The proposed plan outlines the course structure and details how the AI-driven adaptive scaffolding techniques will be integrated to support the learning experience, focusing on summative and formative feedback from the AI tool. The proposed plan is a work in progress. It will be implemented in the next iteration of the course for evaluation, taking into account potential counter-arguments and their impact on the tool's development and the student's learning experience and outcomes. This study will analyse our plan's effectiveness in enhancing the learning experience and outcomes. The expected outcome is to assist students in their learning while contributing to the development of AI in education and the Serbian language.
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Paper Nr: 191
Title:

ADA-Gen: Iterative and Incremental Generation of Full-Stack Apps for Learning Agile/DevOps Software Development Practices
Authors:

Duong Nguyen Binh Ta
Abstract: To learn Agile/DevOps practices effectively, students need to apply them in an actual software development project. This is challenging if students are mostly from non-computing backgrounds and they do not have time in the curriculum to learn programming and related tools. Therefore, it is important to help students who do not possess programming foundations to develop fully functional software during the process of learning Agile/DevOps concepts. We noted that existing low-code/no-code app development platforms have not been designed to teach Agile/DevOps practices. On the other hand, recent AI-based tools for code generation such as GitHub Copilot have been built mainly for programmers. In this work, we designed and implemented ADA-Gen (Agile/DevOps App Generator), a teaching tool leveraging large language models (LLMs) to generate full-stack web apps following an iterative and incremental development methodology widely practiced in Agile/DevOps circles. ADA-Gen is integrated with Jira, one of the most popular platforms for software project management, so students can use it right away without much further setup. This approach allows non-computing students to experience the complete full-stack software development life cycle. We have conducted extensive evaluations of ADA-Gen using various realistic project scenarios. The evaluations demonstrated the capabilities of ADA-Gen in full-stack web app generation, and in providing plenty of learning opportunities for students to appreciate key Agile/DevOps practices.
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Paper Nr: 194
Title:

Regaining Control: Enabling Educators to Build Specialized AI Chat Bots with Retrieval Augmented Generation
Authors:

Barbara Pampel, Simon Martin and Ulrike Padó
Abstract: Conversational AI (chat) bots are powerful and helpful tools, but are not suited for the unrestricted use in many classrooms: They may hallucinate, easily veer from the topic of instruction, and are vulnerable to malicious prompting. Retrieval-augmented generation (RAG) is a technique that allows educators to constrain chat bots to a specific area of expertise, reducing hallucinations and vulnerability to mis-use. We are working on a low-code solution that enables tech-savvy educators to build such a RAG-based chat bot system themselves, thus retaining full control over the content and behavior of their bot. We present the first version of this system and promising initial feedback from educators and students on its suitability, reliability and flexibility.
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Paper Nr: 199
Title:

ReflexAI: Optimizing LLMs for Consistent and Constructive Feedback in Reflective Writing
Authors:

Anand Bhojan and Tan Li Xin
Abstract: Creative Media courses often require students to iteratively gather peer playtesting feedback, respond to it, and document their reflections. To streamline this process, iReflect, a web application, was developed in our previous work. Research indicates that high-quality reflective writing correlates with improved academic performance. To support this, iReflect leverages Large Language Models (LLMs) to provide automated feedback on students’ reflective writings. However, LLMs face challenges such as inconsistency and inaccuracies in feedback. This research explores methods to enhance the quality of LLM-generated feedback for reflective writing. Findings reveal that repeated queries and in-context learning enhance the consistency and accuracy of feedback scores. Additionally, integrating key elements of constructive feedback into the prompts enhances the overall effectiveness and utility of the feedback.
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Paper Nr: 207
Title:

iReflect: Enhancing Reflective Learning with LLMs: A Study on Automated Feedback in Project Based Courses
Authors:

Bhojan Anand and Quek Sze Long
Abstract: Reflective learning in education offers various benefits, including a deeper understanding of concepts, increased self-awareness, and higher-quality project work. However, integrating reflective learning into the syllabus presents challenges, such as the difficulty of grading and the manual effort required to provide in-dividualised feedback. In this paper, we explore the use of Large Language Models (LLMs) to automate formative feedback on student reflections. Our study is conducted in the CS4350 Game Development Project course, where students work in teams to develop a game through multiple milestone assessments over the semester. As part of the reflective learning process, students write reflections at the end of each milestone to prepare for the next. Students are given the option to use our automated feedback tool to improve their submissions. These reflections are graded by Teaching Assistants (TAs). We analyse the impact of the tool by comparing students’ initial reflection drafts with their final submissions and surveying them on their experience with automated feedback. In addition, we assess students’ perceptions of the usefulness of reflective writing in the game development process. Our findings indicate that students who revised their reflections after using the tool showed an improvement in their overall reflection scores, suggesting that automated feedback improves reflection quality. Furthermore, most of the students reported that reflective writing improved their learning experience, citing benefits such as increased self-awareness, better project and time management, and enhanced technical skills.
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Paper Nr: 210
Title:

Empowering Mathematics Educators: Integrating ChatGPT as a Tool for Innovative Teaching Practices
Authors:

Maria Lucia Bernardi, Roberto Capone and Mario Lepore
Abstract: This study investigates the potential of a customized ChatGPT model as a tool for enhancing mathematics teaching, specifically focusing on the concept of continuity for real-valued functions. Using the Knowledge for Teaching Mathematics with Technology (KTMT) framework as a theoretical basis, the research examines how personalized AI tools can improve task design, balance among mathematical representations, and the interplay between experimentation and justification. The experimentation involved in-service mathematics teachers who explored both a default and a customized ChatGPT model to create instructional resources. Qualitative analysis revealed that the customized model significantly improved the quality of resources, enabling the creation of diverse, representation-rich, and conceptually balanced tasks. Teachers reported that the personalized ChatGPT facilitated transitions between algebraic, graphical, and tabular representations, supported exploratory problem-solving, and provided opportunities for rigorous justification. The findings contribute to a deeper understanding of how AI-driven tools, when aligned with structured pedagogical frameworks, can support mathematics instruction and teacher development.
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Paper Nr: 212
Title:

Programmers Aren’t Obsolete yet: A Syllabus for Teaching CS Students to Responsibly Use Large Language Models for Code Generation
Authors:

Bruno Pereira Cipriano and Lúcio Studer Ferreira
Abstract: Large Language Models (LLMs) have emerged as powerful tools for automating code generation, offering immense potential to enhance programmer productivity. However, their non-deterministic nature and reliance on user input necessitate a robust understanding of programming fundamentals to ensure their responsible and effective use. In this paper, we argue that foundational computing skills remain crucial in the age of LLMs. We propose a syllabus focused on equipping computer science students to responsibly embrace LLMs as performance enhancement tools. This work contributes to the discussion on the why, when, and how of integrating LLMs into computing education, aiming to better prepare programmers to leverage these tools without compromising foundational software development principles.
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Paper Nr: 224
Title:

Investigating Flavors of RAG for Applications in College Chatbots
Authors:

Christian Sarmiento and Eitel J. M. Lauría
Abstract: Retrieval Augmented Generation (RAG) has become a growing area of interest in machine learning (ML) and large language models (LLM) for its ability to improve reasoning by grounding responses in relevant contexts. This study analyzes two RAG architectures, RAG’s original design and Corrective RAG. Through a detailed examination of these architectures, their components, and performance, this work underscores the need for robust metrics when assessing RAG architectures and highlights the importance of good quality context documents in building systems that can mitigate LLM limitations, providing valuable insight for academic institutions to design efficient and accurate question-answering systems tailored to institutional needs.
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Paper Nr: 229
Title:

Revolutionising Actuarial Science Education and Practice Using AI- Based Learning Systems: Bridging Skill Gaps and Enhancing Predictive Analytics for Emerging Markets
Authors:

Daniel Sanusi and James Uhomoibhi
Abstract: To fill skill gaps, improve predictive analytics, and revolutionise actuarial science education and practice, this study investigates the transformational potential of artificial intelligence (AI)-based learning systems. It emphasises how AI technologies, such as machine learning models and adaptive learning platforms, may be integrated to promote accessibility and inclusion while preparing professionals for the ever-changing demands of expanding markets. A qualitative research methodology was used, which included a thorough assessment of the literature and an examination of case studies from developing nations like Kenya and India. The study provided practical suggestions for integrating AI approaches into actuarial practices and curricula by synthesising topics including inclusion, predictive analytics, and skill development. The research demonstrates AI's potential to democratise actuarial education, optimise risk management strategies, and improve predictive analytics. AI-powered simulations and adaptive learning platforms improve learning results and lessen training inequities. Problems including algorithmic bias, data privacy issues, and the requirement for strong legal frameworks were noted, highlighting important factors for ethically integrating AI. This study offers unique insights into AI's capacity to reshape actuarial education and practice, particularly in emerging markets. Focusing on inclusivity and local talent development advances the conversation on leveraging AI to address global economic disparities. The findings provide actionable strategies for academia, policymakers, and industry leaders to sustainably integrate AI-driven tools into actuarial education and training. By expanding access to high-quality education and fostering local knowledge, AI can help close socioeconomic gaps and advance sustainable development in underserved places.
Paper Nr: 245
Title:

Teacher in the Loop: Customizing Educational Games Using Natural Language
Authors:

Nacir Bouali, Violetta Cavalli-Sforza and Markku Tukiainen
Abstract: Despite significant advances in educational technology and design methodologies, current educational games demonstrate a fundamental limitation: educators are unable to modify content after the games are deployed, limiting curriculum alignment and pedagogical customization. This paper introduces Imikathen-VR, a solution built upon a text-to-animation system, supporting K-1 and K-2 teachers to create minigames for their students to practice basic writing skills. Our implementation extends an existing animation pipeline by integrating a fine-tuned T5 model for sentence simplification, achieving 95% F1 BERT score and 76% ROUGE-L score in maintaining semantic and lexical fidelity. We improve visual reasoning by transforming the task of identifying missing visual details into a Masked Language Modeling problem. Preliminary results demonstrate the system’s effectiveness in generating curriculum-aligned VR exercises, though comprehensive classroom testing remains pending. This work advances the integration of customizable VR technology in early education, providing teachers with enhanced control over educational content.
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Paper Nr: 271
Title:

Integrating Automated and Humanistic Approaches: A Methodological Case Study of Teachers' Digital Professional Growth
Authors:

Corrado Matta, Susanna Nordmark, Kristina Holmberg, John Rack, Mattias Davidsson and Italo Masiello
Abstract: This paper presents a methodological case study on teachers' digital professional development, emphasizing the integration of automated and humanistic approaches. Drawing from a four-year pilot project led by the research group, we explore how three distinct analytical methodologies—manual discourse analysis, text mining, and large language model-assisted thematic analysis—were employed to examine teachers' discursive practices regarding digital learning materials. The study investigates how integrating these methodologies enhances our understanding of digital learning material-related discourses and their evolution over time. Key findings reveal two primary conceptualizations: digital learning materials as pedagogical/effectivization tools and as complementary to analogue resources. The integrated approach demonstrated advantages in mitigating methodological biases, improving reliability, and enabling a richer analysis of diverse data sources. This work contributes to the development of robust analytical frameworks for studying the intersection of technology and pedagogy in educational settings.
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Paper Nr: 33
Title:

"Give Me the Code": Log Analysis of First-Year CS Students' Interactions with GPT
Authors:

Pedro Alves and Bruno Pereira Cipriano
Abstract: The impact of Large Language Models (LLMs) in computer science (CS) education is expected to be profound. Students now have the power to generate code solutions for a wide array of programming assignments. For first-year students, this may be particularly problematic since the foundational skills are still in development and an over-reliance on generative AI tools can hinder their ability to grasp essential programming concepts. This paper analyzes the prompts used by 69 freshmen undergraduate students to solve a certain programming problem within a project assignment, without giving them prior prompt training. We also present the rules of the exercise that motivated the prompts, designed to foster critical thinking skills during the interaction. Despite using unsophisticated prompting techniques, our findings suggest that the majority of students successfully leveraged GPT, incorporating the suggested solutions into their projects. Additionally, half of the students demonstrated the ability to exercise judgment in selecting from multiple GPT-generated solutions, showcasing the development of their critical thinking skills in evaluating AI-generated code.
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Paper Nr: 63
Title:

"ChatGPT Is Here to Help, not to Replace Anybody": An Evaluation of Students' Opinions on Integrating ChatGPT in CS Courses
Authors:

Bruno Pereira Cipriano and Pedro Alves
Abstract: Large Language Models (LLMs) like OpenAI’s GPT are capable of producing code based on textual descriptions, with remarkable efficacy. Such technology will have profound implications for computing education, raising concerns about cheating, excessive dependence, and a decline in computational thinking skills, among others. There has been extensive research on how teachers should handle this challenge but it is also important to understand how students feel about this paradigm shift. In this research, 52 first-year CS students were surveyed in order to assess their views on technologies with code-generation capabilities, both from academic and professional perspectives. Our findings indicate that while students generally favor the academic use of GPT, they don’t over rely on it, only mildly asking for its help. Although most students benefit from GPT, some struggle to use it effectively, urging the need for specific GPT training. Opinions on GPT’s impact on their professional lives vary, but there is a consensus on its importance in academic practice.
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Paper Nr: 88
Title:

A Preliminary Study on the Use of Generative Artificial Intelligence to Enrich Dashboards
Authors:

Mikel Villamañe, Aitor Renobales-Irusta and Ainhoa Álvarez
Abstract: The use of dashboards to show information to teachers in educational environments is a widespread technique. However, teachers often have problems to understand the charts and therefore to take decisions based on the information shown. This is, often dashboards just show information and do not help teachers to interpret which problems do students have with the course and, consequently, dashboards do not assist teachers to provide adequate interventions. In this context, the aim of this work is to analyse whether the use of Generative artificial intelligence (GenAI) can help teachers understanding dashboards and decide in turn when to provide interventions and what kind of interventions could be the most beneficial for the students.
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Paper Nr: 142
Title:

A Pedagogical Framework to Teach Artificial Intelligence from an Uruguayan Experience
Authors:

María Eugenia Curi, Germán Capdehourat, Brian Lorenzo, Emiliano Pereiro and Víctor Koleszar
Abstract: This article presents a pedagogical framework for integrating Artificial Intelligence (AI) education into the school curricula in Uruguay. Its aim is the development of students' AI literacy, focusing on critical thinking, problem-solving, creativity, and collaboration. Emphasizing computational thinking, it prepares students for the digital era and addresses the ethical and social implications of AI. The framework poses three key questions: What is AI? How does it work? What can it do? From these questions, five dimensions are established to cover the fundamentals of AI: the main definition of AI, the representation of knowledge, machine learning, the computational approach and the ethical use and social impact involved. Additionally, the framework outlines key principles and a list of competencies to guide educators and educational leaders in creating an informed, responsible, and adaptive approach towards AI and its societal impact. This comprehensive guide is instrumental for educators to effectively incorporate AI concepts and develop AI skills in students.
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Paper Nr: 175
Title:

AI Principles in Practice with a Learning Engineering Framework
Authors:

Rachel Van Campenhout, Nick Brown and Benny Johnson
Abstract: With the explosion of generative AI, rapid innovation in educational technology can lead to extraordinary advances for teaching and learning—as well AI tools that are ineffective or even harmful to learning. AI should be used responsibly, yet defining responsible AI principles in an educational technology context and how to put those principles into practice is an evolving challenge. Broad AI principles such as transparency, accountability, and human oversight should be paired with education-specific values. In this paper, we discuss the development of AI principles and how to put those principles in practice using learning engineering as a framework, providing examples of the application of responsible AI principles in the context of developing AI-generated questions and feedback. Frameworks to support the rapid development of innovative technology—and the responsible use of AI—are necessary to ground learning tools’ efficacy and ensure their benefit for learners.
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Paper Nr: 197
Title:

AI-AFACT: Designing AI-Assisted Formative Assessment of Coding Tasks in Web Development Education
Authors:

Franz Knipp and Werner Winiwarter
Abstract: Large Language Models (LLMs) are finding their way into computer science education. In particular, their natural language capabilities allow them to be used for formative assessment of student work, with the goal of reducing teacher time. However, initial research shows that there are still weaknesses in their use. To overcome this, this paper presents a design for an assessment tool that combines an LLM with a human-in-the-loop approach to ensure high-quality feedback. The proposed system focuses on the assessment of student submissions in the field of web technologies, which can be evaluated in different ways, including the content of the submitted files and the graphical output. Therefore, the use of a multimodal LLM is being considered. The innovative approach of a continuous learning system could significantly improve the efficiency of the assessment process, benefiting both teachers and students.
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Paper Nr: 234
Title:

Position Paper: Computer Supported Education vs. Education Supported Computing - On the Problem of Informed Decision Making of Appropriate Data Analytics Method
Authors:

Daniyal Kazempour, Christiane Attig, Peer Kröger, Muhammad Aammar Tufail, Daniela E. Winkler and Claudius Zelenka
Abstract: In the field of data-related analytics, the overwhelming number of available methods presents a challenge: Which method should actually be chosen for a given problem? In this position paper, we raise awareness of this issue and propose educational and computational concepts to address related challenges and possibilities. As a unique contribution, we include the perspectives of scientists from different domains which include biology, bioinformatics, and psychology on the problem of method selection, aiming to initiate future discussions and advancement.
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Area 2 - Information Technologies Supporting Learning

Full Papers
Paper Nr: 26
Title:

Generating Accessibility: Using AI to Improve Higher Education for the Visually Impaired
Authors:

Sophie Schauer, Katharina Simbeck and Leon Schüßler
Abstract: Visually impaired students face many obstacles in higher education, including access to adapted course material. While accessibility is a legal requirement in many countries, its implementation is linked to practical challenges for educators. In this paper, we discuss the adaptation of existing course materials for blind students in a case study and propose using generative Artificial Intelligence to facilitate the creation of accessible educational materials, contributing to a more inclusive learning environment. We introduce and evaluate the tool TRAIL to generate accessible textual descriptions of lecture slides.
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Paper Nr: 28
Title:

Student Views in AI Ethics and Social Impact
Authors:

Tudor-Dan Mihoc, Manuela-Andreea Petrescu and Emilia-Loredana Pop
Abstract: An investigation, from a gender perspective, of how students view the ethical implications and societal effects of artificial intelligence is conducted, examining concepts that could have a big influence on how artificial intelligence may be taught in the future. For this, we conducted a survey on a cohort of 230 second-year computer science students to reveal their opinions. The results revealed that AI, from the student’s perspective, will significantly impact daily life, particularly in areas such as medicine, education, or media. Men are more aware of potential changes in Computer Science, autonomous driving, image and video processing, and chatbot usage, while women mention more the impact on social media. Both men and women perceive potential threats in the same manner, with men more aware of war, AI-controlled drones, terrain recognition, and information war. Women seem to have a stronger tendency towards ethical considerations and helping others.
Paper Nr: 48
Title:

Evaluating a Teacher Development Course for Teaching STEM Activities with Introductory Internet of Things Concepts and AI Data Model Training Skills Using the TPACK Framework: Problem-Solving and Digital Creativity
Authors:

Siu Cheung Kong, Cora Ka Yuk Siu and Wing Kei Yeung
Abstract: We designed a 6-hour teacher development course aimed at enhancing teachers’ competency in teaching STEM activities. The course focused on teaching teachers how to develop learners’ problem-solving abilities and digital creativity using both introductory concepts of the Internet of Things (IoT) and artificial intelligence (AI) data model training skills in teaching STEM activities. This study evaluated the teachers’ competency in teaching STEM activities and the outcomes of their creative ideas in solving problems using what they had learned in this course. Two hundred and one teachers from 108 primary schools attended the course, of whom 191 responded to the pre- and post-course surveys on the TPACK framework, and 176 of them produced artefacts demonstrating their digital creativity. The paired t-test results indicated statistically significant improvement on all 17 TPACK items, with a large effect size (Cohen’s d = 1.213). In the digital creativity evaluation, 82.20% of the teachers demonstrated digital creativity and expressed their ideas in designing introductory IoT systems, and 72.77% of the teachers included AI components in their design. One future research direction is to evaluate primary students’ learning outcomes in STEM activities with these introductory concepts of IoT and AI data model training skills.
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Paper Nr: 52
Title:

An Online Integrated Development Environment for Automated Programming Assessment Systems
Authors:

Eduard Frankford, Daniel Crazzolara, Michael Vierhauser, Niklas Meißner, Stephan Krusche and Ruth Breu
Abstract: The increasing demand for programmers has led to a surge in participants in programming courses, making it increasingly challenging for instructors to assess student code manually. As a result, automated programming assessment systems (APASs) have been developed to streamline this process. These APASs support lecturers by managing and evaluating student programming exercises at scale. However, these tools often do not provide feature-rich online editors compared to their traditional integrated development environments (IDEs) counterparts. This absence of key features, such as syntax highlighting and autocompletion, can negatively impact the learning experience, as these tools are crucial for effective coding practice. To address this gap, this research contributes to the field of programming education by extracting and defining requirements for an online IDE in an educational context and presenting a prototypical implementation of an open-source solution for a scalable and secure online IDE. The usability of the new online IDE was assessed using the Technology Acceptance Model (TAM), gathering feedback from 27 first-year students through a structured survey. In addition to these qualitative insights, quantitative measures such as memory (RAM) usage were evaluated to determine the efficiency and scalability of the tool under varying usage conditions.
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Paper Nr: 62
Title:

The Integration of Digital Education Within an Ozobot Pilot Project: Austrian Teacher Perspectives and Practices
Authors:

Sara Hinterplattner, Eva Schmidthaler, Michaela Schwinghammer, Jakob S. Skogø and Corinna Hörmann
Abstract: This study explores the integration of STEM (Science, Technology, Engineering, and Mathematics) education in Austrian elementary and secondary schools, emphasizing teachers’ experiences and challenges in delivering STEM content. Through a survey combining questionnaires and interviews, the study highlights significant disparities in STEM equipment and resources among schools, limited STEM-specific teacher training, and varying degrees of STEM curriculum integration. Additionally, while some schools offer student-focused initiatives to foster interest in STEM, others face constraints due to lack of resources and support. In response, a unique pilot project in Steyr (Upper Austria) was developed to address these gaps by providing the educational robots Ozobots, alongside extensive teacher training. Supported by the local government, a major industry partner, and a university, this collaborative effort aims to build teacher competency, promote digital literacy, and encourage interdisciplinary STEM learning in schools. Initial results of the project indicate improved teacher confidence in delivering STEM content and increased student engagement through hands-on learning with Ozobots. This project serves as a model for Austrian education policy, aiming to position Steyr as a leader in Digital Education and offering a scalable framework for addressing STEM and digital education needs across the region.
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Paper Nr: 115
Title:

Can the Mighty Pen Be Mightier? Investigating the Role of Haptic Senses in Multimodal Immersive Learning Environments
Authors:

Bibeg Limbu and Irene-Angelica Chounta
Abstract: This study explores the role of motor activity and tactile perception in Multimodal Immersive Learning Environments (MILEs) within the context of handwriting. A 2x2 factorial experimental design was used to investigate the impact of the intensity of motor activity and the sensitivity of tactile perception on learning performance, measured as memory recall. Mental effort and perceived workload were monitored as the mediating variables. Participants (N=20) completed a handwriting task, that is, copying text displayed on a prompter using a tablet and a stylus. During the task, the participants used additional pressure to increase the intensity of the motor activity and/or wore gloves to reduce the sensitivity of tactile perception. Results indicate no significant effect of either manipulation on recall, mental effort, or perceived workload. This may suggest that integrating supplementary haptic feedback technologies in MILEs does not impose additional cognitive load or obstruct learning. The findings contribute to the design of MILEs by informing the effective integration of wearable sensors to support authentic practice for skill acquisition. The study can inform future research that explores the effects of haptic senses and their broader applications in other learning contexts, contributing to a deeper understanding of embodied learning and dual-coding theory.
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Paper Nr: 121
Title:

Practices, Challenges, and Training Needs of Faculty in Terms of Generative AI
Authors:

Britt Petjärv, Vitali Retsnoi, Anne Uukkivi, Monica Vilms, Elena Safiulina and Oksana Labanova
Abstract: This paper investigates the role of Generative AI (GenAI) tools in higher education at TTK University of Applied Sciences (TTK UAS), Estonia, the largest applied sciences university in Estonia providing higher education in engineering. Through a survey of 81 faculty members, it examines the use of GenAI in teaching, research, and administrative tasks, highlighting patterns of usage, perceived benefits, challenges, and training needs. The findings reveal that while GenAI is seen as a valuable asset in personalized learning and efficient task management, concerns about reliability, ethical implications, and workload dynamics persist. The study emphasizes the importance of targeted training to address these challenges and support the effective integration of GenAI tools in higher education.
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Paper Nr: 139
Title:

Redesigning Personal Learning Environments: Consolidation of Empirical Findings and Conceptual Research Against the Background of a National Educational Infrastructure
Authors:

Sönke Erdmann, Swathi Krishnaraja, Benja Wiencke and Ulrike Lucke
Abstract: Personal Learning Environments (PLE) are often associated with learning spaces that offer learners the ability to structure and self-regulate their learning processes. From a technical point of view, current learning spaces are often fragmented and do not comprise educational content, services, and tools within a shared learning space. In this paper, we present our findings from an empirical study conducted with (n=)32 samples of students, to identify the present needs for designing a networked digital learning space. Furthermore, we break down how we integrate and/or redesign existing educational services, technologies, and tools to align with the current demands. We enhance the discourse on the added values of functionalities for a national digital educational infrastructure by categorizing them according to the SAMR model. SAMR is an acronym for Substitution, Augmentation, Modification, and Redefinition. This categorization enables a more differentiated understanding of the components within a PLE and how they interact. Based on such an understanding, characteristics for an efficient e-learning infrastructure can be determined from the learner's perspective.
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Paper Nr: 155
Title:

Language Learning with VR: The Effects of Immersive Gamification on Student Motivation and Knowledge
Authors:

Klara Žnideršič, Nik Jan Špruk, Matija Marolt and Matevž Pesek
Abstract: The study explores the possibility of virtual reality (VR) games to support language learning, focusing on their impact on motivation and knowledge consolidation. We developed a VR game for language learning and investigated its effects on high school students. This immersive role-playing game enables students to experience language learning in a virtual environment. As they explore the digital world, interact with non-playable characters, and engage with objects, students reinforce their vocabulary through associative learning techniques. We conducted the experiment with first-year high school students who had no prior knowledge of German. The VR game showed a positive effect on traditional exam performance and language learning outcomes. Students’ scores in German language exams increased, suggesting that immersive and interactive learning can improve language skills. Participants also took part in focus groups in which they expressed satisfaction with the game and saw its potential as a complementary tool to reinforce traditional learning methods.
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Paper Nr: 213
Title:

Enhancing Learning with Physiological Measures: A Systematic Review of Applications in Neuroeducation
Authors:

Blaha Gregory Correia dos Santos Goussain, Roque Antônio de Moura, José Roberto Dale Luche, Herlandí de Souza Andrade and Messias Borges Silva
Abstract: This systematic review explores the integration of neuroscience and education, focusing on physiological monitoring technologies such as Electrodermal Activity (EDA), Heart Rate (HR), and Skin Temperature (ST). These metrics, facilitated by wearable devices and machine learning models, provide real-time insights into student engagement, emotional states, and academic performance. The analysis synthesizes findings from recent studies, highlighting the transformative potential of physiological measures in creating adaptive, student-centered learning environments. The review examines the use of physiological monitoring in education for stress assessment, motivation enhancement, and academic performance optimization, while also addressing challenges in reliability, ethics, and implementation. By identifying existing gaps, it proposes directions for future research to refine these tools and promote their widespread adoption in educational contexts. These advancements underscore the role of physiological insights in fostering emotional well-being and optimizing teaching practices, marking a significant step toward evidence-based, neuroeducation-informed strategies.
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Paper Nr: 241
Title:

Generative AI in Climate Change Communication and Education
Authors:

Dionísia Laranjeiro, Ana I. Lillebø and Helena Vieira
Abstract: Climate communication faces challenges such as scientific complexity, misinformation or lack of personal connection that make it difficult for the public to understand and act on climate change in an informed way. This study was conducted to ascertain whether Generative AI may facilitate public understanding and reduce barriers to climate communication. Questions were asked to ChatGPT, that provided clear and informative answers, synthesising key concepts, clarifying doubts and excluding misinformation. Some answers were too brief or general, requiring more information. As Generative AI depends upon open access information, academia has a key role in ensuring availability of accurate science-based and policy-relevant knowledge.
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Paper Nr: 243
Title:

Feasibility Study of the ADA Blocks Virtual Assistant by HCI Experts
Authors:

Ana Paula Juliana Perin, Deivid E. dos S. Silva and Natasha M. C. Valentim
Abstract: Block programming emerged as an alternative to textual programming education due to its complexity. In this context, the need to support teachers in selecting this type of tool was recognized. For this purpose, a virtual assistant named ADA Blocks was created and used. Therefore, this paper presents a feasibility study to evaluate the acceptance of ADA Blocks. Ten experts in Human-Computer Interaction (HCI) assessed this assistant. The study’s results revealed that most experts agreed on the ease of use and usefulness of the virtual assistant ADA Blocks, as well as concerns regarding its development in terms of accessibility. Some limitations were also identified, such as the inability to revisit a question when necessary.
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Paper Nr: 248
Title:

Training Telemedicine Robots: A Path Planning Optimization Method for Educational and Medical Application
Authors:

Artur Samojluk and Aleksandra Szpakowska
Abstract: In this paper, we present a Path Planning Optimization Method (PPOM) designed for educational telemedicine robots. Based on the mereological potential field algorithm, it integrates data preprocessing and optimization tools to enhance efficiency. Our method addresses navigation challenges in complex, tightly spaced medical environments while emphasizing its educational value. By incorporating data selection, cleaning, and transformation, PPOM enables efficient path planning in maze-like layouts with long, narrow corridors, mimicking real-world hospital wards and patients’ homes. This equips telemedicine robots to navigate local traps and tight spaces, providing a robust framework for training students and professionals in robot navigation and decision-making. Simulation results confirm PPOM’s high performance in complex environments. The algorithm ensures precise navigation and effective obstacle avoidance, making it ideal for telemedicine applications. Unlike classical methods that struggle with blocked nodes, PPOM selects sectors, minimizing obstructions and improving computational efficiency. This enhances route passability, optimization, and reliability in dynamic environments.
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Paper Nr: 249
Title:

Toward Automated UML Diagram Assessment: Comparing LLM-Generated Scores with Teaching Assistants
Authors:

Nacir Bouali, Marcus Gerhold, Tosif Ul Rehman and Faizan Ahmed
Abstract: This paper investigates the feasibility of using Large Language Models (LLMs) to automate the grading of Unified Modeling Language (UML) class diagrams in a software design course. Our method involves carefully designing case studies with constraints that guide students’ design choices, converting visual diagrams to textual descriptions, and leveraging LLMs’ natural language processing capabilities to evaluate submissions. We evaluated our approach using 92 student submissions, comparing grades assigned by three teaching assistants with those generated by three LLMs (Llama, GPT o1-mini, and Claude). Our results show that GPT o1-mini and Claude Sonnet achieved strong alignment with human graders, reaching correlation coefficients above 0.76 and Mean Absolute Errors below 4 points on a 40-point scale. The findings suggest that LLM-based grading can provide consistent, scalable assessment of UML diagrams while matching the grading quality of human assessors. This approach offers a promising solution for managing growing student numbers while ensuring fair and timely feedback.
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Short Papers
Paper Nr: 12
Title:

Hidden Markov Models to Capture Sequential Patterns of Valence-Arousal in High- and Low-Performing Collaborative Problem-Solving Groups
Authors:

Yaping Xu, Honghui Li, Weitong Guo, Tian Feng, Xiaonan Yin, Sen Bao and Lu Chen
Abstract: Emotion is an important factor affecting students' cognitive processing and learning outcomes. Accurately detecting the group members’ emotions in collaborative problem-solving environments is an important basis for judging their learning status and providing personalized support. However, current research mainly focuses on discrete emotions and lacks the identification and analysis of learning emotions from the perspective of dimensional emotions, which may lead to an oversimplified representation of students' emotions. Therefore, based on the circumplex model of affect, this study used multiple machine learning methods to predict students' affective valence and arousal from facial behavioural clues when they participated in online collaborative problem-solving activities. The results indicated that the random forest model performed best. In order to enhance the understanding of the temporal nature of group emotions and their relationship with CPS outcomes, we also applied hidden Markov models (HMMs) to reveal the differences in sequential patterns between high- and low-performing groups. It was found that the sequential patterns of affective valence-arousal in the two groups of students were quite different, and students in the high-performing groups were more likely to regulate their emotions and transition to appropriate states (such as states with positive valence or high arousal) to successfully solve problems. This study has important methodological significance for the automatic measurement and analysis of dimensional emotions.
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Paper Nr: 29
Title:

Using ChatGPT 3.5 to Reformulate Word Problems for State Exam in Mathematics
Authors:

Piret Luik, Carmen Keivabu and Kerli Orav-Puurand
Abstract: Although there are already studies on the use of large language models in education, the possibilities and potential of this are still not clear. Therefore, the purpose of this article is to find out whether ChatGPT is an effective tool for teachers in simplifying mathematical word problems, thereby improving students’ learning outcomes. The study was conducted with 26 students who solved four state exam textual problems that were worded more clearly for the students, and then the students solved these reformulated problems a week later. Besides the tests a questionnaire of yes-no questions was used to obtain students ratings on the tasks. All the tasks were assessed according to the criteria of the assessment manuals of the state exam in mathematics The main results of the study showed that the students had overall better results with the task tests reformulated using ChatGPT compared to the state exam tasks. Based on the ratings, the students found some tasks to be clearer in the state exam tasks, while other tasks were more understandable to them in the versions reformulated by ChatGPT. In conclusion, ChatGPT has the potential to support mathematics teaching, but its effective use requires careful wording of tasks.
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Paper Nr: 41
Title:

Emerging Technologies Acceptance Within the Romanian Educational System: A Case Study Using the UTAUT Model
Authors:

Corina Pop Sitar, Mara Hajdu Măcelaru and Petrică Pop
Abstract: Emerging Technologies (ETs) will play an important role in our society. Despite their crucial role, the multifaceted impact of technological innovation on society remains still under investigated. This study investigates the acceptance of Artificial Intelligence (AI) in the Romanian educational system through a survey of 187 educators, analyzed using the Unified Theory of Acceptance and Use of Technology (UTAUT) and partial least squares structural equation modeling (PLS-SEM) methods. The results reveal that Behavioral Intention strongly influences Use Behavior, driven by Performance Expectancy and Social Influence, while Effort Expectancy and Facilitating Conditions have minimal impact. Teachers are more likely to adopt AI if it improves job performance, engages students, or reduces workload. Positive attitudes are key factors, as intention strongly predicts adoption, and teachers prioritize the benefits of AI over ease of use.
Paper Nr: 45
Title:

The Virtual Computer Networks Lab: On the Design and Implementation of a Location Independent Networks Laboratory in Higher Education
Authors:

Christian Baun, Martin Kappes, Henry-Norbert Cocos, Malte Koch and Maurizio Petrozziello
Abstract: This paper describes a novel virtual platform for university teaching, which in particular allows the creation and use of complex IT infrastructures even for non-experts. Until now, complex network infrastructures in teaching have usually not been realizable virtually or physically with reasonable effort. However, they are essential to fundamental courses such as computer networks, distributed systems, or IT security. The platform described in this work enables a flexible and practical offer for lecturers, scientists, and students simultaneously by making complex IT infrastructures virtually available quickly and easily. It thus offers new possibilities for designing and utilizing virtual resources and is based exclusively on free software components. The project uses the hypervisor technology Proxmox Virtual Environment, which, together with the distributed storage solution CEPH as an object storage service, offers a virtualization platform for providing virtual resources. The successful use in computer science courses is demonstrated and evaluated. It is shown that the effort for setting up practical laboratories is signifficantly reduced by the virtual learning platform in contrast to the physical lab.
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Paper Nr: 46
Title:

Evaluating the Effect of Practice Quizzes on Exam Performance in an Advanced Software Testing Course
Authors:

Lindsey Nielsen, Sudipto Ghosh and Marcia Moraes
Abstract: .Self-testing is considered to be an effective educational practice for enhancing student performance and longterm retention. Various studies have investigated the impact of using practice quizzes with different levels of difficulty and varying detail in the provided feedback, but they tend to investigate these factors separately and in K-12 and lower division computer science courses as opposed to upper level courses. Our study shows that practice quizzes can significantly improve students’ exam grade in an advanced computer science course in software testing. We evaluate and gather student perceptions on two different systems, MILAGE LEARN+ and Canvas Learning Management System. Over the semester, students took five quizzes via MILAGE LEARN+ or Canvas, each with the option of beginner and intermediate difficulty levels. Students using MILAGE LEARN+ received detailed explanations for their selected answers, while Canvas quizzes only showed them which answers were correct (or incorrect). Students focusing on intermediate-level quizzes performed the best on exams, followed by those engaging with both levels and finally, those focusing on beginner-level quizzes. The practice quizzes improved student exam grades in the current semester compared to the previous semester which did not include practice quizzes. MILAGE LEARN+ received mixed reviews but was generally viewed positively. However, students preferred Canvas for future use.
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Paper Nr: 49
Title:

Blockchain Solutions for Scalable and Sustainable Education: Enhancing Credentialing and Resource Management
Authors:

Khoa Tan Vo, Thu-Thuy Ta, Hong-Tri Nguyen and Tu-Anh Nguyen-Hoang
Abstract: This study tackles these challenges by implementing a comprehensive optimization strategy encompassing smart contract code efficiency, layer-2 rollups for scalability, and off-chain storage to minimize on-chain data costs. A prototype DApp was developed and tested on Ganache and Sepolia testnets, demonstrating substantial improvements: deployment costs were reduced by 85%, transaction costs by 89%, batch transaction costs by up to 63%, and storage costs by 76%. These findings highlight the feasibility of creating a scalable, cost-effective blockchain framework for academic administration, addressing both technological and operational barriers to adoption.
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Paper Nr: 53
Title:

Learning to Program: Mapping Errors and Misconceptions of Python Novices to Support the Design of Intelligent Programming Tutors
Authors:

Lisa van der Heyden, Fatma Batur and Irene-Angelica Chounta
Abstract: Students often struggle with basic programming tasks after their first programming course. Adaptive tutoring systems can support students’ practice by generating tasks, providing feedback, and evaluating students’ progress in real-time. Here, we describe the first step for building such a system focusing on designing tasks that address common errors and misconceptions. To that end, we compiled a collection of Python tasks for novices. In particular, a) we identified errors occurring during introductory programming and mapped them to learning tasks; b) we conducted a survey to validate our mapping; c) we conducted semi-structured interviews with instructors to understand potential reasons for such errors and best practices for addressing them. Synthesizing our findings, we discuss the creation of a tasks’ corpus to serve as a basis for adaptive tutors. This work contributes to the standardization and systematization of computing education and provides insights regarding the design of learning tasks tailored to addressing errors.
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Paper Nr: 57
Title:

Use of Search Tools in Software Development: A Study of Microservice-Based Team Projects
Authors:

Yi Meng Lau, Christian Michael Koh and Lingxiao Jiang
Abstract: Universities are increasingly integrating real-world projects into software engineering curricula to prepare students for careers involving complex concepts like Microservices Architecture (MSA). Students frequently struggle with such concepts within limited class time and turn to various search tools and online resources for additional help. Search tools are also widely used in the software development industry. While search engines, like Google and Yahoo!, can provide quick solutions, they pose the risk of information overload. Large Language Models (LLMs) such as ChatGPT, offer the advantage of delivering more precise answers. Studies have shown that LLMs can comprehend codes, assist in system architectural design, and suggest solutions, potentially enhancing the learning experience for students. This study aims to determine how students make use of search tools for their team projects in a software development course that teaches MSA. It will also explore if search tools can enhance learning in team projects by facilitating collaborative, peer, and self-directed learning, and propose methods to address any limitations.
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Paper Nr: 67
Title:

Architecture for Gradually AI-Teamed Adaptation Rules in Learning Management Systems
Authors:

Niels Seidel
Abstract: Over the last two decades, there has been a substantial advance in developing adaptive learning environments. However, current adaptive learning environments often face limitations, such as tailoring to specific contexts or courses, relying on limited data sources, and focusing on single adaptation goals (e.g., knowledge level). These systems commonly use a single data mining approach and are often tested in isolated studies, restricting broader applicability. Integration with mainstream Learning Management Systems (LMS) also remains challenging, affecting accessibility and scalability in education systems. In this paper, we present a system architecture for authoring and executing adaptation rules to support adaptive learning within Moodle, a widely used LMS that focuses on enhancing self-regulated learning. Using AI methods like rule mining, clustering, reinforcement learning, and large language models can address some of the known disadvantages of rule-based systems. In addition, the support of the adaptation rules can be quantified and simulated using weekly user models from previous semesters. Leveraging an active distance learning course, our investigation reveals an AI-teamed process for identifying, defining, and validating adaptation rules, ensuring the harmonized execution of personalized SRL feedback.
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Paper Nr: 68
Title:

Game-Based Ergonomic Adaptation of User Interfaces for Online Learning Environments
Authors:

Niels Seidel
Abstract: The standardization of user interfaces makes it more difficult for people with physical or mental impairments to operate software and hardware. Incorrect inputs, longer reaction times, and slower operation are the price to be paid for the standardized appearance. The ability-based design approach considers users’ individual abilities and adapts the user interface accordingly. This paper presents a computer game to measure cognitive and motor skills, which will be used to adapt ergonomic parameters individually. The adaptation is based on key figures from the tap and pan inputs, summarized in user profiles. In a study with a heterogeneous group of 43 participants, apparent differences concerning the examined abilities could be diagnosed. A larger representation of control objects positively affected hit rate, hit accuracy, and reaction time. More considerable distances between control elements did not necessarily lead to a higher hit rate. Drag’n’drop interactions caused great difficulties for participants with shaky hands. In a case study, we demonstrate the implementation of an adaptive user interface for the Moodle online learning environment. The high individual deviations compared to the whole group underline the need for ergonomically adaptive graphical user interfaces.
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Paper Nr: 69
Title:

Dynamic Reading Comprehension Visualization in Digital Course Texts
Authors:

Dennis Menze, Niels Seidel and Slavisa Radovic
Abstract: Both reading textbooks and answering quizzes lead to better recall of learning content and better learning outcomes, especially when both forms are combined interactively. Nevertheless, existing solutions in learning management systems usually offer reading and quizzes separately. This work aims to improve this by measuring and visualizing students’ reading progress and reading comprehension based on their answers to automatically displayed questions about the text sections they have just read. In this paper, we present an adaptive system for supporting reading comprehension. A randomized trial with 57 students showed high engagement with both the reading material and embedded questions, demonstrating the technical feasibility of integrating comprehension support into digital course texts. Finally, possible extensions to improve adaptivity, interventions, automation, and measurement of reading comprehension are discussed.
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Paper Nr: 71
Title:

Exploring Cooperation and Competition in Computer Science Education: An Investigation Based on Game Theory
Authors:

Waldir Siqueira Moura, Edgar Delbem, Juliana Baptista dos Santos França and Angélica Fonseca da Silva Dias
Abstract: The study investigates the use of the game Overcooked as a pedagogical tool in primary education, focusing on cooperation and competition. The research, conducted throughout 2022, analyzed one semester as a baseline and another with pedagogical interventions. Four groups were studied: control (no interventions), game without instructions, game with teamwork guidance, and game without verbal communication. Questionnaires and qualitative/quantitative data assessed engagement, motivation, and cooperation. The interventions significantly improved performance, motivation, and skills such as teamwork and problem-solving, validating gamification as an educational resource.
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Paper Nr: 72
Title:

Using LMS Records to Track Student Performance: A Case of a Blended Course
Authors:

Marko Matus, Josipa Bađari and Igor Balaban
Abstract: This paper explores the use of Learning Management System (LMS) logs to analyse student performance in a blended course. The study aims to identify how LMS data can inform teaching strategies and intervention, focusing on which variables most influence students’ performances. The course was designed using Moodle, incorporating programmed learning, conditional activities, and assessments like quizzes, flash tests, and self-assessments. Data on students' activities, including access logs, quiz scores, and final grades, were collected and analysed. The results show that students with higher LMS activity, particularly those who completed more self-assessments and engaged consistently, tended to perform better. However, while self-assessment activities increased engagement, they had a weaker correlation with final grades compared to midterm exams and flash tests. A strong positive correlation was found between midterm exam performance and final grades, highlighting the importance of these assessments for course success. The study suggests that LMS logs can be a useful tool for teachers to monitor student behaviour and to implement timely interventions to support struggling students.
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Paper Nr: 74
Title:

The Impact of Live Polling Quizzes on Student Engagement and Performance in Computer Science Lectures: A Post-COVID19 Study
Authors:

Xingyu Zhao
Abstract: Before COVID19, live polling and real-time feedback tools gained popularity in higher education for enhancing student engagement, boosting attention, participation, and understanding of course materials. However, recent changes in learning behaviours due to the pandemic necessitate a reevaluation of these active learning technologies. In this context, our study focuses on the Computer Science (CS) domain, investigating the impact of Live Polling Quizzes (LPQs) in undergraduate CS lectures. These quizzes comprise fact-based, formally defined questions with clear answers, aiming to enhance engagement, learning outcomes, and overall perceptions of the course module. A survey was conducted among 70 undergraduate CS students, attending CS modules with and without LPQs. The results revealed that, while LPQs contribute to lecture attendance, additional factors likely play a larger role in attendance rates. Students generally find LPQs beneficial for understanding content, maintaining attention, and fostering motivation, but also viewing them as essential for re-establishing peer and instructor connections post-pandemic. Students prefer a balanced LPQ frequency and clear, accessible instructions, reflecting a reliance on digital tools and self-paced engagement habits developed during remote learning.
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Paper Nr: 82
Title:

Boosting Engagement and Academic Performance Through Gamification: Leveraging Student Profiles and Game Personas for Enhanced Learning
Authors:

Waldir Siqueira Moura, Edgar Delbem, Juliana Baptista dos Santos França and Angélica Fonseca da Silva Dias
Abstract: This study examines the integration of personalized gamification as a strategy to increase student engagement and academic performance, based on the analysis of behavioral profiles and game user personas. Using Detroit: Become Human as a tool to identify collaborative and competitive tendencies, the research aims to address the limitations of traditional methods, which often fail to engage students. The application of Game Theory, combined with the personalization of pedagogical interventions according to each student's profile, enabled the creation of more adapted and motivating approaches. The final results indicate a significant improvement in grades and student engagement levels, with 38.6% of students who were initially below average reaching or exceeding expected performance, along with a marked increase in interest in classroom participation. These findings reinforce the potential of gamified and personalized methodologies to transform the educational experience, adapting it to the individual traits and needs of students.
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Paper Nr: 90
Title:

How Artificial Intelligence Is Impacting on the STEM Education of Students with Disabilities: A Five Years Review
Authors:

Marina Buzzi, Giuditta Pieriboni and Barbara Leporini
Abstract: Artificial intelligence promises to revolutionize our life, bringing significant advances in any fields: health, education, work and leisure time. This paper analyzes the last 5-year literature concerning the use of AI for supporting people with disabilities in education. The aim is to investigate the current state of art of accessible applications in the STEM (Science, Technology, Engineering, Mathematics) field and understand if contents and tools are accessible for all, regardless of personal need and abilities. Personalization and adaptation emerge as fundamental factors when designing for people with disabilities. Privacy and ethics aspects often neglected are very relevant. The analysis suggests that the STEM field still suffers from accessibility gaps, and current tools need to evolve and be increased to be exploited by different disabilities and ensure the same opportunities for every student, engaging, motivating, and empowering them..
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Paper Nr: 92
Title:

On-Your Marks, Ready? Exploring the User Experience of a VR Application for Runners with Cognitive-Behavioral Influences
Authors:

Fernando Pedro Cardenas Hernandez, Jan Schneider, Daniele Di Mitri and Hendrik Drachsler
Abstract: Athletes need to train both physical and mental abilities to enhance performance. While technologies such as sensors and actuators have mainly focused on physical training, few solutions support mental training. Virtual reality (VR) technology and cognitive behavioral therapy (CBT) open new possibilities for developing applications targeting this type of training for athletes. We conducted a formative study to investigate the user experience of integrating CBT techniques into VR technology, focusing on two essential mental factors of running: strategy and motivation. To address these factors, we developed a CBT-influenced VR application. We tested the user experience of our VR application with 25 runners. The results revealed that runners had a positive and valuable experience with the VR application and its associated CBT elements. The perceived importance of race strategy was a key predictor of user experience assessments. This study suggests that VR solutions influenced by CBT are a plausible approach to developing suitable mental training tools in sports.
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Paper Nr: 97
Title:

Using Serious Art Games to Promote the Circulation of Ideas Embodied in Contemporary Aesthetics
Authors:

Yuliia Kovalenko, Ieva Gintere and Alvis Misjuns
Abstract: The study presents a prototype of the educational artistic virtual game CineGame Ukraine, designed to improve skills in film narration and storyboarding. The project aims to adapt a digital learning environment as a methodological model to deepen filmmakers’ visual cinematic thinking. The target audience for the project includes film and audiovisual students. The educational game will be used as a representation of the creative process for creating a cinematic narrative. However, the prototype is constructed as an open matrix for other content, as well. It is being used as a medium to teach trends of aesthetics today (glitch, noise, and others). The aim of the project is to develop digitization of cultural education and support serious art gaming based on research of contemporary culture. The empirical testing of the project is still ongoing and will be implemented following the studies of visitors’ experience in contemporary art museums that underline communication between the users.
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Paper Nr: 100
Title:

The Influence of Pro-Environmental Behavior Stages on e-Learning Platform Acceptance in Public Works
Authors:

Lisa Michanol and Jean-Christophe Sakdavong
Abstract: This study investigates the correlation between awareness of the importance of ecological transition and the acceptance of a digital platform providing educational resources for Public Works professionals. Using data from 42 users of the platform "tpdemain", the research examines the influence of an individual's stage in pro-environmental behavior change (as defined by the SSBC model) on their acceptance of the platform's resources. The study also explores the relationship between perceived organizational responsibility for ecological transition and social influence on platform adoption. While the level of individual awareness did not significantly influence platform acceptance, the individual's stage in pro-environmental behavior change did. The organizational dimension significantly impacted social influence, which in turn influenced the perceived acceptability of the platform's resources. These findings provide insights for further research on the intersection of pro-environmental behavior and technology acceptance in the context of Public Works.
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Paper Nr: 103
Title:

Auto-Grader Feedback Utilization and Its Impacts: An Observational Study Across Five Community Colleges
Authors:

Adam Zhang, Heather Burte, Jaromir Savelka, Christopher Bogart and Majd Sakr
Abstract: Automated grading systems, or auto-graders, have become ubiquitous in programming education, and the way they generate feedback has become increasingly automated as well. However, there is insufficient evidence regarding auto-grader feedback’s effectiveness in improving student learning outcomes, in a way that differentiates students who utilized the feedback and students who did not. In this study, we fill this critical gap. Specifically, we analyze students’ interactions with auto-graders in an introductory Python programming course, offered at five community colleges in the United States. Our results show that students checking the feedback more frequently tend to get higher scores from their programming assignments overall. Our results also show that a submission that follows a student checking the feedback tends to receive a higher score than a submission that follows a student ignoring the feedback. Our results provide evidence on auto-grader feedback’s effectiveness, encourage their increased utilization, and call for future work to continue their evaluation in this age of automation.
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Paper Nr: 107
Title:

Enhancing User Onboarding in Virtual Reality Educational Applications: Evaluating the Effectiveness of Pre-Training User Onboarding Method
Authors:

Sam Sabah, Alexander Tillman, Jan Schneider and Hendrik Drachsler
Abstract: Virtual Reality (VR) offers immersive and engaging educational experiences, but students often face challenges when first interacting with these environments, making effective onboarding essential. This study evaluates the effectiveness of pre-training as a method for onboarding users in VR educational applications. We conducted a user evaluation survey with 36 participants, primarily university students, to assess their experiences with pre-training. The results indicate that while pre-training improves users’ ability to navigate and moderately enhances overall satisfaction, it is less effective in building user confidence. Participants showed a strong preference for interactive tutorials over static pre-training slides, suggesting that more engaging and interactive methods may better support user onboarding. These findings highlight the need for more dynamic onboarding approaches to improve user experience and learning outcomes in VR educational tools.
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Paper Nr: 116
Title:

Luciole: The Design Story of a Serious Game for Learning English Created for (and with) Children
Authors:

Anne-Laure Guinet, Audrey Serna, Léo Vanbervliet, Emilie Magnat, Marie-Pierre Jouannaud, Coralie Payre-Ficout and Mathieu Loiseau
Abstract: In France, elementary school curriculum mandates 54 hours of foreign language instruction for pupils, typically English. However, many teachers feel linguistically insecure. Addressing this, we propose Luciole, a serious game designed to introduce 6 to 8-year-olds to English. Focused on oral comprehension, Luciole allows for autonomous use, facilitating differentiated activities. Luciole was developed through an iterative and inclusive series of design-development-user test-feedback analysis-redesign. Throughout this process, various methods were employed, including participatory workshops with children in the context of real classroom sessions. This article, through the description of the various design stages and successive prototypes, seeks to clarify a number of more general design issues related to serious learning games intended for use in the classroom, by pupils new to English, independently, and under the supervision of their teacher, who may be unfamiliar with the use of digital tools for learning.
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Paper Nr: 118
Title:

A Systematic Literature Review of Adaptive Collaborative Systems Based on Dashboards
Authors:

Kaouther Soltani, Nadia Hocine and Karim Sehaba
Abstract: Collaborative learning plays an important role in improving individuals’ critical 21st century skills including teamwork, creativity, and critical thinking. Research studies in computer-supported collaborative learning relied on multiple technologies and analytics methods to analyze team members’ interaction with the learning system. They generally seek to assess and support collaborative learning and aid instructors to orchestrate the classroom in co-located collaboration group settings. To enhance awareness among students and teachers about collaboration, learning systems often offer dashboards with visual presentations of educational data and collaborative work progress. Despite the growing research interest on adapting the systems for collaborative learning support, only a few studies investigated how dashboards can be adapted to improve students’ learning and collaboration skills. This paper systematically reviewed research studies on adaptive learning systems based on dashboards, following the PRISMA protocol. The objective is to examine the role of dashboards in customizing learning systems and enhancing collaborative learning and teaching. This could pave the way for research opportunities in designing and developing future adaptive dashboards that foster collaborative learning.
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Paper Nr: 124
Title:

Understanding the Lecturers’ Perception About a Programming Learning Prototype
Authors:

Geraldo Carlos Nhadumbuque, Anabela Gomes and Maria José Marcelino
Abstract: The problem of programming learning is a universal phenomenon, which poses enormous challenges in the initial phase of learning, with countless reports of difficulties and poor performance among students, which has often resulted in dropouts. In order to minimize this problem, a prototype was created for initial programming learning inspired by the Mozambican reality, using a visual and storytelling approach, incorporating culturally relevant narratives and interactive elements that reflect students' daily context. In this qualitative case study work we intend to understand the lecturers' perception regarding the usefulness of the current prototype and the possible adjustments necessary to fit well the Mozambican reality, serving as a tool to support initial programming learning. In the data collection process, semi-structured interviews were conducted with 7 lecturers from two Mozambican Universities. The content analysis technique was applied for data analysis. The results show a positive perception of lecturers regarding the usefulness, clarity and level of organization of the prototype's content as a learning tool for initial programming learning.
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Paper Nr: 130
Title:

A Project-Based Learning (PjBL) Approach to Improve Motivation in Postgraduate Students in Project Management
Authors:

Sergio Zabala-Vargas and María Jaimes-Quintanilla
Abstract: This research reviews Project Based Learning (PjBL) as a learning methodology used to improve motivation and engagement. This article describes the training experience in a postgraduate programme on project management (e-learning mode), particularly in research training courses. The students of the programme found these research courses very theoretical, unattractive and with little application for their professional performance, generating a low level of engagement. This pedagogical proposal uses the PjBl as a route to generate intervention proposals in real contexts, based on research proposals centred on the use of technologies in project management. The course addressed was Research Process II. Eight activities were created as part of the didactic strategy. A qualitative research route was used, using a focus group with 157 participants in total. The main category of interest was motivation, within the framework of Keller's ARCS (Attention, Relevance, Confidence and Satisfaction) model. A significant contribution of the pedagogical strategy on motivation was verified, with a significant relationship between collaboration and motivation. In conclusion, Project Based Learning can be used to strengthen postgraduate educational processes in project management.
Paper Nr: 135
Title:

Designing Actionable and Interpretable Analytics Indicators for Improving Feedback in AI-Based Systems
Authors:

Esther Félix, Elaine De Oliveira, Ilmara M. M. Ramos, Mar Perez-Sanagustin, Esteban Villalobos, Isabel Hilliger, Rafael Ferreira Mello and Julien Broisin
Abstract: In AI-based educational systems, transparency and understandability are particularly important to ensure reliable human-AI interaction. This paper contributes to the ongoing research on developing analytics for AI-based educational systems by delivering feedback throughout indicators that learners can easily interpret and act upon during their studies. Specifically, this paper introduces a mixed methods study that examines the types of indicators that ought to be incorporated into the feedback offered by an AI-based system designed to help students develop competencies in programming. Building upon prior work in Human-Centered Design, the card sorting technique was used to collect both qualitative and quantitative data from 31 Computer Science students. We created 16 cards that presented students with different indicators to explain the reasoning behind the system’s decisions and feedback. These indicators were displayed in different formats (visual and textual representations; temporal vs. non-temporal and social vs. non-social reference frames). Our goal was to discover the most interpretable and actionable method for delivering feedback to learners. Our study found low consensus among students. Overall, students found indicators based on social comparison to be less actionable and interpretable compared to those without; and textual indicators were perceived as less actionable and interpretable than visual ones.
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Paper Nr: 136
Title:

Would I Use It? A Study with Experts Exploring Game Design Storytelling as a Facilitating Process for Creating Educational Gamification
Authors:

João Bernardo, Fernanda Pires, Sheila Reinehr, Marcela Pessoa and Tayana Conte
Abstract: Educational gamification can improve student engagement, motivation, or performance; however, educators face challenges in aligning game elements with learning objectives. This article presents the Game Design Storytelling (GDS) process, developed to assist professors in creating gamified lessons that integrate game elements with learning objectives. The process uses a narrative structure as a guide for developing the elements, aiming to increase student engagement and motivation. A two-stage study was conducted to evaluate the ease of use of the process. In the first stage, education experts participated in focus group sessions to provide feedback on the process. Based on this feedback, an improved version of the process was developed. In the second stage, this new version was evaluated by more experts, who provided positive feedback on the implemented improvements. The results indicate that experts felt more inclined to use the new version of the process, with some expressing a desire to use the gamification generated in this study.
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Paper Nr: 144
Title:

Moodle2EventLog: A Tool for Pedagogically-Driven Log Enrichment and Analysis
Authors:

Noura Joudieh, Wil M. P. van der Aalst, Ronan Champagnat, Mourad Rabah and Samuel Nowakowski
Abstract: Learning Management Systems like Moodle generate detailed logs from student interactions, offering significant potential for learning analytics and educational process mining. However, raw logs capture interaction-based actions rather than actual learning processes, limiting their pedagogical relevance. To address this, we developed Moodle2EventLog, a tool that automates the cleaning, preprocessing, and semantic enrichment of Moodle logs. The tool operates in two modules: the first cleans and structures logs by generating event logs with key elements (case IDs, activities, timestamps), and the second enriches them by grouping low-level events into context-aware sub-processes and maps them to ”Semantic Activities” based on Bloom’s Taxonomy. We tested Moodle2EventLog on logs from 65 Computer Science courses at Frederick University (471 students) from 2018–2022, and one course from La Rochelle University (36 students) in 2023, which serves as the use case in this paper. The enriched logs enabled deeper pedagogical analysis, such as identifying learning phase frequencies, studying specific activities and resource usage, and extracting semantically informed learner profiles linked to performance. Evaluation and instructor feedback validated the tool’s effectiveness, demonstrating its ability to transform raw logs into pedagogically rich data, enabling the discovery of learning paths and providing insights unattainable with original Moodle logs.
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Paper Nr: 146
Title:

AI Literacy and Attitudes Towards AI in Design Education: A Comparative Study of Communication and Architectural Design Students
Authors:

Sophie Schauer, Katharina Simbeck and Niels Pinkwart
Abstract: Generative artificial intelligence (AI) has expanded its role in design processes, making it essential for design students to develop the skills needed to navigate AI’s opportunities while also critically reflecting on its risks. We used a two-part quantitative and qualitative survey to understand the attitudes of communication and architectural design students towards AI and assess their AI literacy. Students expressed positive and negative viewpoints on AI and rated their AI literacy skills as moderate. We find that design students are very aware of AI’s potential for enhancing productivity and acknowledge downsides such as decreased creativity, job losses, and copyright concerns. They identified the competency gaps in the use of specific AI technologies and ethical considerations. We therefore argue for the structured integration of AI competencies in design curricula.
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Paper Nr: 148
Title:

KanjiCompass: An Etymology-Driven Adaptive Kanji Learning Tool
Authors:

Sigrid L. Klinger and Sven Strickroth
Abstract: Learning Kanji is a complex and critical component of Japanese language acquisition, requiring learners to understand its semantics, morphology, and phonology. Traditional rote memorization methods often overlook Kanji’s etymological and structural nuances, limiting their effectiveness. This paper presents an etymology-driven, adaptive Kanji learning tool designed to visualize Kanji relationships, reduce cognitive load, and enhance learner engagement. The tool features interactive graph visualizations, personalized learning recommendations, and integration with Anki flashcards for explorative, self-regulated learning (SRL). The tool was evaluated for its usability and adaptivity in a field study with 19 participants. Overall, the tool’s usability was well-received, with the detailed Kanji graph and Anki integration being commended for their clarity and ease of use. Personalized learning recommendations were particularly valued for providing adaptive and targeted learning paths. However, the macro-level perspective provided by the overall graph was found overwhelming by some users. Results also indicate that learning goal motivation strongly influenced engagement, with motivated users benefiting more from the tool’s adaptive features. Key contributions include methods for visualizing interconnected knowledge, recommendations for personalized learning paths, and supporting tools for encoding and retrieval stages.
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Paper Nr: 154
Title:

Eudaily: Supporting University Students in Daily Eudaimonic Reflection Using the Reflective Play Framework
Authors:

Julian Marvin Joers and Ernesto William De Luca
Abstract: Since introducing “slow technology” and “reflective informatics” in human-computer interaction (HCI) research, developing prototypes for eudaimonic activities (such as learning and critical thinking) has gained attention. With ’eudaily’, students are encouraged to reflect on philosophical ideas playfully. Using the framework of reflective play, a database of 22,216 perspectives across 1,507 philosophical ideas, and a measure for reflective activities in interaction with technology, this prototype was designed and evaluated by 21 students in an initial use case. Five practical implications to support reflection in HCI can be derived: (1) creating positive disruption is a design template for disruptions and (2) diversity of perspectives can serve as a design blueprint for positive disruption. Furthermore, (3) the importance of enabling the customization of the reflective process and (4) creating a balance between instruction and exploration have been identified. Finally, (5) users demand a variety of self-expression mechanisms during the interaction.
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Paper Nr: 156
Title:

Citizen Science and Democracy: Participation with a Purpose
Authors:

Eileen Scanlon and Christothea Herodotou
Abstract: In this paper we discuss the changing role of citizen science in research, teaching, and learning. This change is being brought about by the development of a wider perspective on the potential purposes of participation in citizen science both for scientists and for members of the public. In this paper we review frameworks for participation, discuss benefits of participation and consider whether we can use new models of citizen science to democratise research. Citizen science is best understood as a democratic endeavour. The more opportunities for learning, the more people benefit, the more challenging the task for educators, the more varied the media and tools developed to support this purpose. Educators have extended the range of opportunities for learning to include not just formal settings, but informal ones. This position paper discusses the development of tools to support the connections between formal and informal learning settings and in particular the potential of tools to support citizen science, as a vehicle for learning both about science and about the conduct of research.
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Paper Nr: 157
Title:

Saving Writing Classes from Extinction: ChatGPT as Part of the Teaching Pedagogy
Authors:

Alexandra Jeikner
Abstract: The advent of generative AI (GenAI) tools such as ChatGPT in late 2022 shook the academic world to its core. Educators feared that students would rely on such tools instead of engaging in critical thinking and that objective assessment of writing and thinking skills would become impossible. Several educational institutions passed strict academic policies that labelled the usage of such tools forms of plagiarism. However, an increasing body of literature demonstrates that as long as specific parameters are considered, it is the educators’ responsibility to include GenAI tools in the teaching process, using them to promote both critical writing skills and AI-literacy skills. This manuscript presents activities that involve low to moderate ChatGPT-use, where the students retain a leading role, and assessments rubrics that evaluate both critical writing and engagement with AI. It is a position paper which bases its evidence on existing literature, not experimental results, since the activities have not been yet tested owing to departmental restrictions regarding all use of GenAI tools.
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Paper Nr: 159
Title:

Collaborative Synchronous Hybrid Learning Environments: Opportunities and Audio/Acoustic Quality Challenges
Authors:

Héloïse Tudela, Mathieu Serrurier, Nader Mechergui, Yannick Brudieux and Mériem Jaïdane
Abstract: This exploratory study focuses on both pedagogical and technological challenges to anticipate teachers' needs for information technologies that support a collaborative synchronous hybrid learning environment. This is based on the OECD's PISA assessment mentioning a decline in students’ academic performances, especially in problem-solving skills and collaboration, and the growing interest for digital tools dedicated to the learning environment. Our survey confirmed both the teachers' interest in specific innovative pedagogical scenarios, made possible by collaborative synchronous hybrid learning environments, and their concern about audio quality problems, already encountered in classic distance learning situations. This survey is supported by an "in lab" protocol which explores the technical challenges of audio and acoustic quality associated with two multi-group scenarios in comparison with the classic scenario. We identified that interfering speech issued from several speakers who are relatively close to each other and sometimes mobile in the classroom are creating drastic intelligibility issues that are always more acute for the distant person. The survey revealed that this form of hybrid learning could lead to specific learning difficulties and fatigue for both students and teachers, which could be objectively assessed.
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Paper Nr: 171
Title:

AI Wanderlust: A Roadmap to Integrating GenAI Tools in the Classroom Fostering Critical AI Literacy
Authors:

Lisa Kuka, Corinna Hörmann, Marina Unterweger and Barbara Sabitzer
Abstract: Embarking on an innovative educational journey, this paper delves into the dynamic integration of Generative AI (GenAI) tools into high school education centering around the implementation of a practical project, ”AI Wanderlust.” This project goes beyond imparting technical skills; it should serve as a catalyst for instilling a reflective mindset in students. The core task involves students creating an immersive virtual travel experience using GenAI-generated content, aiming to foster creativity, critical thinking, and AI literacy. The overarching objective is to explore the ethical implications associated with GenAI integration within an educational context. Aligned with a roadmap for lesson design to foster critical AI Literacy, this project seeks to develop essential skills crucial in the ever-evolving landscape of AI in education. By extending beyond technical proficiency, the project emphasizes teacher-guided ethical reflection. This combination of hands-on engagement and mentorship ensures that students not only learn to use GenAI tools effectively but also develop a nuanced understanding of the ethical considerations inherent in the field. In essence, the project and its associated roadmap represent a proactive approach to propel high school education into the era of Generative AI. The aim is to cultivate students not merely as users but as informed, critical thinkers equipped with the skills and ethical awareness needed to navigate the multifaceted landscape of GenAI responsibly and thoughtfully in the broader context of Artificial Intelligence education.
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Paper Nr: 184
Title:

Integrating Systems Thinking into Software Engineering Education: A Teaching Experience
Authors:

Rodrigo Correa, Márcia Lima and Tayana Conte
Abstract: Context: The rapid evolution of software engineering in response to the complex demands of the modern digital society has led to increased pressure on developers to adapt quickly. However, a pragmatic approach often overlooks the deeper theoretical foundations, which can result in inefficient software development practices. Systems Thinking (ST), particularly through Critical Systems Heuristics (CSH), offers a reflective and holistic approach to address these challenges, especially in the software requirements elicitation phase. Goal: This research aims to relate an experience of introducing Systems Thinking to undergraduate students using Critical Systems Heuristics as a support tool in a requirement elicitation process. Method: A mixed-methods educational experience was conducted with 36 undergraduate software engineering students. The students applied the CSH framework during an assignment on software requirements elicitation. The effectiveness of CSH was assessed through both quantitative measures (number and categorization of elicited requirements) and qualitative feedback (students’ perceptions and reflections). At the end of the project, we collected the students’ reflections about the application experience to gather students’ feedback Results: The application of CSH led to the elicitation of 372 total requirements, of which 25 were derived using the CSH framework. Students reported a positive impact on their overall understanding of the system but also highlighted challenges related to the complexity and time-consuming nature of the framework. Conclusion: The study demonstrates that the CSH framework can be a valuable tool in software requirements elicitation, aiding in the understanding the problem’s context and in the confirmation of requirements. While students acknowledged its benefits, they also recognized its limitations, suggesting that further refinement is needed for practical use. This experience contributes to the integration of Systems Thinking in software engineering education and offers insights into its potential and challenges.
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Paper Nr: 195
Title:

A Collaborative Vocabulary Notebook as a Complementary Tool to Language Courses at the University Level
Authors:

Mathieu Loiseau, Émilie Magnat, Sébastien Dubreil, Enzo Simonnet and Élise Lavoué
Abstract: While essential to second language learning, vocabulary learning is a complex and time-consuming task. It rarely takes place explicitly in classrooms and, consequently, learners are often expected to carry out this activity autonomously. Many tools targeting vocabulary learning exist, but they are frequently conceptualized as stand alone products, leaving little room for integration within institutional curricula and collaboration between learners. In this paper, we present a shared vocabulary notebook tool to enhance vocabulary learning in and outside the classroom. This tool was designed according to an iterative and participatory process to integrate both learners’ and teachers’ needs. In 2024, we conducted a 6-week study in 4 classes of French L2 learners at Carnegie Mellon University. We explored both learners’ and teachers’ uses and perceptions of the tool. We cross-checked interaction traces to qualitative outputs (i.e., focus groups carried out with the learners and interviews involving participating teachers). We present results regarding the integration of the tool in teaching and learning practices, the expectations and apprehensions linked to the collaborative and social dimensions, and the limitations of a stand-alone vocabulary notebook tool. Our findings have broader implications for the community as regards the design of tools to support vocabulary learning.
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Paper Nr: 208
Title:

Narrative-Based Interactive Learning for Scam Prevention: Rich Within Reach
Authors:

Weile Tu, Bryan Zl Lim, Victor Wd Ong, Juay Hee Tan, Ashe Xy Lee, Peisen Xu and Anand Bhojan
Abstract: This paper introduces Rich Within Reach, a narrative-driven, decision-based, educational game designed to improve scam identification skills using realistic and interactive scenarios. The game leverages engaging narratives and gameplay mechanics to help players identify phishing, scareware, and invoice scams in email and SMS contexts. Analyzing player performance metrics, the study uncovers improved abilities in scam detection, particularly for phishing emails, while highlighting persistent challenges in SMS-based scam identification, especially for invoice scams. These findings underscore the potential of targeted, gamified interventions to strengthen digital literacy and fraud awareness. By integrating experiential learning principles, Rich Within Reach not only equips users with practical scam prevention skills, but also makes a case for the use of interactive learning to address modern cybersecurity challenges. The paper concludes with insights into the game’s design and implications for broader educational applications.
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Paper Nr: 216
Title:

Integrating Analog Games and Minecraft for Urban Greening Education: A Serious Game Approach for Elementary Students
Authors:

Ryohei Egusa, Yuuri Kimura and Hiroko Tsuji
Abstract: This study presents the development of a serious game that integrates an analog board game with Minecraft to enhance urban greening education for elementary school students. Urban greening plays a crucial role in sustainable urban development by contributing to environmental regulation, public well-being, and achieving Sustainable Development Goals (SDGs). However, environmental education in Japanese elementary schools remains limited due to the complexity of the topic and curriculum constraints. The proposed game features intuitive controls and real-time simulation, allowing students to learn about urban greening through interactive city-building activities. The game system uses a web camera to capture the placement of physical game pieces on a board, with TensorFlow processing the image to identify piece types and positions. This data is converted into NumPy array, corresponding to Minecraft’s world coordinates, and the city is constructed using predefined building information. A scoring system evaluates development levels and air pollution based on the types, quantities, and configurations of buildings. The game promotes collaborative problem-solving and active discussion among players, enhancing engagement with urban greening concepts. Future work involves refining the missions, scoring mechanisms, and conducting practical tests to evaluate the game’s educational effectiveness in fostering sustainable urban learning.
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Paper Nr: 251
Title:

Implementing European Digital Credentials in Non-Formal Education: A Prototype for the Digital Learning Campus
Authors:

Tina John and Pascal Hürten
Abstract: The Digital Learning Campus (DLC) provides an innovative educational environment that combines digital and physical learning opportunities. This paper presents a prototype for issuing European Digital Credentials (EDC) within the DLC framework, aligning with the Europass system to enhance the recognition of non-formal learning. The study explores the integration of Moodle Badges with EDCI standards, focusing on overcoming technical and organizational challenges. The implementation leverages Moodle's native badge functionalities and extends them with additional metadata to meet the European Learning Model (ELM) requirements. Findings indicate that the developed solution can securely issue digital credentials, ensuring their interoperability and recognition across Europe. Future work aims to refine the integration, improve user experience, and expand the scope of recognized competencies. This research contributes to the ongoing efforts of creating a robust digital credentialing ecosystem that supports lifelong learning and professional development.
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Paper Nr: 253
Title:

Model Quality and Student Satisfaction in BPMN Education: A Quasi-Experiment
Authors:

Matheus Ribeiro Brant Nobre, Jéssyka Vilela and Lucas Migge de Barros
Abstract: Context: Teaching Business Process Management Notation (BPMN) is challenging due to its complexity. Understanding how to improve BPMN education is crucial for technical accuracy and conceptual clarity. Objective: This study examines how individual and collaborative BPMN modeling impact model qual-ity—correctness and completeness—as well as students’ emotional experiences, including motivation, enjoyment, and relaxation. It also explores the influence of psychological profiles, based on the Keirsey typology, on these outcomes. Method: A quasi-experiment with 19 Information Systems students involved three BPMN modeling exercises of increasing complexity. Participants alternated between individual and collaborative modeling. Evaluations were based on BPMN quality criteria and emotional responses collected through Likert-scale questionnaires. Statistical analyses included Wilcoxon tests, Spearman correlations, and ANOVA. Results: There were no significant differences in correctness and completeness between approaches, though individual modeling slightly outperformed in technical metrics. Collaborative modeling increased enjoyment and relaxation without reducing technical performance, indicating a trade-off between emotional engagement and cognitive precision. Psychological profiles influenced outcomes, with Rationals achieving the highest quality models and Idealists the lowest. Conclusion: The study highlights the need to balance technical rigor and emotional engagement in BPMN education. Future research should explore long-term effects and collaborative tools to enhance BPMN training.
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Paper Nr: 77
Title:

A Young Researcher’s Dual Lens: A Twofold Autoethnographic Exploration of Generative AI in the Realms of Doing Research and Teaching Computer Science and Media Design Education
Authors:

Lisa Kuka, Corinna Hörmann and Barbara Sabitzer
Abstract: This research paper unfolds the narrative journey of a young researcher immersed in the world of generative artificial intelligence (GenAI) tools. This autoethnographic study explores a PhD candidate’s experiences in STE(A)M education by balancing teaching and research roles while integrating GenAI tools to streamline workflows, create teaching materials, and support educational processes. Findings reveal the transformative potential of AI in addressing challenges faced by educators and researchers, from time management to language barriers, while also emphasizing the importance of ethical considerations and ongoing professional development. Set in an Austrian university and vocational high school, the study examines AI’s transformative impact on teaching and research. Methodologically, the study adopts an autoethnographic framework, providing an immersive exploration of the challenges, benefits, and evolving experiences encountered while integrating GenAI-powered tools in academic endeavors. The findings underscore the transformative impact of GenAI on literature research, methodological planning, and the drafting process, shedding light on the potential of GenAI to support young researchers in STE(A)M fields. However, the study also reveals challenges, such as the risk of hallucination by AI tools and deskilling, prompting a call for a balanced integration of AI tools. The narrative concludes by discussing the implications for young researchers in the STE(A)M domain and the broader educational landscape. Emphasis is placed on the importance of continuous improvement and teacher training in the ever-evolving digital education landscape.
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Paper Nr: 85
Title:

Sustainable Development Goals in Computer Engineering: A Curriculum Integration
Authors:

Urtzi Markiegi and Iñigo Aldalur
Abstract: This contribution delves into the incorporation of Sustainable Development Goals (SDGs) into the Computer Engineering curriculum. The study addresses challenges associated with integrating SDGs as cross-cutting content in higher education. Employing a Problem-Based Learning approach, semester projects are aligned with SDGs, and their impact is systematically assessed. Key research questions guide the study, evaluating students’ knowledge, perceptions, and the alignment of projects with SDGs. The methodology integrates SDG-focused learning units within the existing Problem-Based Learning structure. New activities, including initial training, initial assessment, impact assessment, and SDG learning assessment, guide and evaluate students’ integration of SDGs. Results demonstrate successful implementation across three years of the Computer Engineering degree. The study involves a significant number of subjects, students, and teams, ensuring a comprehensive evaluation. A rubric assesses SDG impact, emphasizing justification and direct positive contributions to SDG objectives.
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Paper Nr: 112
Title:

A Deep Learning Approach for Automatic Detection of Learner Engagement in Educational Context
Authors:

Asma Ayari, Mariem Chaabouni and Henda Ben Ghezala
Abstract: The rise of online learning modalities, including fully online, hybrid, hy-flex, blended, synchronous, and asynchronous formats, has transformed educational landscapes. However, assessing learners' engagement in these environments, where direct teacher-student interaction is limited, poses a significant challenge for educators. In this context, Artificial Intelligence (AI) emerges as a transformative force within education, leveraging advanced algorithms and data analysis to personalize learning experiences and enhance teaching methodologies. The detection of engagement in educational settings is critical for evaluating the effectiveness of instructional strategies and fostering student participation. This study presents an approach to assess the learner’s engagement through detecting the facial emotions and classifying the level of engagement. This approach proposes a deep learning model specifically designed for automatic engagement detection in educational environments, employing a Convolutional Neural Network (CNN) approach. We introduce an optimized CNN model tailored for recognizing learner engagement through facial expressions in distance learning contexts. By integrating the foundational elements of traditional CNN architectures with the widely acclaimed VGG-16 model, our approach harnesses their strengths to achieve exceptional performance. Rigorous training, testing, and evaluation on an augmented dataset demonstrate the efficacy of our model, which significantly surpasses existing methodologies in engagement recognition tasks. Notably, our approach achieves an accuracy of 94.10% with a loss rate of 10.39%, underscoring its potential to enhance the assessment of learner engagement in online education.
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Paper Nr: 127
Title:

Co-Creational Drone Simulator for STEM Pedagogy: A Flipped Classroom Approach to Develop Engineering and Social Competence in Early Childhood Education
Authors:

Arthur Schuchter, Giovanni Petrarolo, Dominik Grießner and Arian Moradi
Abstract: This study explores the effectiveness of integrating inquiry-based and gamified learning approaches in a flipped classroom environment to enhance problem-solving capabilities, social competence, and real-world application of engineering and programming concepts among early learners including children with auditory impairments. This is facilitated by providing a drone simulation as part of an overarching drone workshop. To maximize students’ engagement with their learning process and therefore ensuring that the transfer of knowledge is as seamless as possible, we intend to transform the traditional landscape of studying based on direct instructions to be a more contemporary co-creational setting.
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Paper Nr: 141
Title:

GenAI as a Tool for Content Generation in Hypermedia Edutainment Applications: Potential and Limitations
Authors:

Wolfgang Heiden, Veronika Saitova, Tea Kless, Valeska Wegner, David Rötter and Thomas Neteler
Abstract: Generative AI can considerably speed up the process of producing narrative content including different media. This may be particularly helpful for the generation of modular variations on narrative themes in hypermedia, crossmedia, or transmedia contexts, thereby enabling personalized access to the content by heterogenous target groups. We present an example where GenAI has been applied for image creation and translation of a text to multiple languages for a crossmedia edutainment project transferring IT security knowledge to vulnerable groups. GenAI still seems inadequate to produce interesting narrative text integrating dedicated educational content. AI-generated illustrations often require manual rework. However, LLM support in multilingual translations displays more intelligent solutions than expected, including the implementation of a password generation process from a narrated description.
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Paper Nr: 176
Title:

A Preliminary Investigation into Theory-Practice Barriers in Sino-New Zealand Undergraduate Computing Education
Authors:

Fei Dai, Anthony Robins, Zhihao Peng, Wanni Huang, Chiu-Pih Tan and Tianzhen Chen
Abstract: This paper investigates the barriers hindering the effective transition from theoretical knowledge to practical application in a Sino-New Zealand double-degree undergraduate computing programme. In this unique educational setting, students study at a campus in China but complete both Chinese and New Zealand courses taught jointly by lecturers from both countries. Through a questionnaire administered to these students, we identify critical obstacles such as insufficient foundational knowledge, language barriers, cultural and pedagogical differences, and difficulties adapting to distinct educational systems. Our analysis reveals that these barriers significantly affect students’ academic performance, engagement, and skill development. Based on the findings, we propose targeted interventions, including specialized bridging courses, enhanced language support, refined teaching methods, and improved resource allocation.
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Paper Nr: 182
Title:

Implementation and Utilisation of the Didactic AlgoPoint Application to Facilitate Teacher-Student Group Collaboration
Authors:

Marcin Stefanowicz and Anna Sasak-Okoń
Abstract: The paper presents the implementation and evaluation of a teacher-student collaborative module for the Al-goPoint educational application. The module helps teachers manage students, create groups, and develop assessment tools based on local networks. Various approaches to teaching programming and algorithms are explored, emphasizing computational thinking and teacher-student collaboration. The core components of the module are presented, including database structure, user and group management, and test sections. In addition, the results of a classroom study are analyzed, confirming the positive reception of the application by the school community.
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Paper Nr: 201
Title:

Visual Intelligence for Program Animation
Authors:

Mohamed Moussa and Nada Sharaf
Abstract: This paper introduces CodeMotion: an AST-driven web-based program visualization tool designed to improve learners’ understanding of JavaScript code execution and algorithmic concepts through interactive visual exploration. By parsing user-submitted code into Abstract Syntax Trees (ASTs), the system enables secure, step-by-step simulations of program logic without direct execution, addressing common security and scalability issues found in traditional approaches. In contrast to existing browser-based and educational visualization tools, our platform offers granular control over the execution process, supports algorithm visualization (e.g., sorting), and is easily extendable to other code structures. Usability testing with a sample of computer science students demonstrates that this approach reduces complexity, increases user confidence, and leads to measurable improvements in comprehension. The tool allows users to trace their programs not pre-defined algorithms. This allows them to gain more understanding of their bugs. In addition, various aspects of the visualization are controlled by the user.
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Paper Nr: 202
Title:

Time to Face the Truth: Do Digital Applications Really Help Students Learn?
Authors:

Vassilis Trizonis, Odysseus Tsakiridis, Dimitrios Metafas and Panos Photopoulos
Abstract: This study explores how first-year Electronics students interact with digital learning resources. The information collected pertains to recorded lectures from the first year of the health crisis in 2020, short videos created at students' request in 2021, a test/video/test (T/V/T) application developed in 2021, and the Multiple-Choice Help (M-CH) application, which was created in 2024. The findings indicate that students' use of digital learning resources is often disconnected from the creators' intentions. Instead of being used systematically, these resources are typically accessed opportunistically, primarily during exam preparation. Factors such as background knowledge and study persistence significantly influence how students utilise these resources. For more complex applications, like the T/V/T and M-CH, students tend to select only those components that align with their immediate needs. High-performing students are generally more inclined to take advantage of digital learning resources, whereas low-performing students and those who do not attend lectures are less engaged. The digital resources employed proved insufficient to reconnect students with learning. Interestingly, satisfaction with a digital resource does not imply its usage or increased academic performance. While the usefulness of digital resources cannot be denied, they play only an assistive role in students’ learning.
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Paper Nr: 209
Title:

Navigating Autism: The Role of Collaborative Virtual Reality in Social Skills Development
Authors:

Nada Sharaf
Abstract: Autism Spectrum Disorders (ASD) require new interventions because social communication can be specially challenging. Such interventions could help social skills grow. Collaborative virtual reality (VR) technology enables having different interactive and engaging environments. It offers a promising ways for improving many skills since people can safely engage with others as well as learn with others. This paper reviews the application of collaborative VR in improving social skills among children with ASD. The reviews shows the potential of collaborative VR to simulate deeply dynamic social interactions in a carefully controlled setting as well. Different studies show that collaborative VR use can help children with ASD improve empathy, social understanding, and teamwork. However, there are still some difficulties including accessibility as well as the possible need for individualized interventions and potential sensory overload. This review points out the opportunities that collaborative VR provides for meaningful learning improvements and for the large practice of social interactions in an engaging way. It also discusses the actual obstacles,that need to be addressed, to completely maximize the advantages of VR technologies regarding social skills development in ASD. The provided analysis could help support innovation and research in the field.
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Paper Nr: 228
Title:

Manim-DFA: Visualising Data Flow Analysis and Abstract Interpretation Algorithms with Automated Video Generation
Authors:

Lucas Berg, Gonzague Yernaux, Mikel Vandeloise and Wim Vanhoof
Abstract: In this paper, we introduce Manim-DFA, an extension of the Manim library for generating video visualisations to teach data flow analysis and abstract interpretation. Despite the importance of data flow analysis in static program analysis, educational visualisation tools remain scarce. Manim-DFA addresses this gap by enabling educators to animate control flow graphs and lattice structures, illustrating their transformation during program analysis. Currently, the tool supports automated animation of the worklist algorithm, as well as lattice visu-alisation. Designed with established pedagogical principles, Manim-DFA promotes active learning, reduces cognitive load, and enhances conceptual understanding. Preliminary evaluations suggest that it effectively complements traditional resources and supports autonomous learning.
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Paper Nr: 269
Title:

SPELLINGUAL: A Gamified Approach to Enhance Multilingual Spelling Skills
Authors:

Caitlin R. Parrott and Elham Ebrahimi
Abstract: This project introduces Spellingual, an educational application aimed at enhancing the spelling abilities of second-grade multilingual children who are verbally fluent in Farsi. This web-based application acts as a platform for fostering foreign language learning, focusing on spelling proficiency as a fundamental aspect of language acquisition. Spellingual seeks to encourage these skills through a gamified and multimedia-rich environment. With its highly adaptable nature, the application is designed to aid multilingual children of varying proficiency levels while allowing them to work at their own pace. Central to Spellingual is its emphasis on accessibility and visual appeal, improving motivation and fostering a desire to learn. By incorporating feedback mechanisms, level progression, point accumulation, and a hint system, the application ensures sustained engagement and helpful tools for learners through positive reinforcement. This approach is informed by comprehensive research demonstrating the effectiveness of game-based learning strategies in keeping children interested and motivated over time. Additional research supporting this project includes the benefits of multilingualism in children and the lack of accessible tools to assist with spelling proficiency in a non-native language.
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Area 3 - Learning/Teaching Methodologies and Assessment

Full Papers
Paper Nr: 36
Title:

Leadership Teaching in Agile Software Engineering: A Systematic Mapping
Authors:

Nicolas Nascimento, Afonso Sales and Rafael Chanin
Abstract: The software industry is characterized by an environment of uncertainty, high volatility, and constant change. This context has shaped the industry, its components, and actors, generating methodologies capable of meeting both market expectations and software development requirements. Among these methodologies, agile has been the most widely adopted — it provides teams with an overarching set of practices to manage software development project requirements while maintaining flexibility to incorporate changes that the business environment presents. However, professionals equipped with the necessary skills to work in these Agile teams, often referred to as “soft skills”, pose a challenge for universities to teach. From this set of skills, leadership, in particular, has recently garnered attention from the software engineering education community but remains an open research opportunity. In this context, this work aims at creating a body of knowledge regarding leadership teaching in agile software engineering. To achieve this goal, we conducted a systematic mapping. From a selection of 27 studies, our results provide indications that: (i) leadership in software engineering education is typically defined as part of teamwork, shared among team members, associated with Scrum, and applied to provide students with experience in group representation; and (ii) it is usually taught through Scrum, involving active learning methodologies (such as problem-based learning) and employing real projects either sourced from external partners or designed to solve real-world problems.
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Paper Nr: 64
Title:

Developing Critical Thinking Skills in Undergraduate Students: A Mapping Study in Computing Education
Authors:

Davy de Andrade Mota and Simone C. dos Santos
Abstract: In the dynamic context of the digital age, academic training in information technology (IT) transcends the mere assimilation of theoretical knowledge, equally requiring the promotion of critical thinking among students. From this perspective, this research proposes a literary approach dedicated to investigating and analysing effective strategies for developing and stimulating critical thinking in IT students. In an environment where technology advances rapidly, it is crucial to equip future professionals in this field not only with solid technical knowledge but also with the intrinsic ability to critically analyse information and conceive innovative solutions in the face of emerging challenges. Thus, this study is motivated by the following research question: "How to develop critical thinking skills in IT undergraduate students?". To conduct this investigation, Kitchenham's systematic mapping studies method and the ChatGPT 4.0 version tool were used as instruments for formatting the extracted data, and visually, generating the charts and graphs. From 72 studies, the main highlighted results were observed, which reference the primary teaching methodologies and frameworks used, the benefits and limitations of these methods, as well as relevant information for understanding the courses in which these methods were applied, class sizes, course durations, and levels of education.
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Paper Nr: 73
Title:

Our Notes Leave too Much to Say: Investigating Note-Taking Practices and Technological Tools in Academia
Authors:

Yannic Jäckel, Daniel Schiffner and Jan Schneider
Abstract: This paper explores the role of note-taking as a critical, yet under-researched, practice in academic scholarship, focusing on how researchers organize, synthesize, and reuse their notes in the context of knowledge production. While previous technological advancements such as large language models (LLMs) have transformed aspects of academic writing, fundamental cognitive tasks—such as capturing and synthesizing information through note-taking—remain relatively unchanged. Drawing from existing research, we highlight how poor or ineffective note-taking practices in both students and early-career researchers can lead to inefficient work processes and diminished synthesis of knowledge. Our study involves a small-scale survey of academic researchers to examine their note-taking techniques, tool usage, and strategies for synthesis. Our findings reveal that many researchers employ unstructured methods, such as the Sentence and Outline Methods, and lack formal training in effective note-taking. Furthermore, despite the availability of advanced digital tools, most participants continue to rely on familiar word processors, often limiting the reusability and efficacy of their notes. We argue that structured methods and better tool utilization could significantly enhance academic writing and synthesis. The paper suggests that future research should focus on developing note-taking tools tailored to researchers’ needs, enabling more effective synthesis and the reuse of notes. Such tools could potentially integrate with LLMs to reduce the time spent on repetitive tasks and improve the quality of scientific output. This shift could lead to a paradigm where notes evolve from simple memory aids to valuable data that contributes directly to scientific advancement.
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Paper Nr: 76
Title:

Manna Methodology: A Novel Approach to Education 5.0 Through Learning and Socio-Emotional Assessment in IoD Bootcamps
Authors:

T. T. Madrigar, R. Calvo and L. B. Ruiz Aylon
Abstract: This study explores the practical application of Education 5.0 through a methodology that integrates exponential technologies, emphasizing the Internet of Drones (IoD) to enhance students’ technical and socio-emotional competencies. Conducted within the Manna Ecosystem—Brazil’s largest platform for teaching, research, and innovation in Exponential Technologies—the study evaluates the impact of personalized pedagogical approaches in public schools. The proposed methodology utilizes David Kolb’s learning style model (Accommodator, Converger, Assimilator, and Diverger) and specific socio-emotional competencies, including emotional awareness, emotional regulation, and relationship skills. Based on these learning profiles and participants’ socio-emotional competencies, teams were organized with complementary profiles, using Artificial Intelligence to create personalized groups that promoted greater engagement and synergy, enhancing performance in innovation activities. Four case studies were conducted, comparing experimental groups formed with the personalized methodology and control groups organized randomly, through diagnostic, formative, and summative assessments. Statistical analyses revealed that the experimental group showed significantly superior performance compared to the control group, highlighting the potential of the methodology in creating an interactive and collaborative learning environment. These findings reinforce the relevance of integrating exponential technologies, such as IoD, with active and adaptive teaching methodologies, contributing to the advancement of Education 5.0 and preparing students for the challenges of the 21st century.
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Paper Nr: 81
Title:

Beyond Functionality: Automating Algorithm Design Evaluation in Introductory Programming Courses
Authors:

Caio Oliveira, Leandra Silva and João Brunet
Abstract: Introductory programming courses often enroll large numbers of students, making individualized feedback challenging. Automated grading tools are widely used, yet they typically focus on functional correctness rather than the structural aspects of algorithms—such as the use of appropriate functions or data structures. This limitation can lead students to create solutions that, while correct in functionality, contain structural flaws that might hinder their learning. To address this gap, we applied the concept of design tests to automatically detect structural issues in students’ algorithms. Our tool, PyDesignWizard, provides an API leveraging Python’s Abstract Syntax Tree (AST) to streamline the creation of design tests. We quantitatively evaluated this approach on 1,714 student programs from an introductory course at the Federal University of Campina Grande, achieving 98.6% accuracy, a 0.99 true negative rate, 77% precision, and 84% recall. A qualitative evaluation was also conducted through interviews with 16 programming educators using the Think Aloud Protocol. The results indicated a high level of understanding and positive feedback: 15 educators grasped the concept quickly, and 8 highlighted the educational benefits of identifying design issues. In summary, our approach empowers educators to write structural tests for automated feedback, enhancing the quality of grading in programming education.
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Paper Nr: 87
Title:

An Interactive, Unplugged Activity to Engage Children in Designing Solutions for Smart Villages
Authors:

Ilenia Fronza, Aziya Mehboob, Gennaro Iaccarino and Giovanni Pernigotto
Abstract: Smart villages require the involvement of residents. However, past experiences have revealed that goals were often not achieved because the community was treated as a single entity. In particular, the literature highlights the importance of improving smart services and outcomes to meet the needs of children, who are often excluded from participatory initiatives and rarely recognized as stakeholders. Non-conventional learning environments, like science festivals, provide an excellent opportunity to raise awareness and engage children as stakeholders in smart villages. However, organizing these events can be challenging due to the diverse backgrounds and varying needs of participants. Moreover, organizers often lack familiarity with individuals’ learning styles and requirements. This study presents an interactive, unplugged activity aimed at children aged 6 to 10, where they can devise solutions for smart villages while learning fundamental programming concepts. To illustrate the potential of this activity, we present the results of its initial implementation with approximately 100 participants during a science festival. The first results show that the proposed activity is effective, engaging, and inclusive, making it an effective method for managing large and diverse groups of participants at science festivals.
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Paper Nr: 120
Title:

Large Language Models for Student Code Evaluation: Insights and Accuracy
Authors:

Alfonso Piscitelli, Mattia De Rosa, Vittorio Fuccella and Gennaro Costagliola
Abstract: The improved capabilities of Large Language Models (LLMs) enable their use in various fields, including education. Teachers and students already use LLMs to support teaching and learning. In this study, we measure the accuracy of LLMs gpt-3.5, gpt-4o, claude-sonnet-20241022, and llama3 in correcting and evaluating students’ programming assignments. Seven assessments carried out by 50 students were assessed using three different prompting strategies for each of the LLMs presented. Then we compared the generated grades with the grades assigned by the teacher, who corrected them manually throughout the year. The results showed that models such as llama3 and gpt-4o obtained low percentages of generated evaluations, while gpt-3.5 and claude-sonnet-20241022 obtained interesting results if they received at least one example of evaluation.
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Paper Nr: 160
Title:

The Importance of Digital and Computer Science Education in Primary Schools: Perspectives from Educators
Authors:

Marina Unterweger, Corinna Hörmann, Lisa Kuka and Barbara Sabitzer
Abstract: Education is at a crossroads, where traditional methods meet the growing demand for innovation in teaching. As the nature of knowledge and skills evolves, educators are challenged to rethink how foundational subjects are taught and how emerging competencies are introduced to young learners. This study examines the integration of computer science and digital education in Austrian primary schools, identifying the main obstacles, relevant topics as well as teachers’ professional development requirements. Data was collected through a survey distributed to 202 teachers who participated with their pupils in a creative, unplugged circus workshop at the COOL Lab, Johannes Kepler University’s innovative teaching laboratory for all ages specializing in computer science and digital education. The survey included both qualitative and quantitative components to gain in-depth understanding. The results indicate a significant gap between the implementation of computer science and digital education as well as teachers’ confidence in these areas. Key barriers affecting the implementation of these topics include lack of resources and time, limited teacher knowledge and confidence as well as the prioritization of core subjects. The findings of this study highlight the need for targeted professional development and increased support to effectively integrate digital and computing literacy into primary education.
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Paper Nr: 166
Title:

Enhancing Learning with Gamification: Empowering Students in Web Development Education
Authors:

Patrizia Sailer, Thomas Kremsner, Franz Knipp and Fares Kayali
Abstract: Digitalization has transformed educational practices, extending its impact to non-technical fields by incorporating technical subjects such as web development. Students from diverse backgrounds frequently encounter difficulties when attempting to learn web development, often experiencing feelings of being overwhelmed and frustrated. This study aimed to address student challenges by identifying their needs and developing a supportive tool to enhance their learning experience in web development. Therefore, human-centered design was used to conduct preliminary interviews with the students in order gain deeper insights into their perceptions on how to enhance their learning experience. In response to this feedback, a gamified learning platform (GLP) was designed and developed. Subsequently, the same group of students evaluated the GLP through interviews, questionnaires and eye-tracking analyses. The evaluation indicated that students perceived the GLP to be a valuable supplementary tool, although not a comprehensive substitute for conventional methods. The findings suggest that refining the GLP, e.g. modifying the color scheme, and integrating it with approaches like flipped classroom could lead to enhanced learning outcomes in subsequent semesters. This study underscores the importance of student-centered design in developing effective educational tools for technical subjects.
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Paper Nr: 181
Title:

Towards a Standardized Data Science Competence Framework: A Literature Review Approach
Authors:

Maria Potanin, Maike Holtkemper, Tobias Golz and Christian Beecks
Abstract: Described as the ”sexiest job of the 21st century”, the data scientist profession has attracted a lot of attention and demand over the past decade. The rapid growth of this profession, coupled with high barriers to entry and a lack of standardization, has led to challenges in defining required competencies. This study examines various frameworks and curricula that aim to teach essential data science competencies, with a focus on the needs of the industry. A systematic literature review resulted in 32 relevant articles of which 12 documents were analysed using a qualitative content analysis to synthesise the existing knowledge and integrate it into a unified competence framework based on the EDISON Data Science Framework. The results provide a comprehensive overview of the current relevant literature and propose a grouping of competencies, their knowledge and skills based on current research findings. These findings will be presented transparently to different users from teaching, training and resource planning practice through the visualisation of different levels in a web application. This work serves as a foundation for future research efforts aimed at improving the effectiveness and relevance of data science curricula and frameworks.
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Paper Nr: 190
Title:

EasyProtocol: Towards a Digital Tool to Support Educators in Oral Exams
Authors:

Armin Egetenmeier, Zoe Jebing and Sven Strickroth
Abstract: Along with written examinations, oral exams are an important form of assessment in higher education, providing examiners with deep insight into student understanding. However, conducting oral exams often requires significantly more effort as there is the need to carefully record all noteworthy incidents and results for legal and formal requirements. To ease the work of examiners and observers while increasing the validity and reliability of this type of assessment, a digital support software is proposed. This paper describes the design process of such a digital tool to support the implementation and note taking of oral exams, taking into account legal requirements, current oral examination practices, and the needs of both examiners and observers based on interviews and existing literature. The results were used to derive a concept and to implement a proof-of-concept prototype, which was positively validated in a small interview study. Features include automatic time recording and a guided, structured but flexible data collection (i. e. clickable items and free-text fields) and currently focus primarily on supporting observers. Further ideas regarding assessment analytics using the data are discussed.
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Paper Nr: 198
Title:

The Effectiveness of Tutor Strategies in Enhancing Students' Learning and Attitudes in Scientific and Humanistic Subjects: An Analysis of Tutor Strategies Within the Compiti@Casa Project
Authors:

Andrea Balbo, Alice Barana, Giulia Boetti, Marina Marchisio Conte and Sara Omegna
Abstract: The COVID-19 pandemic has increased educational poverty, especially among students from low socioeconomic backgrounds. To address this problem, the compiti@casa project, initiated by the University of Turin in collaboration with the De Agostini Foundation, has provided a distance tutoring service for lower secondary school students, i.e., aged between 11 and 14, with learning difficulties. This study examines the effectiveness of tutoring in improving students' learning skills and attitudes by analysing tutors' responses to a final questionnaire they completed for each student they tutored, both in Mathematics and Italian. Specifically, it aims to address two research questions: “What strategies did the tutors consider effective in improving the skills and attitudes of each student?” (RQ1) and “Is the impact of different tutoring practices visible on students' learning approach and personal improvement?” (RQ2). The results show significant improvements in students' motivation, autonomy and confidence, particularly for those who were more actively engaged in an interactive and personalised approach. However, there are difficulties in engaging less motivated students or those with attendance problems. The study concludes by highlighting the importance of personalised teaching strategies to maximise the benefits of tutoring.
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Paper Nr: 204
Title:

Enhancing Web Development Education in Higher Education: A Comparison of Traditional and Flipped Classroom Models
Authors:

Patrizia Sailer
Abstract: Teaching web development in non-technical university programs presents distinct challenges, including varying levels of prior knowledge and engagement among students. This study compares the effectiveness of traditional teaching methods with a flipped classroom approach in two courses. The flipped classroom included asynchronous learning pathways with interactive videos, quizzes and in-class hands-on activities, while the traditional approach relied on lectures followed by guided exercises. The evaluation was conducted using grades, a motivation questionnaire (FAM) and open-ended surveys. Results show that the flipped classroom model improved student engagement, confidence, and collaborative skills, while the traditional approach maintained more structured guidance. Challenges such as time constraints and group dynamics were observed in both formats, though students in the flipped classroom reported higher satisfaction with active learning opportunities. These findings underscore the potential of the flipped classroom to enhance learning outcomes in technical subjects, provided sufficient resources and support are available.
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Paper Nr: 221
Title:

Robust & Reliable Automated Feedback Using Tree Edit Distance for Solving Open Response Mathematical Questions
Authors:

Malte Neugebauer, Sabrina Falk, Ralf Erlebach, Saburo Higuchi and Yasuyuki Nakamura
Abstract: As the student population becomes increasingly heterogeneous, providing effective feedback is crucial for personalized education. However, human feedback is resource-intensive, while large language models can be unreliable. Our method bridges this gap by offering informative, similarity-based feedback on mathematical inputs. In an experiment with 207 students, we found that this approach encourages engagement, facilitates the completion of harder exercises, and reduces quitting after incorrect inputs. Compared to traditional feedback mechanisms that struggle with unforeseen error patterns, our method increases student perseverance and confidence. By balancing reliability, resources, and robustness, our solution meets the diverse needs of contemporary students. With its potential to enhance self-learning and student outcomes, this research contributes to the growing conversation on personalized education and adaptive learning systems.
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Paper Nr: 227
Title:

Narrative-Driven Learning: Teaching Finite State Machines Through Storytelling
Authors:

Bogdan Iudean and Andreea Vescan
Abstract: Teaching embedding systems demands a thorough understanding of computation models, with Finite State Machines (FSM) serving as one of the frameworks for developing the intricate behaviors of these systems. This study investigates the effectiveness of teaching Finite State Machines through storytelling using a controlled experiment with two groups: a Control Group (CG) taught traditionally and a Storytelling Group (SG) taught using a narrative-driven video. Data from pre-tests and post-tests and feedback questionnaires reveal that while storytelling did not significantly improve post-test scores, it enhanced application skills in the SG group. Storytelling helped students better connect FSM concepts to real-life scenarios like traffic lights and vending machines, while CG responses remained more abstract. Additionally, SG participants rated the video highly for attention and clarity, though some preferred more direct explanations. These findings suggest storytelling supports conceptual understanding and engagement, offering a complementary approach to teaching FSMs.
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Short Papers
Paper Nr: 78
Title:

From Big Idea to Prototype: A Challenge-Based Learning Framework for Hackathons in Higher Education
Authors:

Efraín Ortíz-Pabón, Lady Fernández-Mora, Nestor Armando Nova-Arévalo and Juan E. Gómez-Morantes
Abstract: This paper introduces the Hack4CBL framework, which integrates Challenge-Based Learning (CBL) principles into hackathon design to enhance multidisciplinary education in higher education settings. By aligning the stages of a hackathon—pre-hackathon, hackathon, and post-hackathon—with the CBL domains of engage, investigate, act, and transfer, the framework fosters meaningful collaboration among students pursuing diverse learning outcomes within the same project. We illustrate the effectiveness of Hack4CBL through a binational hackathon centered on Tourism 4.0, involving over 200 undergraduate students from Colombia and Costa Rica across disciplines like systems engineering, computer engineering, business administration, tourism management, and data science. Students formed interdisciplinary teams to tackle real-world challenges provided by industry professionals, leading to the development of Minimum Viable Products (MVPs) over two months. Results indicate that integrating CBL into hackathons enhances collaboration, deepens domain-specific knowledge, and accelerates professional skill development. The Hack4CBL framework offers a replicable model for leveraging hackathons as powerful educational platforms closely aligned with professional realities.
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Paper Nr: 84
Title:

Empowering Future Engineers: Unveiling Personalized Flipped Classrooms in Basic Programming Education
Authors:

Iñigo Aldalur, Urtzi Markiegi and Xabier Sagarna
Abstract: In the evolving educational landscape of the 21st century, innovative pedagogical methods like the Flipped Classroom (FC) and Personalized Learning (PL) have increased renown. The FC methodology revolutionizes traditional teaching by moving initial concept exposure outside the classroom, allowing in-class time for interactive and practical activities. This approach increases a dynamic learning environment, enhancing critical thinking, problem-solving, and collaboration skills. Successful FC implementation involves comprehensive educational experiences utilizing digital resources and active classroom interactions. PL adapts teaching to individual student needs, recognizing diverse learning speeds and cognitive styles. By leveraging technology, PL provides customized educational experiences that increase learner autonomy and motivation, leading to deeper understanding and engagement. A case study on teaching C programming using a Personalized Flipped Classroom (PFC) approach illustrates the practical application of these methodologies. The course design includes structured planning, multimedia resources, and continuous evaluation, promoting effective learning. Students engage with instructional videos and practical exercises, promoting autonomy and active participation. The course covers fundamental programming concepts, with a thematic progression that balances foundational understanding and advanced topics. Despite challenges like increased workload and digital competency gaps, the PFC approach demonstrates significant potential in enhancing student performance and skill development.
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Paper Nr: 102
Title:

MYFORSCRUM: A New Digital Tool for Implementing Forscrum in Educational / Training Contexts
Authors:

Carlos Luís and Maria José Marcelino
Abstract: This paper presents the development of an application (App) designed to support the management of training processes through the integration of the forScrum methodology. The App’s primary objective is to facilitate collaborative work between learners and teachers/trainers, promoting efficient organization of training cycles (sprints) and fostering autonomy and self-regulation. The Design Thinking methodology was applied to create the prototype, enabling a Learner-Centered Design approach that allowed for a comprehensive understanding of stakeholders' needs, resulting in an innovative, effective, and efficient solution. This methodology comprised six-stage: empathy, definition, ideation, prototyping, testing and implementation, ensuring that the final product is functional and aligned with learner expectations. The paper also discusses the challenges encountered during the design and development process, as well as the implemented functionalities and the evaluation of usability, accessibility, and learnability within the learning ecosystem.
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Paper Nr: 110
Title:

Teaching Parallel Programming on the CPU Based on Matrix Multiplication Using MKL, OpenMP and SYCL Libraries
Authors:

Emilia Bober and Beata Bylina
Abstract: Matrix multiplication is a fundamental operation in engineering computations. With the widespread use of modern multi-core processors, this operation can be significantly accelerated through parallel programming. Consequently, it is essential to acquaint computer science students with parallel programming techniques. Matrix multiplication is well known to students, while additionally offering numerous possibilities for parallelisation. This makes it an ideal example for introducing parallel programming while highlighting key considerations such as execution time, accuracy of the calculations, code complexity and the impact of the hardware architecture on the results obtained. Students can implement and test such software themselves. In this paper, the performance and accuracy of the MKL, SYCL and OpenMP libraries are investigated using matrix multiplication of different sizes as an example. OpenMP is discussed at some universities, so it may already be familiar to students, whereas SYCL is a newer and less commonly used standard but it offers great possibilities. Square matrices with double-precision elements and dimensions of 4096×4096, 8192×8192, and 16384×16384 were selected for testing. The experiments revealed significant computational speed-ups than OpenMP, but the calculations performed with MKL are by far the fastest. Additionally, the results indicated that doubling the number of threads does not directly correlate to a twofold increase in execution speed, and doubling the matrix size in each dimension leads to an approximately tenfold increase in execution time.
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Paper Nr: 122
Title:

Experience Using Systematic Mapping Studies to Foster Knowledge Discovery in Emerging Technology Fields
Authors:

Julieth Patricia Castellanos-Ardila
Abstract: Emergent technology requires fast changes in educational content and more student engagement beyond the classroom. Therefore, this paper proposes a learning methodology to foster knowledge discovery in these fields using a research-based approach. In particular, we promote active learning with the use of Systematic Mapping Studies (SMS), which bring students closer to in-demand topics in emerging technologies. We test our methodology by using it in the project module of a cloud computing course. We also evaluate the methodology in terms of student outcomes, i.e., work products and their opinions. From the analysis of this evaluation, we describe advantages and possible lines of action for future improvements.
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Paper Nr: 123
Title:

T-Shaped Competencies in Academic and IT Service Synergies
Authors:

Zuzana Schwarzová, Leonard Walletzký, Patrik Procházka, Klára Kubíčková and Janka Marschalková
Abstract: In the 21st century, education and business face increasingly complex challenges that require multidisciplinary approaches. This paper explores the concept of T-shaped competencies, which combine deep knowledge in one domain with a broad range of skills across other areas. By examining case studies from both academia and business, the paper highlights the importance of multidisciplinary education and collaboration in fostering innovation and competitive advantage. The findings emphasize the need for continuous adaptation of knowledge and skills, as well as the potential impact of AI tools on multidisciplinary competencies. The paper concludes that a synergistic relationship between academia and business is essential for addressing complex problems and driving value co-creation.
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Paper Nr: 129
Title:

DigiVillage Chronicles: A Serious Game Designed to Improve Digital Skills for Accessing Public Services
Authors:

Ilenia Fronza, Shiva Saket Parida and Aziya Mehboob
Abstract: Smart villages have transformed rural areas by using innovative solutions to provide improved public services. However, citizens often struggle to access these services due to a lack of digital skills. To address this issue, we present DigiVillage Chronicles, a serious game designed for young adults aged 18 to 35 to enhance their digital skills to access public services in smart villages. The game is set in a fictional smart village where the player participates in digital activities related to public services and gains insight into navigating the platforms offering these services in real life. The activities include browsing and applying for jobs, transferring money online, and booking a doctor’s appointment. In this paper, we present a proof of concept for the game and evaluate its quality using criteria related to both the serious and game components, as well as the balance between these elements.
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Paper Nr: 137
Title:

From Syntax to Sketch: Visualizing Code for Enhanced Comprehension with Focus on Cybersecurity
Authors:

Raul Zaharia and Dragoș Gavriluț
Abstract: The ability to form the mental model of programming concepts is difficult for beginners. In this paper, we introduce “RZData”, a novel tool designed to leverage visual representations of the code, similar to what a tutor would draw, to provide a more suitable learning environment. It transforms source code into interactive visual sketches, enabling users to see what is happening at every step. The tool provides means for both learning and evaluation in a dynamic manner, using dynamic questions. It also incorporates courses with embedded cybersecurity concepts, providing a goal of learning programming while also using secure coding practices. The visualization process highlights potential vulnerabilities and teaches the users how to deal with them.
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Paper Nr: 143
Title:

Teacher Education at a Crossroads: Computer Science and Digital Education in a Blended Curriculum
Authors:

Corinna Hörmann, Marina Unterweger, Eva Schmidthaler, Lisa Kuka, Sara Hinterplattner and Barbara Sabitzer
Abstract: In response to the growing need for digital literacy, the Austrian Ministry of Education introduced digital education as a stand-alone subject in 2022, prompting its integration into existing Computer Science teacher training programs. This study explores the effects of this significant curriculum reform on the preferences, perceptions, and preparedness of 70 students enrolled in either the traditional computer science or the newly combined computer science & digital education teacher training. Through a comprehensive survey, the research investigates whether students prefer the blended or the stand-alone computer science university curriculum and identifies the factors influencing their choice. The study also examines how effectively digital education has been integrated into the curriculum and its impact on students’ perceptions of their teaching readiness. The findings reveal mixed reactions, with some students appreciating the broader skill set provided by the combined approach. In contrast, others express concern over the diminished focus on core computer science topics. This paper highlights the challenges and opportunities of implementing such curricular changes and offers insights for improving teacher education in the digital age.
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Paper Nr: 147
Title:

Teaching Topics in Human-Computer Interaction: A Practical Experience with a Focus on Experimental Research
Authors:

Gabriela Corbari dos Santos, Deivid Eive dos S. Silva and Natasha M. Costa Valentim
Abstract: This paper presents the results and lessons learned from the course Topics in Human-Computer Interaction (HCI) with a focus on experimental research. The course provides students with hands-on experience in planning, executing, and analyzing both primary studies (such as controlled experiments) and secondary studies (such as systematic mapping studies) to develop essential research skills in the HCI field. The course included five undergraduate students, one external student, two postgraduate assistants, and one professor. Based on the analyzed results, the main difficulties encountered by students in completing the practical works (PWs) were identified, along with an assessment of their completeness and progression in each PW.
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Paper Nr: 149
Title:

Pedagogical Strategies Based on Socio-Affective Scenarios in Distance Education: A Look from the Perspective of Tutors
Authors:

Jacqueline Mayumi Akazaki, Eurídice Segaspini Peixoto, Letícia Sophia Rocha Machado, Patricia Alejandra Behar and Andrio dos Santos Pinto
Abstract: This article aims to identify the perceptions of tutors in the application of Pedagogical Strategies (PS) based on Socio-affective Scenarios in Distance Education (DE). Socio-affective Scenarios are the mapping of social indicators and moods. PS are actions conducted by teachers or tutors to try to personalize teaching in DE with the aim of minimizing cases of drop out. In this context, the methodology was developed in a qualitative approach. The target audience was eight tutors who applied PS in two undergraduate courses at a Brazilian Public University. To participate in the study, the tutors answered an online questionnaire, which represented the data collection instrument. As a result, the tutors considered it important to use PSs in their classes because they allowed for increased social interactions, greater collaboration, engagement and participation of students.
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Paper Nr: 170
Title:

Upgrading MatematiX: A Modern Approach to Learning Geometry for Middle School Students
Authors:

Daniela Popita and Adriana Mihaela Coroiu
Abstract: The paper presents an upgrade version of our previous application MatematiX. The software has been upgraded with additional features designed for middle school students (grades 5–7), emphasizing the development of geometric reasoning skills necessary to address mathematical problems related to geometric figures. The upgrades contain an instructional module on angles and their characteristics, presenting a visual explanation of angle definitions, sequential guidance for angle measurement, and an interactive game that involves students in angle measurement using a virtual protractor. The application was validated by a group of 70 middle school students. Their feedback was overall positive, mentioning that the app helped them understand angles and their measurement, even before formal classroom instruction, underlining its efficacy as a resource for early geometry teaching.
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Paper Nr: 178
Title:

Performance Indexes for Assessing a Learning Process to Support Computational Thinking with Peer Review
Authors:

Walter Nuninger
Abstract: This article focuses on digital skills as defined in European Digital Competence Framework for Citizen (DigComp). In the framework of a hybrid and blended course, a formative pedagogical scenario is proposed. The training process consists of a formative situation of agile development of an application, supported by a gradual process of evaluation with and by peers called SCPR. The proposal is the result of several years of continuous improvement with engineering students enrolled in the IT module for non-developers. Learning outcomes relate to Computational and Algorithmic Thinking (CAT). It is then possible to compare the impact of our standard course design over several years with the group enrolled in full-time initial training between 2021 and 2023. A 3-index set, including the counter-performance index, enables us to analyse the effect of the pedagogical device on learning profiles, and the evolution of positive feelings and difficulties experienced. Qualitative data confirm the project's benefits and trainers' role in terms of student involvement and perspective-taking, and provides information on the impact of the previous training path and the obstacles. The proposed indicators confirm the pedagogical proposal and guide future prospects towards more relevant indicators for monitoring CT learning within the DLE framework.
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Paper Nr: 215
Title:

Fostering Diversity in Software Engineering Education: A Challenge-Based Approach to Integrate Non-STEM Students
Authors:

Afonso Sales, Nicolas Nascimento, Rafael Chanin and Aline de Campos
Abstract: This paper proposes an innovative approach to addressing the lack of diversity in software engineering education by integrating non-STEM students into mobile app development programs. Leveraging the Challenge-Based Learning (CBL) methodology, this idea paper explores how targeted instructional strategies and preparatory leveling sessions can empower students from diverse academic backgrounds to succeed in highly technical environments. By breaking traditional barriers to programming education, this approach fosters an inclusive learning environment that enhances technical skills and encourages cross-disciplinary collaboration and innovation. We present the conceptual framework and practical implications of this inclusive model, offering insights into how this approach can be adopted across different educational settings to promote diversity and innovation in software engineering.
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Paper Nr: 222
Title:

Risk of Gaming Disorders in Adolescents: A Multiperspective Framework for Video Games Development
Authors:

Federica Caruso, Sara Peretti, Maria Chiara Pino and Tania Di Mascio
Abstract: Adolescents face a high risk of gaming disorder due to neurodevelopmental imbalances. Despite its increasing prevalence, awareness of this issue in video game development remains limited. Existing frameworks prioritize business-driven engagement over gamers well-being, lacking integration of psychological insights. To address this gap, we propose a multiperspective framework that incorporates psychological and developmental considerations into video game design. This framework aims to guide developers in creating engaging yet responsible games for adolescents, balancing entertainment with the need to mitigate gaming disorder risks. Currently under development, it is intended to evolve into a practical tool for game developers.
Paper Nr: 235
Title:

Towards Digital Transformation in Primary Science: Typology of Blended Learning Models
Authors:

Kārlis Greitāns, Ģirts Burgmanis and Dace Namsone
Abstract: This paper explores the necessity for an operational typology of blended learning models in science education, emphasizing the significant role of the digital dimension in the traditional didactic triangle of learner, teacher, and curriculum. We propose the Framework for Primary Science Curriculum in the Digital Age, which considers existing student digital experiences in STEM and the necessities of the digital age. Further, we approach the Framework for Primary Science Curriculum in the Digital Age from student and teacher perspective, by illustrating aspects that become more important than others in student learning and also by an operational typology of blended learning models which can assist teachers. Throughout the paper, we discuss the potential influence of generative artificial intelligence solutions on digital transformation in education, highlighting the need for further research in this area. Overall, this paper provides insights into the complex process of digital transformation in education and offers key components for the advancement of science teaching and learning in the digital age.
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Paper Nr: 244
Title:

The Effectiveness of Simulation in Biomedical Engineering Education: A Case Study
Authors:

Ersilia Vallefuoco, Maria Romano and Alessandro Pepino
Abstract: In the last decades, simulation has become an important tool in education, especially for the implementation of specific pedagogical approaches. In this work, we illustrate how simulation is implemented in a biomedical engineering course. Specifically, two simulation educational tools are currently used in the course to model and analyze healthcare models and health networks. To evaluate the perception of simulation by students on both student learning and subsequent professional careers, a survey was conducted. The survey, distributed through social networks, targeted students in the past decade who are now employed in regular job positions. 78 alumni completed the questionnaire and indicated a high level of perceived effectiveness of simulation and teaching course strategies, both in the study of course topics and in professional life.
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Paper Nr: 246
Title:

Position Paper: Integrating Inquiry-Based Learning Pedagogy in Information Technology
Authors:

Aaron Chakerian and Charanya Ramakrishnan
Abstract: This position paper examines the implementation of Inquiry-Based Learning (IBL) in Information Technology (IT) education, focusing specifically on a first-year database unit. Traditional pedagogical approaches, which predominantly rely on lectures and textbooks, often hinder student engagement and motivation. The paper identifies the challenges inherent in current IT educational practices and proposes IBL as an effective pedagogical alternative. IBL fosters active learning and critical thinking, thereby enhancing students’ grasp of real-world applications. The proposed trial of IBL in an introductory database course aims to assess both student outcomes and instructor experiences. The benefits of IBL, including increased student engagement and improved knowledge retention, are examined, as well as challenges related to time management, group dynamics, and technical issues. The paper concludes with a call for extended exploration and broader adoption of IBL methods in first-year IT courses, promoting a necessary shift in educational practices to address student needs better.
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Paper Nr: 27
Title:

Teaching Computational Thinking Through a Cross-Curricular Approach Supported by Programming Patterns
Authors:

Deller Ferreira, Cássio Martins, Samuel Costa and Dirson Campos
Abstract: Computational thinking means thinking or solving problems like computer scientists. It refers to the thought processes needed to understand problems and formulate solutions, making it a crucial skill for success in today’s world. Therefore, it is essential that schools provide students with the necessary skills to think logically and solve problems. However, there is little knowledge among teachers about computational thinking, and some misconceptions about it suggest a demand for the term to be better explored in the context of initial teacher training. In this research, design-based research was used to develop teaching strategies and tasks for elementary students, involving programming patterns to develop computational thinking skills cross-curricularly. Six teachers positively evaluated a questionnaire analysing the strategies and tasks regarding clarity, compatibility, productivity, technological role, scope, and student focus. The set of cross-curricular teaching strategies involving programming patterns to develop thinking skills presented in this research constitutes an innovative and effective approach to teaching computational thinking in a contextualized, integrated, and systematic way.
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Paper Nr: 31
Title:

Unplugged Memory: A Report of an Unplugged Activity in High School Education with a Technical Specialization in Brazil
Authors:

Pedro Clarindo da Silva Neto, Arthur Octavio Confessor, Suellen Lages, João Paulo Delgado Preti, Tiago de Alameida Lacerda and Thiessa Esteves Leite
Abstract: Courses such as Algorithms and Programming Language face significant challenges in High School technical education in Brazil due to the high levels of abstraction required, leading to low grades, high repetition, and dropout rates. To address these issues, unplugged activities were implemented in the Programming Fundamentals course to foster Computational Thinking concepts: decomposition, pattern recognition, abstraction, and algorithm design. These activities included the creation of board games designed to simplify complex topics such as dynamic memory allocation and pointers. By breaking down abstract concepts into tangible and playful activities, students demonstrated greater engagement and reduced learning barriers. The feedback of the students indicated high satisfaction with the approach, highlighting its potential to bridge the gap between foundational and advanced technical concepts. This paper introduces Unplugged Computing as a practical strategy for improving the teaching-learning process in Programming Fundamentals during the year 2023.
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Paper Nr: 65
Title:

Learning Game Co-Design by Second-Year Nursing Students and Its Effects on Knowledge
Authors:

Sebastian Gajewski, Nour El Mawas and Jean Heutte
Abstract: Previous research works show the role of game-based learning to improve student’s learning. Furthermore, there are more and more game design tools. They are easy-to-use even by people without any technical skills. This paper presents the experimentation of learning game co-design by the 110 second-year nursing students of the Catholic Institute of Lille conducted from April to June 2022, and its effects on learning. To measure the effects of the learning game co-design on learning, the students answered a knowledge questionnaire before (pre-test) and after (post-test) the learning game co-design. The results highlight that the knowledge score increased after the learning game co-design. However, no significant difference was found between the students who co-developed successfully a playable game and those who didn’t.
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Paper Nr: 70
Title:

Grammar Verification for Students: A Grammar Design Recipe with Verification Steps
Authors:

Marco T. Morazán
Abstract: Formal Languages and Automata Theory courses introduce students to grammars as formal systems to generate words in a language. Although grammars appear conceptually simple, students struggle to develop them given that production rules are nondeterministically applied, which leads to uncertainty about grammar correctness. This struggle may be mitigated by offering students a framework for grammar design. This article advocates that such a framework may be provided using a design recipe in a programming-based approach to Formal Languages and Automata Theory. It puts forth a novel initiative to include grammar verification in such courses. The proposed approach is outlined and illustrated using an extended example. Reflections on expectations and on why the initiative can be successful are presented.
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Paper Nr: 86
Title:

Navigating the Learning Landscape: A Case Study of Multisubject Problem-Based Learning in Computer Engineering Degree
Authors:

Urtzi Markiegi, Alain Perez, Xabier Valencia, Felix Larrinaga, Iñigo Aldalur and Ekhi Zugasti
Abstract: This paper examines the adoption of Problem-Based Learning (PBL) in the degree of Computer Engineering at the Faculty of Engineering. The study presents the degree structure and the curriculum that integrates competencies aligned with the European Higher Education Area, promoting both technical and transversal skills. The case study focuses on the third year of the Computer Engineering degree, highlighting subjects, languages, faculty involvement, and PBL phases. The semester project, a central element, spans multiple weeks, emphasizing interdisciplinary group work and progressive skill development. The semester coordinator plays a pivotal role in managing and evaluating these projects, aligning with continuous and global assessment principles. The academic assessment model includes continuous feedback and aims to enhance students’ academic and personal growth. The results indicate positive perceptions of PBL effectiveness, emphasizing active engagement, interdisciplinary skills, heightened motivation, and comprehensive skill development. Participants express a desire for enhanced resources and support systems, particularly in training, to optimize PBL implementation. As this educational model continues evolving, obtained insights advocate for ongoing adjustments to ensure the continued efficacy of PBL methodologies in preparing students for the challenges of the 21st century workplace.
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Paper Nr: 108
Title:

Enhancing Student Learning in Tertiary Education Through Simulation
Authors:

Nang Laik Ma, Ivy Sook May Chia and Murphy Junyu Choy
Abstract: Simulation-based learning has emerged as a transformative approach to enhancing student learning in tertiary education, bridging the gap between theoretical knowledge and practical application. Our university has employed simulation-based learning in an undergraduate course for nearly a decade, training thousands of students to foster active engagement, critical thinking, and problem-solving skills. The pivot of this approach is a virtual business simulation where students, organized in teams of five, manage a comprehensive business over a twelve-week semester. The simulation has multiple departments ranging from forecasting, finance, operations, transportation, and logistics to give our freshers a holistic overview of how to run a business and the interdependency and connection between departments. Student activities are continuously tracked during the simulation. As instructors, we can download the learner activities after the simulation game. It enables us to develop a predictive model with 90% accuracy in forecasting the students’ final scores. This model supports timely, pre-emptive interventions to identify students who might need additional assistance and help them increase their active participation. At the end of the course, each team will give a fifteen-minute presentation to showcase their simulation results, strategic thinking, and data analysis skills using simulation-generated data. This paper provides valuable insights into best practices and future directions for leveraging simulations in tertiary education. It emphasizes the role of simulations in tertiary education, which fosters teamwork, critical thinking, and real-world business acumen. In addition, the simulation also effectively prepares students for professional success in a dynamic and competitive landscape.
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Paper Nr: 128
Title:

Gamify: Towards Tailored Gamification Informed by Users' Personality, Emotional State, and Demographics
Authors:

Amal Yassien, Youssef Elsharkawy, Alia Elbolock and Slim Abdennadher
Abstract: Recently, gamification has gained world-wide interest in several domains, especially educational ones, to increase user engagement and learning effectiveness. Using gamification, there are several mechanics that designers leverage to motivate users to engage with the game (e.g. streaks, progress, time limit, .. etc). However, it remains unclear which gamification mechanic would be most effective for individuals with different personality traits and emotional states, age, gender, and field-of-study. To this end, we introduce ``Gamify'', a user-profile empirical study ($N = 65$) that sheds light on how gamification mechanics, namely rewarding and penalizing, along with user profile (made up of (1) personality (represented by Big-Five Model), (2) emotional state, (3) age group, (4) field-of-study, and (5) gender) affect users' experience. To achieve this, we have designed a trivia-based game, where users have riddles that they should answer using 4 provided choices. Within our user-study, we had 4 different levels (reward only, penalty only, reward and penalty, no gamification mechanic). Our results show that the preference of specific gamification mechanic differed according to user profiles. For instance, users below 18 preferred being exposed to both the rewarding and penalizing mechanic. Using Gamify, game developers can create a tailored gaming experience that engages users having different user profiles.
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Paper Nr: 140
Title:

Feasibility of NLP Metrics in Automatic Paraphrase Evaluation for EFL Learners
Authors:

Minkyung Kim
Abstract: This study investigates the feasibility of evaluation metrics for English as Foreign Language (EFL) learners’ paraphrases. Paraphrasing can effectively measure learners’ writing skills, yet much attention has not been oriented to automated systems in this area. While considerable efforts have been made to reduce burdens for teachers by developing automatic essay scoring system, there is little research on bridging the automatic assessment and paraphrasing in terms of language testing. Thus, this study explores three evaluation metrics in natural language processing (NLP) – dependency distance, cosine similarity, and Jaccard distance – mainly designed for machine translation to assess syntactic and word change as well as semantic congruence. A total of 1,000 paraphrases from Korean EFL undergraduate and graduate students were evaluated via target metrics with the results compared to human rating. Pearson correlation coefficient turned out to be moderate and high in semantic equivalency and lexical diversity, but in syntactic change, there were few significant correlations. Finding appropriate alternative metrics for syntactic complexity and developing automatic evaluation could be crucial steps for future research.
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Paper Nr: 153
Title:

Tile-Based Games for Object-Oriented Programming Learning: A Modular Base Code Approach
Authors:

João-Paulo Barros
Abstract: Object-oriented programming (OOP) courses pose significant challenges for students mastering numerous interrelated concepts. Creating engaging assessment tasks aligned with course objectives is also crucial for instructors. This paper addresses students’ challenges in learning object-oriented programming (OOP) and instructors designing effective assessments. A new approach to OOP assessments using scaffolded, tile-based game projects is presented. It uses a modular base code that students use and expands upon in increasingly complex games. This structure allows for applying and assessing core OOP concepts throughout the project. A specific implementation of this approach, using a particular tile-based game, is detailed. Student perceptions were positive regarding the tile-based game projects, suggesting that this approach is engaging and effective for learning OOP. The provided base code serves as a practical example for instructors. The work offers instructors a concrete and adaptable method for assessing OOP competencies in a way that promotes deep learning and is less susceptible to issues with AI assistance in student work. Scaffolded game projects, built upon a common base code, can improve student engagement and facilitate a more rigorous and confident evaluation of their OOP skills.
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Paper Nr: 173
Title:

Insightful Mental Health Tool for Students
Authors:

Amalia Maria Postolache, Ioan Daniel Pop and Adriana Mihaela Coroiu
Abstract: This paper aims to understand the nexus between academic context and student well-being. It provides an overview of the prevalence of mental health problems among students and the ways in which these issues can impact academic performance. Nevertheless, the factors of the academic environment that can influence a student’s mental health are also discussed, outlining the importance of addressing such issues in the student community and the potential long-term impact it can have on individuals, leading us to the reasoning behind creating the application that serves as the focus of this paper. Considering the practical use of the application and what it offers, this paper will also discuss the intelligent analysis of the collected data, enabling further interpretation by mental health professionals.
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Paper Nr: 205
Title:

Outline Notes, Student Retention and Achievement During the 2020 Online Lectures
Authors:

Panos Photopoulos, Vassilis Trizonis, Odysseus Tsakiridis and Dimitrios Metafas
Abstract: This paper evaluates the outcomes of the teaching initiatives implemented in March 2020 when lessons transitioned from the classroom to the Internet due to the health crisis. They are concerned with delivering an introductory Analogue Electronics course to first-year engineering students. The strategies included partial instructor-provided (pi-p) notes, recorded video lectures, and continuous assessment through phase exams. The evaluation of these initiatives was based on student performance and survey data. Although students reported satisfaction with the partial instructor notes, participation in the phase exams declined towards the end of the semester. Despite this decline, the overall student pass rate and average marks increased in 2020 compared to the previous academic year when teaching and assessment were conducted in person. The overall picture highlighted the absence of an effective mechanism for retaining class participation. Reflecting on the collected data, the course's managing team planned an educational intervention for the 2020-2021 academic year to ensure consistent improvement. The feedback from the 2020 course delivery served as a foundation for designing a new remote teaching process which improved student achievement in 2021.
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Paper Nr: 254
Title:

Global Bike Go: SAP-Based Mini Business Simulation Games
Authors:

Robert Häusler, Malte Rathjens, Erik Werner, Boris Gulyak and Klaus Turowski
Abstract: Education Service Providers try to support lecturers by offering standardized teaching and learning environments (TLEs). With the help of Bloom’s taxonomy, learning environments can be described and modified by creating, adding, or adjusting learning objectives and activities. The paper shows one possible way to adjust SAP S/4HANA TLEs for the individual learning setup. The suggestion is to use mini business simulation games (BSGs) to enhance learners’ motivation. These games can tap into the general play instinct, impart knowledge in a playful and practice-oriented approach, give the possibility to try things risk-free and use the positive aspects of game elements for learning success. Exemplary, the idea and implementation of Global Bike Go: Explore Sales as one BSG is presented. Besides the game procedure, the systemic game architecture is elaborated to emphasize flexibility and reusability on the implementation side. Even though game aspects in learning arrangements could enhance the learning itself, gamification is not the Holy Grail for good learning setups. There is a need e.g. to keep the initial motivation up and to impart the knowledge, not just seeking rewards or simply playing the game without taking any learning success out of it.
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Area 4 - Social Context and Learning Environments

Full Papers
Paper Nr: 133
Title:

Influences on IT-Related Courses Choices: A Gendered Analysis Based on Social Cognitive Career Theory
Authors:

Sunny K. O. Miranda, Maria José Marcelino and Paula Alexandra Silva
Abstract: This study investigates what influences students to choose IT-related courses, focusing on gender differences within the Social Cognitive Career Theory (SCCT) framework. Gender disparities in IT are a significant problem in most European countries despite the growing demand for qualified professionals. In 2023, only 20% of employed ICT specialists in Portugal were women. Attracting and retaining female students in IT programs remains a challenge. Both intrinsic and extrinsic factors motivate students to pursue IT courses. SCCT identifies prior experience, social support, self-efficacy, and outcome expectations as critical influences on higher education and career selection. This study surveyed how these factors affect IT course choices, considering gender differences. It involved 56 Portuguese IT-related students from two higher education institutions in 2023. Using thematic analysis, we examined twenty open-ended questions to identify the reasons behind choosing IT. The results showed that previous programming experience, exposure to IT/computer, personal interest and positive job prospects significantly influenced decisions, while support from parents, friends and teachers was less impactful. The study suggests that educators and policymakers should intensify computing activities for school students, especially girls, to foster interest and attract them to IT careers, enriching the sector with diverse perspectives and talents.
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Paper Nr: 230
Title:

Digital Presence and Learning Success: An Empirical Study on the Impact of Online Engagement on Conceptual Expertise
Authors:

Benny Platte, Anett Platte, Christian Roschke and Marc Ritter
Abstract: In the context of the increasing digitalization of higher education, this study examines the relationship between topic-related attendance and learning success in a fully online module in the field of media informatics. It is well known that the utilization of learning opportunities in online learning environments is generally correlated with exam success. In technically oriented online learning environments, we further investigate the extent to which such a correlation differs depending on the taxonomic levels of tasks. The results show that the correlation of complex synthesis tasks with r = 0.84 is significantly higher compared to repetition tasks (r = 0.21) and also significantly higher compared to analysis and calculation tasks (r =0.11). Both statements hold at a confidence level of 99 %. While repetition and analysis tasks were less influenced by attendance time, students who regularly a
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Short Papers
Paper Nr: 35
Title:

A Systematic Literature Review of Adaptive Learning Systems Based on the Assessment of Collaboration Quality
Authors:

Nadia Hocine
Abstract: Advances in information and communication technologies has led to the development of new data analysis methods and strategies used to support remote and co-located collaborative learning. These strategies seek to give meaning to complex data of individual and team interaction with the learning system to inform actionable insights. However, providing teams and teachers with a substantial amount of data during the collaboration process can complicate interpretation and hinder decision-making. Adaptive learning systems bear high potential to assist classroom orchestration and support collaborative learning by providing students with adaptive feedback. This paper systematically reviews existing literature following PRISMA methodology to provide insights into adaptive collaborative learning systems. It specifically puts the light on how learning systems have been adapted by considering the assessment of collaboration quality within teams. The objective is to present common adaptation approaches, practices, and challenges as well as to discuss opportunities to improve future adaptive learning systems.
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Paper Nr: 50
Title:

Personalized Recommender System for Improving Urban Exploration and Experience Documentation of International Students
Authors:

Madjid Sadallah and Marie Lefevre
Abstract: International students face significant integration challenges in new urban environments. Documenting their experiences is crucial for reflection and adaptation; however, linguistic and cultural barriers often hinder effective documentation. This study introduces a personalized recommender system designed to facilitate this process, enhancing social engagement. The system provides targeted prompts that guide students towards richer, more reflective annotations. Utilizing a mixed-methods approach—quantitative analysis of user interactions and qualitative feedback—we evaluated its impact. Our analysis demonstrates that the recommender system substantially enriches student documentation, fostering deeper connections with new surroundings, enhancing textual and emotional expression, and promoting diverse and reflective perspectives. These findings highlight the system’s potential to accelerate international student adaptation and offer insights for future technologies aimed at improving their global integration and well-being.
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Paper Nr: 117
Title:

Shaping the Digital Content of Mentoring Programs for Women in Informatics: Insights from an Exploratory Study
Authors:

Francisca Sousa, Leonor Tejo, Sunny Miranda and Paula Alexandra Silva
Abstract: Gender disparities in Informatics persist as a significant issue, with women facing barriers to entry, retention, and advancement. Mentoring programs hold the potential to improve this issue. Because change demands a collective response, this study explores how to shape the digital content of mentoring programs to support the students, women and men, in an Informatics department. This work builds upon the findings of a focus group study, complementing them by applying a questionnaire to gain insight into students’ academic experiences, perceptions of the benefits of a mentoring program, and preferences concerning digital communication platforms. Findings indicate that the digital content of mentoring programs can help in three keyways: providing insights into the job market, shedding light on career and recruitment processes, and offering real-life content. These findings are valuable to departments and mentoring programs that wish to support women in Informatics through the digital content of their websites and social media platforms.
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Paper Nr: 214
Title:

Collaborative Model for Developing Computing Skills in Basic Education
Authors:

Erica J. S. Scheffel, Daniel Schneider and Claudia L. R. Motta
Abstract: Following the recent inclusion of computational skills in Brazil's basic education curriculum, this study explores A+Comp, a gamified, collaborative virtual learning environment designed to enhance computational education. Inspired by online social networks and digital games, A+Comp integrates elements like virtual currency and interactive challenges. The platform aims to boost user participation and mitigate engagement disparities using the Experiential Learning Cycle and Positive Feedback Model. By combining cognitive, conative, and executive function theories with system design, the research assesses the impact of gamification and collaboration on computational competency acquisition, contributing to the discussion on innovative, inclusive learning technologies.
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Paper Nr: 247
Title:

Understanding the Student Experience Better: Analyzing Remote Learning Tools Through Engagement, Participation, and Liveness Concepts
Authors:

Genildo Gomes, Paulo Silva, Sâmila Magalhães, Leandro Galvão, Tanara Lauschner, Igor Steinmacher, Tayana Conte and Bruno Gadelha
Abstract: Technologies have changed how students engage and participate during remote classes, whether by encouraging interaction via chat on platforms such as Google Meet or by using voting features such as Poll. Our research aims to better understand the role of these tools in the educational context and how their interactive features influence student experience through the lens of engagement, participation, and liveness. In this sense, we address the following question: How can educational technologies be classified by the Engagement, Participation, and Liveness lens? To explore the relationship between the lens and the interactive features of Mentimeter, Google Meet, and Google Presentations, we conducted a study with three independent evaluations, measuring agreement using Cohen’s Kappa coefficient. Our results suggest that these interactive features can be used as a lens to understand different types of experiences and how they can be applied to promote various dynamics, such as competitive and collaborative activities. Our results expand the professor’s perspective on the student experience, providing ways for professors to understand the emotional and student behavioral reactions from using interactive tools in remote learning environments.
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Paper Nr: 42
Title:

The Impact of Racial Congruence Between Instructor and Learner on Memorization Outcomes in a Virtual Reality Environment
Authors:

Jean-Christophe Sakdavong and Robin Ville
Abstract: The interaction between teachers and learners is crucial for knowledge transmission and socio-emotional development. Studies have shown that ethnic congruence between teachers and students can enhance the sense of belonging, academic performance, and motivation, especially among female students. Furthermore, racial stereotypes and perceived discrimination also influence the perception of teachers' competencies, with varying effects depending on specific ethnic groups. Virtual reality (VR) offers a way to study these dynamics by controlling variables, but empirical research is still limited. It is therefore observed that multiple variables can influence the outcomes of racial congruence between students and teachers, highlighting the importance of identifying and measuring these impacts within a virtual reality context to better understand the impact of these factors in education. This study investigated the impact of racial congruence between instructors and learners on memorization outcomes within a virtual reality (VR) environment. Participants (N = 29) were randomly assigned to interact with either a racially congruent or incongruent virtual instructor while undergoing safety training in a virtual construction site. Results indicated that participants in the racially congruent condition demonstrated significantly better memorization scores compared to those in the incongruent condition. These findings highlight the potential of VR for investigating the nuances of social dynamics in educational settings and emphasize the importance of representation in learning environments.
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Paper Nr: 237
Title:

Exploratory Study on the Learner eXperience in a Collaborative Learning Context Using Computational Resources
Authors:

Gabriela C. dos Santos, Deivid E. Silva, Rachel D. Reis and Natasha M. C. Valentim
Abstract: It is important to evaluate the Learner eXperience (LX) in a collaborative learning context, as there is a need to support students in their Practical work (PWs) groups that are beyond their reach. Therefore, this paper presents an exploratory study to investigate LX and collaborative learning using computational resources. 31 learners and a teacher of the Requirements Engineering subject participated in this study. Data collection was carried out using a questionnaire based on the 3C Model of collaboration (communication, coordination, and cooperation), and the results were analyzed quantitatively and qualitatively. The findings made it possible to identify strengths, needs, difficulties, and weaknesses. One of the strengths identified is that the learners had the freedom to choose their roles and felt comfortable. One of the difficulties identified was the frequency and availability of the learners for discussions and development of the PWs, as it occurred unevenly, with reports that there was a lack of commitment from some learners.
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Area 5 - Ubiquitous Learning

Full Papers
Paper Nr: 138
Title:

A Long-Term Study of the Pandemic Impact on Education: A Software Engineering Case
Authors:

Kattiana Constantino, Pedro Garcia and Eduardo Figueiredo
Abstract: The COVID-19 pandemic has had an unprecedented and widespread impact on education, significantly affecting students worldwide. Although many studies have investigated this impact in the last 5 years, we still lack empirical knowledge about the long-lasting impact of this most recent pandemic on performance in the 2020’s generation of students. This quantitative study aims to evaluate the long-term impact of the pandemic on student performance, especially in the Software Engineering course. To achieve this goal, we collected historical data from Software Engineering students three years – prior to (2019) and post (2022 and 2023) COVID-19 – such as their grades in repeated questions throughout the semesters. We employed statistical methods to analyze this quantitative data. As one of our results, we identified that the pandemic negatively influenced student performance in 2022, especially in the first-semester post-pandemic. However, we also observed that the impact was mitigated in the following semesters of 2022 and 2023. This result is a breath of hope since it suggests that the current generation of students has overcome the challenges imposed by the pandemic period.
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