CSEDU 2024 Abstracts

Area 1 - Artificial Intelligence in Education

Full Papers

Paper Nr:	35
Title:	Opportunities and Challenges of AI to Support Student Assessment in Computing Education: A Systematic Literature Review
Authors:	Simone D. Santos and Gilberto A. S. Junior
Abstract:	This study investigates how Artificial Intelligence (AI) can support student assessment in computing education through a systematic literature review of twenty studies from the past decade. AI’s evolution has significantly impacted various fields, including education, offering advanced capabilities for personalized teaching, continuous evaluation, and performance prediction. Analysing these studies, evidence showed a focus on undergraduate students and the employment primarily face-to-face teaching methods, with engineering education and serious games being more cited contexts. These studies also reveal AI’s potential to create personalized learning experiences using techniques like fuzzy logic, KNN algorithms, and predictive models to analyse student interactions and performance, particularly in educational games and online courses. The positive findings demonstrate AI’s effectiveness in classifying students’ learning profiles, predicting employability, providing real-time assessments, facilitating targeted interventions, and improving learning outcomes through personalization. Automated assessments via AI have been shown to reduce teachers’ workload by offering accurate, real-time feedback. However, the studies also highlighted challenges concerning student engagement, teacher material quality, model generalization, and technical obstacles such as natural language processing, algorithm stability, and data cleaning. These data-driven factors emphasize the necessity for further advancements in AI to enhance continuous and effective student assessment as part of the personalized learning process.
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Paper Nr:	48
Title:	Large Language Models in Civic Education on the Supervision and Risk Assessment of Public Works
Authors:	Joaquim M. Honório, Paulo O. Brito, J. B. Moura and Nazareno F. Andrade
Abstract:	The Public Administration spends an estimated 13 trillion USD annually worldwide, of which approximately 20% is allocated to public works. Despite strict rules, unfinished works for legal reasons, including corruption, are not atypical, negatively impacting the region’s economy, culture, and society. Civic awareness about this problem may help reduce such losses. This study investigates the use of Large Language Models (LLM) and Retrieval-Augmented Generation (RAG) to support civic education on risks in public works. While LLMs interpret and create human language, RAGs combine text production with access to other external data, allowing contextualized responses. Here, we evaluate how these technologies can facilitate the population’s understanding of technical information about public works. To this end, we initially create and evaluate 4 Machine Learning models for risk prediction of public work failure, using data from real public works. We provide a failure estimate for each contracted work based on the most efficient model. These data and others related to government development and risk processes are accessed and presented to the user through a web support system. Tests with 35 participants indicate a significant improvement in citizens ability to understand complex aspects related to risks and contracts of public works.
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Paper Nr:	58
Title:	AI Literacy for Cultural and Design Studies
Authors:	Sophie Schauer and Katharina Simbeck
Abstract:	Artificial Intelligence (AI) is applied to an extending number of academic fields, including culture and design. Hence, there is a necessity to incorporate AI competencies in the curricula of cultural and design studies. This paper explores potential points of contact between cultural and design studies, AI technologies, as well as relevant competencies. Through a comprehensive curriculum analysis of two study programs, expert interviews and analysis of sample projects, the paper finds practical connections for the inclusion of AI competencies into culture and design studies. We propose components of AI literacy for students in culture and design programs along the categories of technical understanding, critical appraisal and practical application. The findings contribute to the ongoing discourse on the interdisciplinary use of AI, offering insights into the evolving skill set in the field of culture and design.
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Paper Nr:	73
Title:	User Story Tutor (UST) to Support Agile Software Developers
Authors:	Giseldo S. Neo, José B. Moura, Hyggo Almeida, Alana S. Neo and Olival G. Freitas Júnior
Abstract:	User Stories record what must be built in projects that use agile practices. User Stories serve both to estimate effort, generally measured in Story Points, and to plan what should be done in a Sprint. Therefore, it is essential to train software engineers on how to create simple, easily readable, and comprehensive User Stories. For that reason, we designed, implemented, applied, and evaluated a web application called User Story Tutor (UST). UST checks the description of a given User Story for readability, and if needed, recommends appropriate practices for improvement. UST also estimates a User Story effort in Story Points using Machine Learning techniques. As such UST may support the continuing education of agile development teams when writing and reviewing User Stories. UST’s ease of use was evaluated by 40 agile practitioners according to the Technology Acceptance Model (TAM) and AttrakDiff. The TAM evaluation averages were good in almost all considered variables. Application of the AttrakDiff evaluation framework produced similar good results. Apparently, UST can be used with good reliability. Applying UST to assist in the construction of User Stories is a viable technique that, at the very least, can be used by agile developments to complement and enhance current User Story creation.
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Paper Nr:	86
Title:	On Few-Shot Prompting for Controllable Question-Answer Generation in Narrative Comprehension
Authors:	Bernardo Leite and Henrique L. Cardoso
Abstract:	Question Generation aims to automatically generate questions based on a given input provided as context. A controllable question generation scheme focuses on generating questions with specific attributes, allowing better control. In this study, we propose a few-shot prompting strategy for controlling the generation of question-answer pairs from children’s narrative texts. We aim to control two attributes: the question’s explicitness and underlying narrative elements. With empirical evaluation, we show the effectiveness of controlling the generation process by employing few-shot prompting side by side with a reference model. Our experiments highlight instances where the few-shot strategy surpasses the reference model, particularly in scenarios such as semantic closeness evaluation and the diversity and coherency of question-answer pairs. However, these improvements are not always statistically significant. The code is publicly available at github.com/bernardoleite/few-shot-prompting-qg-control.
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Paper Nr:	90
Title:	Adaptation in Learning Analytics Dashboards: A Systematic Review
Authors:	Rémi Barbé, Benoît Encelle and Karim Sehaba
Abstract:	Although learning analytics dashboards (LAD) grow in numbers, they often fail to improve learner awareness as they lack adaptation capabilities. This paper presents a systematic review following the PRISMA statement, about the adaptation capabilities of LADs based on new definitions for LADs and learning indicators. A detailed analysis of 23 articles selected among 426 articles retrieved from databases was conducted based on a coding scheme, centered on adaptation and its dimensions, namely: to whom, what, to what, who, and how. The main result of this study is that there is more evidence of adaptable LADs than adaptive LADs. As a result, the road to adaptivity is worth exploring. The analysis of LAD’s common features led us to distinguish mainly 4 adaptable capabilities and 2 adaptive ones. Most of the adaptable capabilities consist of giving exploration power to the user and providing him with data filtering, zooming, or selection functionalities. In contrast, users have limited options when it comes to selecting indicators, their visualizations, and organization on the dashboard. Providing more flexible LADs could enhance their usability and increase learner awareness. Furthermore, the few adaptive features involve adaptations based on “if-then” rules and there are no reports of advanced computing techniques such as machine learning that could empower LAD’s adaptation.
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Paper Nr:	105
Title:	Analysing Learner Strategies in Programming Using Clickstream Data
Authors:	Daevesh Singh, Indrayani Nishane and Ramkumar Rajendran
Abstract:	Programming courses have high failure rates and to address this, it is crucial to better understand learning strategies associated with higher learning gains. Digital learning environments capture fine-grained data that offer valuable insights into learners’ learning strategies. Although much research has been dedicated to analysing student programming behaviours in integrated development environments, it remains unclear how their reading and video-watching behaviours, which are used for knowledge acquisition, influence these programming behaviours. In this study, we aim to bridge this gap by analysing learners’ actions in PyGuru, a learning environment for Python programming, using process mining techniques to capture their temporal learning behaviours. Our objective is to understand the behaviours associated with high and low-scoring learners. Study reveals that high-scoring learners execute codes more, indicating a correlation between execution actions and conceptual reinforcement and engaging in active video-watching behaviours, contributing to higher learning gains. Conversely, low-scoring learners tend to rely on trial and error techniques, neglecting content review after execution. Furthermore, despite the frequent use of the ‘highlight’ action, low-scoring learners fail to revisit highlighted content, suggesting a lack of comprehensive information processing. By uncovering such behaviours, we aim to shed light on effective strategies associated with higher performance, thereby helping instructors provide feedback to struggling learners.
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Paper Nr:	119
Title:	Predicting Students’ Final Exam Scores Based on Their Regularity of Engagement with Pre-Class Activities in a Flipped Classroom
Authors:	Teodor Sakal Francišković, Ana Anđelić, Jelena Slivka, Nikola Luburić and Aleksandar Kovačević
Abstract:	Flipped Classroom (FC) is an active learning design requiring the students to engage in pre-class learning activities to prepare for face-to-face sessions. Identifying FC learning behaviors that lead to academic success remains a challenge. This paper addresses this challenge by conducting an empirical study in an undergraduate software engineering course employing the FC model. The empirical study draws on the data from an intelligent tutoring system that captured the learning traces of students performing pre-class activities. These traces provided indicators of students’ regularity of engagement, which were then matched to their final exam scores. Regression models were trained to predict final exam scores based on the regularity of engagement indicators. Students were clustered based on their regularity of engagement indicators to uncover actionable feedback for future course iterations. The case study confirms the generalizability of earlier findings that the regularity of engagement is vital for student performance and that course-specific predictors significantly impact the models’ prediction performance.
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Paper Nr:	141
Title:	An AI-Based Virtual Client for Educational Role-Playing in the Training of Online Counselors
Authors:	Eric Rudolph, Natalie Engert and Jens Albrecht
Abstract:	The paper presents the Virtual Client for Online Counseling (VirCo), a novel system for training online counselors through simulated client interactions. Addressing the rising need for digital communication skills in counseling, VirCo leverages large language models (LLMs) to create a chatbot that generates realistic responses from different client personas. The approach complements traditional role-playing methods in academic training, offering independent practice opportunities without direct supervision. To ensure privacy VirCo’s chatbot interface uses an open-source LLM for response generation. The system’s dataset comprises detailed persona descriptions and transcripts from role-play sessions, contributing to the authenticity of the training experience. The evaluation of the quality of the conversations utilized both human evaluators and LLMs. Results show a high degree of coherence and persona alignment in responses, highlighting VirCo’s effectiveness as a training tool. The paper concludes by showcasing the features of the VirCo learning platform like compulsory assignments and multiple feedback mechanisms.
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Paper Nr:	193
Title:	From Theory to Training: Exploring Teachers' Attitudes Towards Artificial Intelligence in Education
Authors:	Cecilia Fissore, Francesco Floris, Valeria Fradiante, Marina Marchisio Conte and Matteo Sacchet
Abstract:	Every year, there is increasing interest in applying Artificial Intelligence (AI) algorithms and systems in education. Educating students about the conscious use of AI and its challenges is essential. Still, even before that, it is necessary to educate teachers who need to acquire the necessary skills to use these technologies in the classroom to enrich their students’ learning experience. Training must be theoretical and guide teachers in designing educational activities with AI, about AI, and preparing for AI. This article presents research conducted in Italy to understand educators’ attitudes toward AI in Education. Responses to a nationwide questionnaire are analysed to understand the relationship between teachers at all levels of schooling and AI. The results show that teachers need more confidence in their AI skills but are also not too concerned about the increasing spread of AI at various levels. From the findings, we can also say that AI has found little space in the school activities of Italian teachers. At the same time, teachers state that they urgently need to be trained on AI issues.
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Paper Nr:	203
Title:	Leveraging NLP and Machine Learning for English (L1) Writing Assessment in Developmental Education
Authors:	Miguel Da Corte and Jorge Baptista
Abstract:	This study investigates using machine learning and linguistic features to predict placements in Developmental Education (DevEd) courses based on English (L1) writing proficiency. Placement in these courses is often performed using systems like ACCUPLACER, which automatically assesses and scores standardized writing assignments in entrance exams. Literature on ACCUPLACER’s assessment methods and the features accounted for in the scoring process is scarce. To identify the linguistic features important for placement decisions, 100 essays were randomly selected and analyzed from a pool of essays written by 290 native speakers. A total of 457 Linguistic attributes were extracted using COH-METRIX (106), the Common Text Analysis Platform (CTAP) (330), plus 21 DevEd-specific features produced by the manual annotation of the corpus. Using the ORANGE Text Mining toolkit, several supervised Machine-learning (ML) experiments with two classification scenarios (full and split sample essays) were conducted to determine the best linguistic features and best-performing ML algorithm. Results revealed that the Naive Bayes, with a selection of the 30 highest-ranking features (21 CTAP, 7 COH-METRIX, 2 DevEd-specific) based on the Information Gain scoring method, achieved a classification accuracy (CA) of 77.3%, improving to 81.8% with 60 features. This approach surpassed the baseline accuracy of 72.7% for the full essay scenario, demonstrating enhanced placement accuracy and providing new insights into students’ linguistic skills in DevEd.
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Paper Nr:	212
Title:	A Framework for Intelligent Virtual Reality Tutoring System Using Semantic Web Technology
Authors:	Victor Häfner, Tengyu Li, Felix L. Michels, Polina Häfner, Haoran Yu and Jivka Ovtcharova
Abstract:	Adaptive and personalized immersive virtual reality (VR) training is a current research focus, aiming to make training more efficient and let users have a better learning experience. But there is currently an unmet need for flexible VR training that can adapt to the user’s abilities and performance to provide a personalized learning process. The main problem is the high cost of setting up and maintaining virtual environments, resulting in a lack of flexibility to easily update training content. To solve this problem, we incorporate Semantic Web technology into VR training. Using the heterogeneous knowledge integration and reasoning capabilities of the Semantic Web, VR training content can be easily created and updated. In addition, due to the advantages of the intelligent tutoring system (ITS) in tracking the student performance and providing automated and personalized tutoring, we explore the integration of the ITS into the VR learning environment. Therefore, this paper proposes a framework for a Semantic Web-Enabled Intelligent VR Tutoring System, especially for engineering education, and demonstrates its feasibility by a proof of concept application. The system is exemplified using a virtual flow rig application for training, facilitating the education of students and professionals on fluid flow principles, control strategies, and measurement techniques.
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Short Papers

Paper Nr:	13
Title:	Using the Robot-Assisted Attention-Engagement-Error-Feedback- Reflection (AEER) Pedagogical Design to Develop Machine Learning Concepts and Facilitate Reflection on Learning-to-Learn Skills: Evaluation of an Empirical Study in Hong Kong Primary Schools
Authors:	Siu-Cheung Kong and Yin Yang
Abstract:	This paper presents the results of an empirical study that aimed to evaluate the effectiveness of using robots to teach machine learning concepts to primary school students and consolidate their reflection on learning-to-learn skills. The pedagogical design of this study was based on the neuroscience-informed Attention-Engagement-Error-feedback-Reflection (AEER) framework. The study involved 87 Grade 5 students from Hong Kong. Data collection included pre- and post-tests on machine learning concepts, as well as pre- and post-questionnaires on learning-to-learn skills based on the AEER framework. The findings suggest that the use of purposely designed robots for understanding machine learning significantly enhanced primary school students’ understanding of machine learning concepts. Further, it can facilitate students’ reflection on their learning-to-learn skills, which have been nurtured over their years of study period, thereby effectively preparing them for the transition to secondary school education. The paper concludes with a discussion of the findings and provides potential directions for future research.
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Paper Nr:	15
Title:	A Proposed TPACK Model of Teaching STEM with AI Components: Evaluating a Teacher Development Course for Fostering Digital Creativity
Authors:	Siu-Cheung Kong, Yin Yang and Wing K. Yeung
Abstract:	In this study, a novel design of STEM activities was proposed with a focus on concepts of Internet of Things (IoT) and artificial intelligence (AI) components for developing the problem-solving abilities and digital creativity of in-service primary teachers. This study evaluated the effectiveness of a 6-hour course for developing primary school teachers’ competency in teaching AI-integrated STEM activities and developing their digital creativity. One hundred and ninety-one teachers from 108 primary schools attended the development course and completed survey and creativity evaluation. Teachers’ responses to surveys on the TPACK model and digital creativity evaluation sheets were collected. The paired t-test results indicated statistically significant improvement on all 17 TPACK items with a large effect size (Cohen’s d = 1.213). For the digital creativity evaluation completed, 81.15% of the teachers demonstrated digital creativity and expressed their ideas in designing IoT systems and many of the designs included AI components. The paper concluded the implications of this study and future work were discussed.
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Paper Nr:	38
Title:	Student Perspectives on Ethical Academic Writing with ChatGPT: An Empirical Study in Higher Education
Authors:	Lucas Spirgi, Sabine Seufert, Jan Delcker and Joana Heil
Abstract:	The emergence of ChatGPT has significantly reshaped the landscape of higher education, sparking concerns about its potential misuse for academic plagiarism (Cotton et al., 2023). This study examines the use of ChatGPT in academic writing among students at the University of Mannheim in Germany and St. Gallen in Switzerland, using a proposed Human-AI collaboration framework with six levels of AI-enabled text generation (Boyd-Graber et al., 2023). The survey of 699 students reveals varied ChatGPT usage across all six levels, with Level 3 (Literature Search) being slightly more utilized. Students expressed mixed opinions on ethical issues, such as the declaration of ChatGPT-generated content in academic work and the extent to which ChatGPT is allowed at their university. The results of the study highlight students’ concerns about negative effects on grades, a lack of clarity about university policies on ChatGPT, and fears that hard work will not be rewarded. Despite these issues, most students support open access to ChatGPT. The findings suggest the need for clear ethical guidelines in academia regarding AI use and highlight the potential stigmatization of AI, which could hinder technology acceptance and AI-related skills development.
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Paper Nr:	39
Title:	Learner Models: A Systematic Literature Research in Norms and Standards
Authors:	Felix Böck, Dieter Landes and Yvonne Sedelmaier
Abstract:	Learners in higher education tend to become an increasingly heterogeneous group. Paying proper attention to individual differences is a challenge that may be leveraged by individualized automated recommendations of learning elements. This presupposes some knowledge of the learners’ profiles which can be captured in so-called learner models. Yet, so far, there is no comprehensive overview of existing standards and their contribution related to learner models. This paper presents the results of a systematic literature research devoted to norms and standards in the area of learner models. As it turns out, 16 norms or standards have some relationship to learner models, 3 of them present their versions of a learner model. None of the standards and norms offers a comprehensive learner model, but in their entirety these models provide hints on reasonable contents and structure of learner models.
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Paper Nr:	71
Title:	Weakly Supervised Short Text Classification for Characterising Video Segments
Authors:	Hao Zhang, Abrar Mohammed and Vania Dimitrova
Abstract:	In this age of life-wide learning, video-based learning has increasingly become a crucial method of education. However, the challenge lies in watching numerous videos and connecting key points from these videos with relevant study domains. This requires video characterization. Existing research on video characterization focuses on manual or automatic methods. These methods either require substantial human resources (experts to identify domain related videos and domain related areas in the videos) or rely on learner input (by relating video parts to their learning), often overlooking the assessment of their effectiveness in aiding learning. Manual methods are subjective, prone to errors and time consuming. Automatic supervised methods require training data which in many cases is unavailable. In this paper we propose a weakly supervised method that utilizes concepts from an ontology to guide models in thematically classifying and characterising video segments. Our research is concentrated in the health domain, conducting experiments with several models, including the large language model GPT-4. The results indicate that CorEx significantly outperforms other models, while GLDA and Guided BERTopic show limitations in this task. Although GPT-4 demonstrates consistent performance, it still falls behind CorEx. This study offers an innovative perspective in video-based learning, especially in automating the detection of learning themes in video content.
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Paper Nr:	83
Title:	Detecting Speech Disfluencies Using Open-Source Tools in Automatic Feedback Systems for Oral Presentation Training
Authors:	Willy Mateo, Leonardo Eras, Giancarlo Carvajal and Federico Domínguez
Abstract:	In the realm of verbal communication, most common non-clinical speech disfluencies are filler words and filled pauses, which pose challenges for effective oral presentations. Yet their detection is no easy task. This article presents the usage of OpenAI’s Whisper for filled pauses and filler words detection in Spanish oral presentations, including on-the-wild usage with undergraduate students. Preliminary results indicate that Whisper demonstrates promise as a valuable tool to identify a substantial amount of filler words and filled pauses. Despite areas of improvement, Whisper serves as a diagnostic tool for assessing disfluences in oral communication.
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Paper Nr:	89
Title:	Investigating the Impact of Code Generation Tools (ChatGPT & Github CoPilot) on Programming Education
Authors:	Faisal Nizamudeen, Lorenzo Gatti, Nacir Bouali and Faizan Ahmed
Abstract:	In our rapidly evolving technological landscape, AI tools have gained substantial power and integration across various domains. Through interviews and surveys conducted at a University in the Netherlands, we investigated students’ perceptions of AI tools. Our results show that students generally have a positive attitude towards the adoption of AI technologies and feel that it enhances their learning experience. Furthermore, this research project examines the capabilities of AI-powered tools, namely GitHub Copilot and ChatGPT, in solving a variety of university-level assignments. By empirically evaluating the capabilities of these AI tools and offering insights to educators, this research project aims to assist them in designing programming exercises that encompass essential learning processes while accounting for students’ utilization of AI tools. The findings indicate that a majority of the exercises currently utilized by the examined university could be solved partially or entirely with the aid of these tools. This project highlights the importance of educators understanding the capabilities of AI tools, as well as students’ attitudes towards them, to effectively adapt their teaching methods and promote essential learning goals.
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Paper Nr:	91
Title:	Advancing Educational Analytics Using Machine Learning in Romanian Middle School Data
Authors:	Ioan D. Pop and Adriana M. Coroiu
Abstract:	This paper aims to present the results achieved after a series of experiments regarding the prediction of the academic performance of Romanian middle school students. A unique data set that was first collected by the authors from 24 pre-university educational units in Romania was used for this study. The dataset contains both rural and urban students, respectively both students with high academic performance and students with low performance. In the experiments, two machine learning methods were used: extreme gradient boosting and support vector machine, along with feature engineering techniques. The obtained results are satisfactory, resulting in an accuracy of 94.18%.
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Paper Nr:	104
Title:	Using Trace Clustering to Group Learning Scenarios: An Adaptation of FSS-Encoding to Moodle Logs Use Case
Authors:	Noura Joudieh, Marwa Trabelsi, Ronan Champagnat, Mourad Rabah and Nikleia Eteokleous
Abstract:	Learners adopt various learning patterns and behaviors while learning, rendering their experience a valuable asset for recommending learning paths for other learners. Process Mining is useful in this case to discover models that reveal learners’ taken learning paths in an educational platform. Nonetheless, due to the heterogeneity of behavior and the volume of data, trace clustering is crucial to reveal various groups of learners and discover relevant process models rather than ‘spaghetti’ ones. In this paper, we address the limits of and improve on a feature-based trace clustering approach known as FSS-encoding, ideal for unstructured processes to extract diverse learning patterns adopted by students, to be later employed in a learning path recommendation. Our enhancements include a refined pattern selection, preserving the uniqueness of less frequent events and increasing the overall effectiveness of the trace clustering process. Our method was applied to Moodle logs acquired from 2018 to 2022, comprising 471 students in the Computer Science and Engineering Department of Frederick University in Cyprus. The results show three clusters with a 25% improvement in silhouette coefficient. Their consequent discovered process models depict the various learning scenarios adopted, including activities like studying, solving exercises, undergoing assessments, applying, and others.
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Paper Nr:	113
Title:	AI-Powered Personalised Learning Platforms for EFL Learning: Preliminary Results
Authors:	Raffaella Folgieri, Marisa Gil, Miriam Bait and Claudio Lucchiari
Abstract:	Artificial intelligence (AI) has been increasingly integrated into the field of education, including personalised learning platforms. However, concerns have been raised about the potential of AI to replace human teachers and the impact on student agency and autonomy. In this research, we discuss the development of an AI-powered platform as a helper, not a substitution, for self-directed personal and professional growth. The present study investigates the effectiveness of an AI-powered personalised learning platform in enhancing self-directed learning and personal and professional growth. We also explored the role of human teaching and the ethical considerations of AI in education. A mixed-methods approach was used, including surveys, interviews, and qualitative analysis of participant feedback. The participants were randomly assigned to either an AI group or the traditional learning group. Findings suggest that the AI-powered personalised learning platform that we used is a promising approach for enhancing self-directed learning and personal and professional growth. However, it is important to note that these are just preliminary findings, and further research is needed to confirm our results and to understand the mechanisms by which a specific use of AI in education may lead to positive effects.
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Paper Nr:	24
Title:	Helping Teachers Trust AI Tools in Their Work
Authors:	Jiajun Pan, Anne Boyer and Azim Roussanaly
Abstract:	One of the outcomes of our project aimed at enhancing teachers’ trust in AIET(AI Educational Tool) is a comprehensive review of the challenges teachers encounter when using AI tools, alongside our methodology to assist educators in comprehending and selecting suitable AIETs. This paper elaborates on the process and results derived from the implementation of this methodology. Drawing from existing literature and project feedback, we defined AIETs in education, illustrating scenarios to showcase how these tools support teachers’ tasks. Additionally, we investigated the hurdles and apprehensions experienced by teachers while utilizing AIETs. Subsequent to this, we engaged with AIET development companies, conducting iterative interviews to distill a template that offers unbiased information about AIETs. This template was designed to address specific queries raised by teachers regarding AIETs. Building upon this template, we devised customized questionnaires to streamline the process of gathering information from AIET development companies. Finally, we recommended these completed templates and gauged the impact of our methodology on teachers actively participating in our project.

Paper Nr:	77
Title:	Towards an Online Incremental Approach to Predict Students Performance
Authors:	Chahrazed Labba and Anne Boyer
Abstract:	Analytical models developed in offline settings with pre-prepared data are typically used to predict students’ performance. However, when data are available over time, this learning method is not suitable anymore. Online learning is increasingly used to update the online models from stream data. A rehearsal technique is typically used, which entails re-training the model on a small training set that is updated each time new data is received. The main challenge in this regard is the construction of the training set with appropriate data samples to maintain good model performance. Typically, a random selection of samples is made, which can deteriorate the model’s performance. In this paper, we propose a memory-based online incremental learning approach for updating an online classifier that predicts student performance using stream data. The approach is based on the use of the genetic algorithm heuristic while respecting the memory space constraints as well as the balance of class labels. In contrast to random selection, our approach improves the stability of the analytical model by promoting diversity when creating the training set. As a proof of concept, we applied it to the open dataset OULAD. Our approach achieves a notable improvement in model accuracy, with an enhancement of nearly 10% compared to the current state-of-the-art, while maintaining a relatively low standard deviation in accuracy, ranging from 1% to 2.1%.
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Paper Nr:	101
Title:	About the Quality of a Course Recommender System as Perceived by Students
Authors:	Kerstin Wagner, Agathe Merceron, Petra Sauer and Niels Pinkwart
Abstract:	In this work, we present a survey of a course recommender conducted among students and its results. The course recommender system, published in our previours work (Wagner et al., 2023), is based on the nearest neighbors algorithm and aims to support students in their course enrollment; it targets above all students who did not pass all mandatory courses as indicated in the study handbook in their first or second semester at university. The primary objective of the survey was to evaluate the perceived quality of explanations and recommendations based on two presentation variants (a ranked list of courses and a set of courses), as well as the general trust in such systems. The survey included quantitative measures and demographic information from the students, so that different subgroups could be evaluated. The results indicate that students tend to trust recommender systems and that they tend to understand the explanations. No clear winner emerges between the presentation of the courses as a set and as a ranked list. The survey data explorations are available at: https://kwbln.github.io/csedu24.
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Paper Nr:	137
Title:	Where Is the Evidence? A Plugin for Auditing Moodle’s Learning Analytics
Authors:	Linda Fernsel, Yannick Kalff and Katharina Simbeck
Abstract:	The paper presents the work-in-progress development of a Moodle plugin to improve the auditability of Moodle’s Learning Analytics component. Future legislation, such as the EU AI Act, will require audits and “conformity assessments” of “high-risk” AI systems. Educational applications can be considered high-risk systems due to their important role in individual life and career paths. Therefore, their correctness, fairness, and efficiency must be assessed. However, auditing of the Learning Analytics functions in Moodle is limited. No suitable test-data is available, models and configurations are not persistent and only aggregated quality metrics are returned that are insufficient to assess fairness. The plugin addresses these issues and provides a data interface to extract data for audits. The plugin allows to a) upload and select data for the audit, b) clearly differentiate between model configuration and trained models, c) keep trained models, their configuration and underlying data for future inspections and comparisons, and finally, d) the plugin saves raw predictions for further analysis. The plugin enables the audit of Moodle’s Learning Analytics and its underlying AI models and contributes to increased fairness and trustworthiness of Learning Analytics as well as its legally compliant application.
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Paper Nr:	145
Title:	The Impact of Structured Prompt-Driven Generative AI on Learning Data Analysis in Engineering Students
Authors:	Ashish Garg and Ramkumar Rajendran
Abstract:	This paper investigates the use of Generative AI chatbots, especially large language models like ChatGPT, in enhancing data analysis skills through structured prompts in an educational setting. The study addresses the challenge of deploying AI tools for learners new to programming and data analysis, focusing on the role of structured prompt engineering as a facilitator. In this study Engineering students were trained to adeptly use structured prompts in conjunction with Generative AI, to improve their data analysis skills. The t-test comparing pre-test and post-test scores on programming and data analysis shows a significant difference, indicating learning progress. Additionally, the task completion rate reveals that 45% of novice participants completed tasks using Generative AI and structured prompts. This finding highlights the transformative impact of Generative AI in education, indicating a shift in learning experiences and outcomes. The integration of structured prompts with Generative AI not only aids skill development but also marks a new direction in educational methodologies.
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Paper Nr:	175
Title:	STEAM Teachers' Perceptions of Artificial Intelligence in Education: Preliminary Research
Authors:	Sara Cruz, Duarte Duque and Vítor Carvalho
Abstract:	Integrating Artificial intelligence into teachers’ practices allows them to equip students with the skills, knowledge and mindsets needed to thrive in an ever-changing world, preparing them to be active and innovative citizens in the 21st century. This study aims to understand the perception of a group of STEAM teachers about designing pedagogical experiences using artificial intelligence in their teacher work context. A quantitative approach is used in research. Results show that teachers recognise the importance of integrating AI into their teaching practice. However, they need to improve their know about AI technologies to use it efficiently. Results suggest that teachers recognise AI as a valuable resource for their daily work, however they admit that need training on it.
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Paper Nr:	187
Title:	Examining the Utilization of Artificial Intelligence Tools by Students in Software Engineering Projects
Authors:	Amir Dirin and Teemu H. Laine
Abstract:	With the popularity of AI-based tools, the landscape of learning and teaching software engineering has shifted to a new era, which has left both educators and students confused regarding the extent to which these tools are reliable, secure, and, most importantly, result in efficient student competence development. In this study, we explored how the use of AI tools such as ChatGPT and GitHub Copilot affect the performance of 36 students in nine teams in a software engineering project course. We also explore the perceptions of the students regarding the use of AI tools in software engineering. We divided the project teams into three groups based on their use of AI tools: group 1 used AI tools freely, group 2 used AI tools in a restricted manner, and group 3 did not use any AI tools. The results indicated that while all groups successfully finished their projects, AI tools were of great help in user story creation and completing a high number of features and tasks. However, groups 1 and 2 also require time to learn the AI tools and the resulting software quality was lower than that of group 3. In conclusion, AI tools like Copilot and ChatGPT can become powerful companions to software engineering students in their educational activities.
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Paper Nr:	213
Title:	AI-Enabled Art Education: Unleashing Creative Potential and Exploring Co-Creation Frontiers
Authors:	Vassilis Evangelidis, Helena G. Theodoropoulou, Vassilis Katsouros and Chairi Kiourt
Abstract:	This paper explores the intersection of AI technology and art education with the goal of unleashing creative potential and delving into co-creation frontiers within culturally diverse societies. Emphasizing the significance of arts in fostering social inclusion and embracing cultural diversity, the paper outlines the transformative role of AI in enhancing creativity and collaborative processes within education. The envisioned ecosystem, integrating AI-assisted co-creation tools, storytelling development, and digital display boards, proposes a comprehensive framework for revolutionizing art education. The paper places a strong emphasis on ethical considerations and technical robustness, delineating key challenges and foundational components for successful implementation. Envisioned as a versatile platform designed for diverse educational settings, from primary to higher education and non-formal contexts, the initiative aims to foster cultural diversity, social inclusion, and tolerance. Simultaneously, it seeks to promote lifelong learning and collaboration on a global scale.
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Area 2 - Information Technologies Supporting Learning

Full Papers

Paper Nr:	18
Title:	Students Want to Experiment While Teachers Care More About Assessment! Exploring How Novices and Experts Engage in Course Design
Authors:	Atezaz Ahmad, Jan Schneider, Marcel Schmitz, Daniel Schiffner and Hendrik Drachsler
Abstract:	Learning Design (LD) is the strategic orchestration of educational components to create a rewarding experience for students and educators. Adapting it to real-world scenarios with evolving technologies, like learning analytics (LA), adds complexity but offers the potential for enhanced learning outcomes and engagement. Prior research highlights the growing importance of LA in informing LD decisions. The FoLA 2 method offers a collaborative approach to course design considering LA implications. This study pursues two primary objectives. Firstly, to enhance the FoLA2 method by granting course designers access to the Open Learning Analytics Indicator Repository (OpenLAIR) that facilitates visual connections between LD pedagogies, LD-LA activities, LA indicators and their metrics. Secondly, to explore how novice and expert groups utilize the FoLA2 methodology to design a course in Technology Enhanced Learning. The findings indicate that Open-LAIR aided both groups while designing the course. Moreover, findings show that the design of novice and expert groups aligns at a fundamental level on how theory needs to be communicated and then diverges in the practical application of it where novices prioritized pedagogy and activity design, while experts focused more on data harvesting and LA application.
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Paper Nr:	34
Title:	Exploring the Impact of Covid-19 Pandemic on the Online Learning Experience of Higher Education Students in Morocco
Authors:	Rdouan Faizi
Abstract:	As a consequence of the global Covid-19 pandemic, educational institutions worldwide have been compelled to shut down their physical facilities to mitigate the spread of the new coronavirus. Faced with the immediate need to maintain educational continuity, the majority of these academic establishments shifted from traditional classroom instruction to remote education. Nevertheless, this sudden transition away from face-to-face teaching has ignited extensive discussions among educators, students, and parents regarding the effectiveness of distance learning in ensuring a high quality education under these specific conditions. In an effort to investigate the impact of the Covid-19 outbreak on students’ learning experiences, our objective in this study is to examine how students perceive the widespread adoption of online learning during the pandemic. Based on the results of a survey that we carried out amongst higher education students in Morocco, it was revealed that despite the considerable efforts that were made by educational authorities to deliver courses through various online platforms and formats, the students’ overall satisfaction with the imposed online learning mode is notably low. Specifically, only 30.9% of respondents reported satisfaction, while approximately 66% expressed dissatisfaction with the e-learning solutions introduced during the pandemic.
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Paper Nr:	43
Title:	Tangible or Digital? A Comparison Between Two Tools for Designing Asymmetric Role-Playing Games for Learning
Authors:	Gaëlle Guigon, Mathieu Vermeulen, Mathieu Muratet and Thibault Carron
Abstract:	The design of serious games is a complex process, particularly when it comes to scripting. We are particularly interested in asymmetrical multiplayer serious games, i.e. where several identified roles have different tasks and objectives. These games are usually collaborative to be closer to real-life work or learning situations. Few methods and tools have been designed to assist in the making of scenarios for this type of game. Our aim here is to compare two tools for this purpose: one tangible and one digital, both based on the same conceptual model, and to compare the advantages and the limitations of these two tools. We also want to make suggestions to help choose between them depending on the context. We base these comparisons on qualitative experiments carried out with the two tools. The results tend to show that the use of a tangible tool is preferable in the ideation phase, at the very beginning of scenario design, because it appears to be quicker to familiarise yourself with. The digital tool, on the other hand, would be more effective in the long term, to manage several scenarios and update its content.
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Paper Nr:	45
Title:	Bridging Skills and Scenarios: Initial Steps Towards Using Faded Worked Examples as Personalized Exercises in Vocational Education
Authors:	Torben Soennecken, Anan Schütt, Björn Petrak and Elisabeth André
Abstract:	In this paper, we present a method for generating faded worked examples as personalized exercises aimed at bridging the gap between knowledge of theoretical concepts and their application in the real world, which is particularly important in vocational education. Previous works suggest that faded worked examples are effective learning material that can also adapt to learners of different levels. Yet, there is no formulated method for automatically generating faded worked examples personalized to different learners in real-time. We develop a method for generating faded worked examples from scenarios, changing the faded positions and degree of fading based on the targeted skills and the learner’s proficiency level. We evaluate our method through a user study involving 13 computer science students from a German university, who practice specific computer networking skills. The results indicate significant improvement in the targeted skill over the untargeted one, highlighting the potential of our approach in vocational education settings. Our study is an early but promising step towards the future of personalized learning, paving the way for further research in adaptive and personalized vocational training.
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Paper Nr:	54
Title:	Virtual3R: A Virtual Collaborative Platform for Animal Experimentation
Authors:	Mohamed-Amine Abrache and Lahcen Oubahssi
Abstract:	The purpose of this article is to highlight the ongoing work within the framework of a research project named Virtual3R. The primary objective of this project is to introduce an alternative method, based on Virtual Reality (Virtual3R platform), to reduce the reliance on live animals for training in biological engineering departments across France. The overarching goal in this regard is to provide learners with the basic technical procedures and gestures before engaging in real animal experimentation. The platform emphasizes its pedagogical contribution by providing a dynamic and collaborative learning environment for both teachers and learners. The technical framework supporting this perspective is based on an architectural design with different functional layers. This paper presents an overview of the platform’s functional architecture, offering descriptions for each of its modules. Simultaneously, we present the results of the platform’s experimentation, which serve as evidence of the learners’ overall satisfaction with the virtual platform. The findings support the platform’s efficacy as a user-friendly and collaborative learning environment. These findings also validate the platform’s pedagogical value, demonstrating its beneficial impact on knowledge acquisition and learners’ active participation in the virtual environment.
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Paper Nr:	63
Title:	The Role of Privacy and Security Concerns and Trust in Online Teaching: Experiences of Higher Education Students in the Kingdom of Saudi Arabia
Authors:	Basmah Almekhled and Helen Petrie
Abstract:	Higher education institutions (HEIs) are increasingly using online teaching, particularly since the COVID-19 pandemic. Numerous digital technologies are now used in online teaching, such as videoconferencing for online classes. This has raised privacy and security concerns for students, as well as a reluctance to have webcams on during online classes. This study investigated the privacy and security concerns in online teaching of HEI students in the Kingdom of Saudi Arabia (KSA), as well as their trust in a range of actors and entities involved in online teaching. It also investigated their use of webcams and their reasons for having their webcams off during online classes. The study was conducted in the real-world context of online courses at a HEI in KSA. It found high levels of concern about online privacy in relation to the institution, but moderate levels in relation to instructors and classmates and in relation to online security. Complex, unexpected relationships were found between online privacy and security concerns and trust. As with previous research, students were reluctant to have their webcams on for a variety of reasons, often concerned with privacy of personal information. Only trust in instructors was a significant predictor of whether students were likely to have their webcams on during online classes.
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Paper Nr:	72
Title:	Aesthetics as a Decisive and Motivational Factor for Online Training
Authors:	Anaïs Niveau and Jean-Christophe Sakdavong
Abstract:	In an increasingly competitive world, including that of online education and training, it is important to stand out from the crowd if one wants to attract learners, and therefore customers. Studies show the importance of a website’s credibility in influencing the intention to buy a service, while others show the impact of a teacher’s credibility on motivation to learn. Researchers have also shown that an important factor in an individual’s assessment of credibility is based on visual appearance, or “aesthetics”. This is why we wanted to check that, for the same training content, an individual would be more inclined to opt for a site that he or she considered aesthetically pleasing than for another that he or she did not consider aesthetically pleasing. We therefore had 2 training websites evaluated, one “aesthetic” and the other “non-aesthetic”, divided randomly between 2 groups of participants (82 in total). The results of our survey show a preference for the “aesthetic” site when it comes to evaluating the credibility of the site, the credibility of the training, the intention to buy and the motivation to learn. We then suggest some avenues for future research.
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Paper Nr:	80
Title:	Interactive Math Explorations Using the Game-Based Application MatematiX
Authors:	Daniela Popita and Adriana M. Coroiu
Abstract:	The paper proposes the application MatematiX - an application designed and developed with the main goal of helping children learn math in a simple, interactive and fun way, using the game-based approach. Today’s education only emphasizes in-person interactions, with the majority of document storage taking place on online platforms. While most children spend their leisure time on the internet, only a small number of these platforms provide entertaining and educational content. It follows that the creation of the suggested learning application is required in light of these problems. MatematiX, was created specifically for this use and is a children’s app that offers games and mathematical explanations that require the user to apply math. One of the numerous approaches to solving this issue is the application that is discussed in this paper.
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Paper Nr:	82
Title:	Peephole Technology for Mobile Collaborative Learning: An In- Classroom Exploratory Study
Authors:	Sebastian Simon, Iza Marfisi-Schottman and Sébastien George
Abstract:	Technology to support Mobile Computer Supported Collaborative Learning (MCSCL) is a compromise between screen space and mobility. While MCSCL usually leverages small portable screens, such as tablets or smartphones, large interactive tabletops have been found to effectively support collaborative learning. In this case study, we strike a compromise by using small portable screens on a large static surface by using dynamic peephole interactions. The proposed technology allows learners to augment static surfaces, such as paper maps, by sliding a tablet or a smartphone on it. An exploratory study was conducted on eight groups of four K12 students. Results point to enhanced cognitive awareness among group members.
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Paper Nr:	87
Title:	Teaching Assistants as Assessors: An Experience Based Narrative
Authors:	Faizan Ahmed, Nacir Bouali and Marcus Gerhold
Abstract:	This study explores the role of teaching assistants (TAs) as assessors in a university’s computer science program. It examines the challenges and implications of TAs in grading, with a focus on their expertise and grading consistency. The paper analyzes grading experiences in various exam settings and investigates the impact on assessment quality. We adopt an empirical methodology and answer the research question by analyzing the data from two exams. The chosen exams have similar learning objectives but they differ in how TAs graded them, thus providing an opportunity to reflect on different grading styles. It concludes with recommendations for enhancing TA grading effectiveness, emphasizing the need for detailed rubrics, training, and monitoring to ensure fair and reliable assessment in higher education.
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Paper Nr:	93
Title:	Optimizing Academic Pairings in Smart Campuses: A Recommendation System for Academic Communities
Authors:	Elvandi D. Silva Junior, Gabriel Casanova, Daniel H. Lopes, Ana Paula Militz Dorneles, Renan B. Poy, José P. M. de Oliveira and Vinícius Maran
Abstract:	Collaborating across disciplines can advance research fields by offering new ways of addressing complex problems and fostering integration and acknowledging similarities among different fields. Pairing preferences, such as teaching the same or different content areas, grade spans, or buildings, are also crucial in mentorship programs, as they can significantly impact the effectiveness of the partnership. This necessary academic pairing can be difficult to a set of factors, as cultural, geographical or personal. This study addresses the challenge of academic pairings, emphasizing the need to publicize university resources and projects to promote interconnection between professionals from different areas within the same academic environment. The research describes the ”Unified Recommendation System” - a recommendation system for academic communities. This is a hybrid recommendation system and was developed to recommend relevant projects of interest to the user, in addition to being easy to access through an application for students, teachers and the general community. Thus, the developed prototype demonstrated significant potential as a relevant tool in the context of smart campuses, with user interest recommendation rates of more than 81% in the evaluated scenario.
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Paper Nr:	97
Title:	Let’s Choose STEM: An Overview on Study Program Guiding Online Self-Assessments and Future Directions
Authors:	Vivien Landgrebe, Sarah Aragon-Hahner and Sven Strickroth
Abstract:	Online Self-Assessments (OSAs) are common tools for university orientation. They assist high school students in linking their vocational interests with matching fields of study or checking their suitability for a certain study program by considering personal interests, skills, and vocational expectations. We are the first to provide a review and classification of N=12 OSAs currently offered in Germany in the area of Science, Technology, Engineering, and Mathematics (STEM). Our results show that OSAs differ considerably in their content and duration. While the analyzed tools offer time and location independence, they still lack flexibility and adaptability with respect to the individual user. We discuss these findings and provide future directions for research as well as for OSA suppliers. The approaches we identified as promising offer immersive experiences, adaptive content, and empower students to make well-reflected decisions.
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Paper Nr:	99
Title:	Play Testing and Reflective Learning AI Tool for Creative Media Courses
Authors:	Bhojan Anand and Hu Yuxin
Abstract:	Reflective learning has various benefits for students, such as increased motivation, empathy, and academic success. This paper presents a tool for self-regulated reflective learning in creative media courses. We have studied the effect of using the tool in three courses with a strong demand for creativity and technical skills. The courses are CS3247 (Game Development), CS4240 (Interaction Design for Virtual and Augmented Reality), and CS4350 (Game Development Project). Each project team is considered an indie game development studio and adopts best practices from the industry. The projects will go through multiple iterations during the semester, which are graded. Reflective learning is implemented by allowing students to reflect on their past experiences between each iteration. Reflections are assessed by teaching assistants to evaluate the quality of reflections based on standardized rubrics. Two rounds of the study were conducted over 2021/2022 Semester 2 and 2022/2023 Semester 1. The first round was a pilot study, and the feedback from the first round was used to reflect on the experimental methodology and modify it for the second round. One key finding was that free-form reflection writing with guidelines had pushed for better quality reflections than a more specific set of questions. Overall, we have shown positive correlations between the mean student reflection scores in a team and the marks their team earned for submissions of each iteration with moderate inter-rater reliability. In addition, implementing reflective learning in these courses has increased the overall module and teaching feedback scores.
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Paper Nr:	123
Title:	Designing Stemie, the Evolution of the Kid Grígora Educational Robot
Authors:	Rolando Barradas, José A. Lencastre, Salviano Soares and António Valente
Abstract:	STEM education advances at the same rate as the need for new and more evolved tools. This article introduces the latest version of the Kid Grígora educational robot, based on the work of Barradas et al. (2019). Targeted for students aged 8 to 18, the robot serves as an interdisciplinary teaching tool, integrated into STEM curricula. The upgraded version corrects what we’ve learned from a real test with 177 students from a Portuguese school and adds other features that allow this new robot to be used in even more educational STEM and problem-solving scenarios. We focused on the creation of a second beta version of the prototype, named Stemie, and its heuristic evaluation by three experts. After all the issues and suggestions from the experts have been resolved and implemented, the new version is ready for usability evaluation.
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Paper Nr:	128
Title:	Brick by Brick: Exploring the Influence of LEGO SERIOUS PLAY on Master's Students' Digital Transformation Proposals
Authors:	T. Lucio-Nieto and Y. Martínez-Treviño
Abstract:	Digital Transformation has become mandatory for the success of companies nowadays. However, some companies struggle to obtain the benefits of digital transformation, mainly because of a lack of knowledge sharing between employees to build a shared vision of the organization. So, universities must prepare people to take advantage of different technologies to become change agents in their organizations and also to be more prepared for cultural changes like knowledge sharing inside the company. To address this challenge, in 2022 we incorporated LEGO® SERIOUS PLAY® into an undergraduate course to prepare students to embrace various technologies to develop a digital transformation proposal for a real-life company. This time, we used the same activity with graduate students because they are people who work at the companies. The participants expressed enthusiasm for the activity, enabling them to share valuable insights with their peers. They also reported engaging in deep discussions and successfully constructing creative digital transformation proposals. Professors observed that both graduate and undergraduate students liked the FTCA activity, and they had an enhanced understanding of the concepts required to develop their digital transformation initiatives.
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Paper Nr:	155
Title:	Teaching Introductory Game Audio to Undergraduate Students Using a Novel Digital Game Template
Authors:	Claudio Carvilhe, Christopher Hernandez, Lucas Adamo and Carlos N. Silla Jr.
Abstract:	In this paper we describe the PUCPR SOUND GAME (PSG): a digital game template that was developed in order to provide support for the game audio introductory teaching to undergraduate students of Digital Games. To use the game, the student does not need to have prior knowledge of art, design or even digital game programming. It was developed to abstract them from these matters, allowing them to create, test, and refine sound effects and music by easily changing files in the game template folder. From the teacher’s point of view, the game speeds up the monitoring and feedback process since the productions are centralised in a single place. The evaluation process is facilitated: the teacher is responsible for running the game containing the complete sound package of each student, identifying whether or not it meets the established criteria. We also present a thorough evaluation of eight different offerings of the module, being 4 without using PSG and 4 using PSG. The 8 offerings had the same learning objectives and were taught by the same teacher. The analysis of the results shows that there was a significant improvement in student learning and a reduction in the number of failing students when using PSG.
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Paper Nr:	163
Title:	Disability Racer: A Digital Game for Raising Awareness of Ophthalmological: Related Issues
Authors:	Luiz V. Leão, Douglas C. de Souza, Tiago D. Souza, Artur G. Hauache, Eduardo W. Stival and Carlos N. Silla Jr.
Abstract:	This paper presents an educational serious game aimed at raising awareness about ophthalmic issues. The game, titled ’Disability Racer,’ is based on the mechanics of a car battle-royale and was developed for the computer platform. It incorporates four ophthalmic conditions, challenging players to compete against each other while experiencing impaired vision. To mirror real-life problem-solving, the ’glasses’ item has been included, which, when collected, temporarily improves the player’s vision. In this way, the game promotes an understanding of the importance of regular ophthalmic check-ups.
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Paper Nr:	165
Title:	Graphical Recognition of Antiderivatives: Analysis of Different Strategies Reflecting Level of Expertise Using Eye-Tracker Tool
Authors:	Christian Casalvieri, Alessandro Gambini, Camilla Spagnolo and Giada Viola
Abstract:	The aim of this research is to identify the difficulties of the students with Calculus tasks. This study is a qualitative analysis carried out using the eye-tracker tool. The data collected allowed us to study the differences and analogies between the experts and novices in their cognitive processes. The way of reading a text can provide a lot of information about cognitive and resolution processes. Through the eye tracker instrument, it is possible to observe the ability of the subject to switch between different registers of representation. Calculus tasks concern the concept of derivative and antiderivative; in particular, students were asked to recognise the graph of an antiderivative function. Finally, this allowed us to put forward some suggestions that, in our opinion, could improve the Didactics of Mathematics at the level of the first years of academic studies, in the delicate period that accompanies the student in the transition from secondary school to university.
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Paper Nr:	178
Title:	Demonstration Experiment of Decentralized Learning Within Traditional Decentralized Education
Authors:	Masumi Hori, Seishi Ono and Kensuke Miyashita
Abstract:	Modern decentralized learning aims to promote free and open education by building learning networks and facilitating independent learning activities among relatively small, spontaneously formed communities outside of schools. Traditional decentralized education, meanwhile, refers to the transfer of authority over education systems from the central government to local authorities. Traditional decentralized education is also commonly understood as integral to realizing a sustainable society. However, traditional decentralized education also faces significant challenges, such as financial difficulties and a lack of motivation among educators and learners. We propose a framework for incorporating a modern decentralized learning approach that incorporates digital badges, microlearning, and microcredentialing into traditional decentralized education systems in order to eliminate the obstacles presented by traditional decentralized education. This study also identifies the advantages and disadvantages of the proposed framework by conducting an empirical experiment in which teacher training under decentralized education is implemented through online-based decentralized learning, positioned as a learning community for teachers working in local government schools.
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Paper Nr:	190
Title:	Decoding the Gap: A Retrospective Analysis of Women’s Experiences in Software Engineering
Authors:	Lucia Happe, Kai Marquardt, Ricarda Trumpf and Ingo Wagner
Abstract:	The persistent gender gap in software engineering (SE) poses a significant challenge in a world where digital innovation is crucial to societal progress. This paper explores the underlying factors contributing to the low participation of women in SE education and careers. Through a retrospective questionnaire study, we sought to capture the experiences and perceptions that deter women from pursuing SE despite initial interest. Our findings indicate that stereotypes, misconceptions about the field, and a lack of early positive exposure influence women’s decisions regarding SE. The study reveals that barriers such as the perceived incompatibility of SE with personal interests, the daunting image of the SE work environment, and the absence of female role models are critical deterrents. Furthermore, we discuss how early and continuous engagement with computing can reshape perceptions and foster a more inclusive environment. The paper concludes with actionable recommendations, emphasizing that efforts to close the gender gap in SE should not only aim for demographic balance but also harness the full potential of diversity for driving innovation. Ultimately, the study underscores the need for systemic changes in education and policy to create a more equitable and dynamic SE landscape.
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Short Papers

Paper Nr:	17
Title:	Mathkinetics: Solving Arithmetics While Running out of Breath
Authors:	Diego Scarcella, Jan Schneider, Natalie Kiesler and Daniel Schiffner
Abstract:	To benefit from most of the current digital educational technologies, learners are required to sit down and look closely at a computer monitor or smart device screen for hours, which can have side effects on learners’ health and lifestyle. As an attempt to address this, we developed MathKinetics, an application designed to support the practice of cognitive skills such as arithmetic while engaging in physical activity by integrating the principles of Multimodal Learning, Life Kinetik, and Gamification. MathKinetics is a variant of an endless running game where users control an avatar through their body posture and dodge obstacles. At the same time, they pick up arithmetic problems whose answers need to be verbalized. In this paper, we present an exploratory evaluation of MathKinetics and its user experience. We conducted user tests with 20 participants. Results from our tests indicate that MathKinetics is a fun way to practice arithmetic skills and train executive cognitive functions such as task switching.
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Paper Nr:	23
Title:	PyResolveMetrics: A Standards-Compliant and Efficient Approach to Entity Resolution Metrics
Authors:	Andrei Olar and Laura Dioşan
Abstract:	Entity resolution, the process of discerning whether multiple data refer to the same real-world entity, is crucial across various domains, including education. Its quality assessment is vital due to the extensive practical applications in fields such as analytics, personalized learning or academic integrity. With Python emerging as the predominant programming language in these areas, this paper attempts to fill in a gap when evaluating the qualitative performance of entity resolution tasks by proposing a novel consistent library dedicated exclusively for this purpose. This library not only facilitates precise evaluation but also aligns with contemporary research and application trends, making it a significant tool for practitioners and researchers in the field.
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Paper Nr:	32
Title:	Towards LLM-Based Autograding for Short Textual Answers
Authors:	Johannes Schneider, Bernd Schenk and Christina Niklaus
Abstract:	Grading exams is an important, labor-intensive, subjective, repetitive, and frequently challenging task. The feasibility of autograding textual responses has greatly increased thanks to the availability of large language models (LLMs) such as ChatGPT and because of the substantial influx of data brought about by digitalization. However, entrusting AI models with decision-making roles raises ethical considerations, mainly stemming from potential biases and issues related to generating false information. Thus, in this manuscript we provide an evaluation of a large language model for the purpose of autograding, while also highlighting how LLMs can support educators in validating their grading procedures. Our evaluation is targeted towards automatic short textual answers grading (ASAG), spanning various languages and examinations from two distinct courses. Our findings suggest that while “out-of-the-box” LLMs provide a valuable tool to provide a complementary perspective, their readiness for independent automated grading remains a work in progress, necessitating human oversight.
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Paper Nr:	33
Title:	Validity Claims in Children-AI Discourse: Experiment with ChatGPT
Authors:	Johannes Schneider, Leona C. Kruse and Isabella Seeber
Abstract:	Large language models like ChatGPT are increasingly used by people from all age groups. They have already started to transform education and research. However, these models are also known to have a number of shortcomings, i.e., they can hallucinate or provide biased responses. While adults might be able to assess such shortcomings, the most vulnerable group of our society – children – might not be able to do so. Thus, in this paper, we analyze responses to commonly asked questions tailored to different age groups by OpenAI’s ChatGPT. Our assessment uses Habermas’ validity claims. We operationalize them using computational measures such as established reading scores and interpretative analysis. Our results indicate that responses were mostly (but not always) truthful, legitimate, and comprehensible and aligned with the developmental phases, but with one important exception: responses for two-year-olds.
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Paper Nr:	37
Title:	Implementing Learning Analytic Systems in Educational Institutions: The Importance of Transparent Information for User Acceptance
Authors:	Lynn Schmodde, Marius Wehner, Paulin Zahn and Jasmin Georgy
Abstract:	Learning analytics (LA) systems have to meet high standards to ensure effective implementation in educational institutions, but knowledge about which factors play the most important role for users is limited. With two studies, we investigate the importance of different attributes of LA systems (Study 1) and the influence of different information fragments (i.e., benefits, drawbacks, and auditing information of the LA system) on users’ (i.e., students and teachers) perceived fairness and attractiveness of the institution (Study 2). In Study 1, we conducted a choice-based conjoint analysis to examine the relative importance of fairness, accuracy, audits, and methods of use. Our results show that both students and teachers consider fairness to be the most important feature. In Study 2, we conducted an experimental video vignette study to examine how different fragments of information influence perceived fairness (i.e., informational justice) and attractiveness of the institution. We show that more information increases students’ and teachers’ acceptance, even when potential drawbacks are communicated, although the results of the teacher sample are less pronounced overall.
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Paper Nr:	41
Title:	Humour in Educational Robots: Investigating the Effects of Humour in a Robot-Led Scrumban Simulation in Business Education
Authors:	Ilona Buchem, Niklas Bäcker, Ayline Trutty, Emily Thomas and Kerim Dincel
Abstract:	Educational robots have been used as technologies to support social interactions with learners and enhance both cognitive and affective learning outcomes. While studies have shown positive impact of humour both in education and human-robot interaction, little is known about the impact of humour enacted by educational robots. This paper presents a between-subjects, randomized study, that explored the effects of humour on the perception of the robot competence and facilitation, as well as learning experience, and outcomes of 30 undergraduate students during a Scrumban simulation with the robot NAO in business education settings. The humorous version was programmed using positive humour with selected jokes and witty remarks generated by ChatGPT. The results of statistical analysis showed a range of differences in the perception of the robotic facilitator, the learning experience, and the learning outcomes in the humorous compared to the neutral condition. The results of the study provide preliminary evidence on the effects of humour in educational robots. While this study demonstrates the potential of “humoroids" and the participants favoured robot-enacted humour as a means to create a more enjoyable and relaxed learning environment, the generalisability of the results is limited by the absence of statistically significant findings.
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Paper Nr:	50
Title:	XM: A Customised Software Tool to Facilitate Learning and Professional Skills Development in Operating Systems
Authors:	Alina-Delia Călin, Rareş F. Boian and Horea-Bogdan Mureșan
Abstract:	In this paper, we present the XM tool and a novel perspective on teaching Operating Systems as an undergraduate course, focused towards the development of professional skills. We propose a modular content course plan and a suite of software tools that are specifically designed to support academic activities that include learning, assessment, cheating detection, and attendance management. With this approach, we are able to provide students with access to a better educational environment that will support their learning experience and prepare them for real-life industry scenarios. For teachers, it provides more efficient class management for grading and attendance tracking, allowing more time to spend on personalised feedback for students.
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Paper Nr:	51
Title:	ImGame: An Immersive Educational Environment to Teach Contemporary Art
Authors:	Ieva Gintere, Emmanouel Rovithis, Ágnes K. Bakk and Alvis Misjuns
Abstract:	The study describes a creative virtual environment named ImGame which serves as an interactive platform hosting recent works by new media artists in Latvia, Greece, and Hungary. The study explores the common conceptual characteristics of these works as interpreted by the ImGame researchers. The artworks have been categorized under two intertwined aspects, namely meditation and ecosystems. The terms are slightly different in each country: the Latvian artworks demonstrate a meditative state of mind linked to reflection about ecology that also encompasses purity of mind. The Greek works highlight the organicity and interconnectedness of elements that form alternate ecosystems which can be seen as ways to escape previous thought patterns. For unpredictable realities to be plausible there is a need for a contemplative mind set before the change of perspective. The human role is reimagined as a set of data-driven variables participating in the dialogue between old and new, physical and digital, natural and artificial. In Hungary, artworks often deal with data gathering techniques and their visualization. They are simulated ecosystems, where the viewer is part of that system and can contemplate and submerge in it with the aim of raising the participant’s level of sensitization towards social issues or phenomena.
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Paper Nr:	64
Title:	Navigating Educational Frontiers in the AI Era: A Teacher’s Autoethnography on AI-Infused Education
Authors:	Lisa Kuka and Barbara Sabitzer
Abstract:	This autoethnography explores the impact of generative artificial intelligence (GenAI) on teaching and research practices within the educational landscape. The author’s experiences with generative AI are examined through a dual-layered exploration, encompassing academic research and educational practices. The paper emphasizes the pivotal role of AI in revolutionizing classroom dynamics and alleviating the workload of educators and researchers. Ethical considerations surrounding the use of AI are critically examined, ensuring responsible research practices. The reflective journey reveals the extensive time dedicated to tasks outside the classroom, highlighting the impact of AI on the workload of educators and researchers. The paper calls for a shift in curriculum design to incorporate comprehensive digital and AI literacy training and emphasizes the necessity for future research to delve into effective pedagogical approaches and long-term impacts of AI integration. Overall, this autoethnographic methodology sheds light on the profound impact of AI on both teaching and research practices within the educational landscape.
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Paper Nr:	70
Title:	TransLaboration: An Online Collaborative Learning Environment with Socially Shared Regulation Prompts in Translation Classroom
Authors:	Li Nanzhe and Nurbiha A. Shukor
Abstract:	Online collaborative learning (OCL) has been widely used in various disciplines including translation subject. Effective OCL needs the support of the OCL environment and pedagogical methods. Socially shared regulation (SSR) is a useful strategy to improve OCL because it stimulates students’ participation. In learning translation, OCL is usually adopted but students struggle with regulating their learning to reach consensus about their translation work. This paper presents a new OCL environment, TransLaboration, to support collaborative translation learning. In TransLaboration, SSR prompts are embedded to facilitate students’ social interaction, Moodle is used as the LMS, Tencent QQ works for students’ chatroom and Kingsoft Document is applied as the workplace for collaborative translation. The design of TransLaboration and learning activities are presented in this paper, and further investigation is needed to maximize its function.
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Paper Nr:	74
Title:	Piloting Case Studies of Technology-Enhanced Innovative Pedagogies in Four European Higher Education Institutions
Authors:	Blaženka Divjak and Josipa Bađari
Abstract:	This study investigates the implementation and effects of innovative pedagogical practices in higher education across four European countries: Croatia, Finland, Portugal, and Spain. The research centres on 40 educators and encompasses a variety of advanced teaching approaches, including flipped classrooms, project-based, problem-based, inquiry-based, and team-based learning. It also assesses the transition to different modes of delivery such as blended, hybrid, and online education, along with the inclusion of entrepreneurial competencies. The primary focus is on understanding educators’ experiences and challenges in adopting these innovative methods during and after the COVID-19 pandemic. The research was conducted over the academic year 2022/2023, employing a methodology designed to reflect real-life implementation of redesigned courses. Data were collected through an anonymous feedback survey from educators involved in piloting, which included responses from 90% of the educators. It included the self-reflection of educators based on the documented journals and their summarised view of students’ perspectives. Availability of technology and training opportunities for educators enhanced the use of innovative teaching and learning approaches. The results indicate that with appropriate support in redesigning their courses, educators found the innovative approaches to be effective and potentially sustainable.
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Paper Nr:	78
Title:	Broaden Your Horizon! Play with Semantics via a Knowledge Graph-Based Approach
Authors:	Pasquale Esposito, Crescenzo Mazzone, Maria A. Pellegrino and Vittorio Scarano
Abstract:	(Lexical) semantics is the study of the meaning of words by looking at either the word itself or exploring its neighborhood. Hence, lexicons, synonyms, and analogies can be easily represented as semantic networks, also known as knowledge graphs, to represent words and their connections. While knowledge graphs can be perceived as a natural and intuitive representation for modeling and exploring words, directly accessing them via standard query languages, such as SPARQL, is cumbersome, mainly for lay users. This article explores the possibility of “playing with semantics” via a knowledge graph-based approach to let end-users explore lexical-semantic relations without explicitly formulating SPARQL queries. We evaluated the accuracy and the coverage of users’ expectations by inquiring about 27 Italian native speakers and compared quantitative and qualitative results. According to the performed evaluation, knowledge graphs have the potential to fulfill users’ satisfaction, but multiple source results must be merged to guarantee high coverage and accuracy.
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Paper Nr:	79
Title:	Spread the Word! BaLex, A Gamified Lexical Database for Collaborative Vocabulary Learning
Authors:	Enzo Simonnet, Mathieu Loiseau, Émilie Magnat and Élise Lavoué
Abstract:	Many tools have shown positive effects on vocabulary learning. They can enable learners to work autonomously, both inside and outside the classroom. However, learning the few thousand words needed to master a language takes time, and maintaining learners’ motivation over long periods is a key issue. Moreover, Technology-Assisted Vocabulary Learning (TAVL) tools rarely offer features to involve teachers in the learners’ vocabulary learning process, although this type of guidance has been shown to be effective. In this context, we propose a gamified lexical database for collaborative learning named BaLex, designed according to an iterative design process, intended to (1) improve vocabulary learning, (2) keep learners motivated over the long term (months and years of learning), (3) support collaboration between learners, and (4) involve teachers in the learning process carried out autonomously. Learners have access to individual and group lexicons with learning features, collaborative features and gamified indicators, the latter thought to enhance learners’ motivation and provide feedback. We conclude by discussing the possibilities offered by the generic architecture of BaLex and the applications that can be added to enrich vocabulary learning.
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Paper Nr:	116
Title:	A Community-Based Support Scheme to Promote Learning Mobility: Practices in Higher Education in Southeast Asia and Japan
Authors:	Rika Ikeda, Andrey Ferriyan, Keiko Okawa and Achmad H. Thamrin
Abstract:	Learning mobility enhances employability and expands career networks. Despite easy access to global knowledge and skills through online and short-term learning mobility programs, learning fragmentation and incoherence have become issues. This research proposes a new scheme called Inxignia, which aims to enable learners to achieve coherent learning continuity within or outside of School on the Internet Asia (SOI Asia), an inter-university network in Southeast Asia and Japan, and increase a sense of community. Inxignia integrates the three modes, namely (1) Engagement: Engaging with Communities of Practices within or connected to SOI Asia; (2) Imagination: reflecting on experiences and small-scale learning achievements in SOI Asia; and (3) Alignment: Coordinating with SOI Asia stakeholders to achieve the desired learning and career path. A micro-credentialing e-portfolio platform supports enhancing each mode such as a feature to support reflection and plan learning from a bird’s eye view and open badges to visualize past journeys and future potential. The implementation results indicated that Inxignia supported Imagination and Alignment modes for SOI Asia Learners and the importance of including young faculty to make the scheme autonomous and sustainable.
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Paper Nr:	120
Title:	High-Fidelity Simulation Pre-Briefing with Digital Quizzes: Using INACSL Standards for Improving Effectiveness
Authors:	Nazanin Sheykhmohammadi, Aryobarzan Atashpendar and Denis Zampunieris
Abstract:	High-fidelity simulations enable medical students to gain experience in typical scenarios through the use of computerized manikins, though their learning outcomes and performance greatly depend on their preparation. To that end, a pre-briefing phase is typically set up to teach the students the necessary information, including both the theory and the technical workings of the manikin. Our work explores a digital-first approach to pre-briefing, where the learners are provided quizzes through a mobile application, which allows them to identify gaps in their knowledge and reinforce their retention through repetitive testing in their own time. Additionally, demonstrative videos of the manikin are offered to complement their learning. The quiz-based approach to pre-briefing has been tested with a university class of medical students to prepare them for a basic life support simulation. We discuss our findings in terms of how the digital quizzes were perceived by students and evaluate our pre-briefing method against a set of best practices established by ”The International Nursing Association for Clinical Simulation and Learning” (INACSL). Finally, recommendations to improve the quiz-based approach are outlined for future case studies.
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Paper Nr:	126
Title:	A Pipeline for the Automatic Evaluation of Dental Surgery Gestures in Preclinical Training from Captured Motions
Authors:	Mohamed N. Hefied, Ludovic Hamon, Sébastien George, Valériane Loison, Fabrice Pirolli, Serena Lopez and Raphaëlle Crétin-Pirolli
Abstract:	This work in progress proposes an automatic evaluation pipeline for dental surgery gestures based on teacher’s demonstrations and observation needs. This pipeline aims at supporting learning in preclinical situations for the first years of study in the dental school. It uses the Random Forest (RF) algorithm to train a model based on specific descriptors for each gesture component, that are designed to cover the evolution of the observation needs. The inputs are the captured motion parts whose labels are defined by the teachers with their own vocabulary, to represent expected or no-wanted geometrical or kinematic features. The overall evaluation (for example, weighted average of each component) and the component evaluation can be given to students to improve their postures and motor skills. A preliminary test correctly classifies a back correct posture and three main flaws (”Twisted Back and Bent Head”, ”Leaning Back”, ”Leaning Back and Bent Back”) by the RF model, for the posture component. This approach is designed for the adaptation to the expert’s evolving observation needs while minimizing the need for a heavy re-engineering process and enhancing the system acceptance.
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Paper Nr:	129
Title:	Building Suitable Observation Points to Enhance the Learner’s Perception of Information in Virtual Environment for Gesture Learning
Authors:	Vincent Agueda, Ludovic Hamon, Sébastien George and Pierre-Jean Petitprez
Abstract:	This paper presents an architecture to build Virtual Pedagogical Resources (VPR) dedicated to gesture learning. This architecture proposes: (a) to replay any captured gesture from an expert, in a 1:1-scaled Virtual Environment (VE) using a Virtual Reality (VR) headset (b), a full control of the replay process (play, pause, speed control, replay, etc.) and (c), a method to generate observation points from the activity traces of the learners in their observation process. Most of the Virtual Learning Environments (VLE) dedicated to gesture learning, put the learner into a practising process, neglecting the observation and study time of the gesture to learn. In addition, the VLE with dedicated observation functionalities are very specific to the task to learn, or lack of relevant strategies regarding the appropriate viewpoints to recommend. Therefore, this work in progress proposes a method able to make a VLE as a relevant pedagogical resource for observing and studying the gesture outside or during the practical session, with the appropriate point of view. A description of a first experiment is presented, which aims at validating the consistency and the pedagogical relevance of the generated viewpoints.
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Paper Nr:	130
Title:	Explainable AI for Unsupervised Machine Learning: A Proposed Scheme Applied to a Case Study with Science Teachers
Authors:	Yael Feldman-Maggor, Tanya Nazaretsky and Giora Alexandron
Abstract:	Explainable Artificial Intelligence (XAI) seeks to render Artificial Intelligence (AI) models transparent and comprehensible, potentially increasing trust and confidence in AI recommendations. This research explores the realm of XAI within unsupervised educational machine learning, a relatively under-explored topic within Learning Analytics (LA). It introduces an XAI framework designed to elucidate clustering-based personalized recommendations for educators. Our approach involves a two-step validation: computational verification followed by domain-specific evaluation concerning its impact on teachers’ AI acceptance. Through interviews with K-12 educators, we identified key themes in teachers’ attitudes toward the explanations. The main contribution of this paper is a new XAI scheme for unsupervised educational machine-learning decision-support systems. The second is shedding light on the subjective nature of educators’ interpretation of XAI schemes and visualizations.
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Paper Nr:	135
Title:	Developing Design Principles for Computational Thinking Learning Environments: Pathways into Practice with Physical Computing
Authors:	Oliver Kastner-Hauler, Bernhard Standl, Barbara Sabitzer and Zsolt Lavicza
Abstract:	To support K-8 educators in integrating computational thinking (CT) into basic digital education (BDE), as introduced in Austria in 2018, we present design principles for a practical handbook. Teachers without a background in computer science (CS) may hesitate to teach CT and prioritize media and computer literacy aspects of BDE, potentially neglecting CT in the revised 2022 curriculum. To overcome this, we iteratively developed design principles for a handbook with three practical learning environments (LEs) employing physical computing with a single-board computer. The LEs embrace the constructionist approach and emphasize experiential learning to support intrinsic learning of CS/CT concepts. Complementary, an Open Educational Resource (OER) textbook is available that is aligned with the 5E instructional model and promotes self-directed, inquiry-based learning. This makes CS/CT more accessible to both teachers and students, regardless of their CS knowledge. Following these principles, they are systematically guided to gain confidence in applying CT in the classroom. Further research will evaluate and refine the design principles on a larger scale, contributing to the development of a comprehensive handbook. Ensuring accessibility to fundamental CT skills in K-8 education is crucial for the successful implementation of basic digital education (BDE).
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Paper Nr:	136
Title:	OER-Enabled Pedagogy with Multipurpose Digital LMS-Quiz-Activities for Mathematics
Authors:	Ana Donevska-Todorova
Abstract:	On the boundaries between manual, adaptive and intelligent generation of e-quiz-tasks, this paper tackles their didactical potentials and encounters for open teaching and learning of undergraduate mathematics. The most flexible and personalized domain-specific learning content offering instantaneous assistive feedback is desirable, yet not easy to be provided with or without the use of Artificial Intelligence (AI). Today’s “learners on the go” seek fast and granulated learning content. However, overproduction may lead to a quantity of drill-and-practice exercises that may be beneficial for procedural fluency, yet not enough to secure conceptual understanding in mathematics and the development of 21st century skills. Therefore, based on four theoretically defined criteria for OER-Enabled Pedagogy according to Wiley & Hilton Iii (2018), this paper suggests small scale open resources combining Learning Management Systems (LMS) and Dynamic Geometry Software (DGS). Their (1) added value is seen in the multi purposes of LMS-Moodle-Quiz-Activities going beyond the commonly-accepted summative assessment: (i) self-regulated learning through instantaneous feedback, (ii) collaboration, (iii) creativity, and (iv) procedural and conceptual understanding in mathematics. The possible (2) application, revision, remix, or re-creation of the OER is discussed through illustrative examples in Abstract and Linear Algebra. The paper finalizes with outlying the (3) share-ability of the resources publicly, and their (4) open-licencing.
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Paper Nr:	142
Title:	Guiding the Integration of Multimodal Learning Analytics in the Glocal Classroom: A Case Study Applying MAMDA
Authors:	Hamza Ouhaichi, Daniel Spikol and Bahtijar Vogel
Abstract:	This study explores the integration of Multimodal Learning Analytics (MMLA) within the dynamic learning ecosystem of the Glocal Classroom (GC). By employing the MMLA Model for Design and Analysis (MAMDA), our research proposes a conceptual model leveraging the GC’s existing infrastructure into an MMLA system to enrich learning experiences and inform course design. Our methodology involves a case study approach guided by the six phases of MAMDA. Building on previous studies, including a systematic mapping of MMLA research and an investigation into MMLA system design. We seek to employ MMLA insights to comprehensively understand the learning experience, identify issues, and guide improvement strategies. Furthermore, we discuss potential challenges, mainly focusing on privacy and ethical considerations. The result of this work aims to facilitate a responsible and effective implementation of MMLA systems in educational settings.
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Paper Nr:	146
Title:	Unveiling the Potential: Assessing the Role of SSI Wallets in Promoting Sustainability in Federated Learning Environments
Authors:	Damanpreet S. Walia, Ksenia Neumann, Visman S. Walia, Malte Rathjens, Stefan Weidner and Klaus Turowski
Abstract:	Quality Education is listed as goal number four among the seventeen Sustainable Development Goals manifested by the United Nations. There exist an endless number of ways to positively influence the quality of education in a given country. This paper proposes how it can be accomplished by unveiling the potential of Self-Sovereign Identity Wallets in federated learning environments such as National Educational Platform. The specific scenario described in this work is based on the research conducted within the project Bildungsraum Digital, funded by the NextGenerationEU and German Federal Ministry of Education and Research.
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Paper Nr:	153
Title:	Metaverse4Deaf: Assistive Technology for Inclusion of People with Hearing Impairment in Distance Education Through a Metaverse-Based Environment
Authors:	Adson Damasceno, Lidiane Silva, Eudenia Barros and Francisco Oliveira
Abstract:	In the context of the COVID-19 pandemic, emphasizing the importance of digital transformation in education, this work in progress (Position Paper) addresses the imperative of inclusion and accessibility, particularly for individuals with disabilities. While the Dell Accessible Learning (DAL) platform has benefited 60,000+ users in remote learning, incorporating disruptive technologies like Metaverse could improve hands-on learning for people with disabilities. Metaverse augmented and virtual reality offers unique opportunities, but challenges remain in ensuring accessibility features. Focused on enhancing the DAL for deaf people, the research involves prototyping Metaverse solutions, considering impacts on users with and without disabilities. Challenges include optimizing the user experience and representing behaviors such as gestures and facial expressions.As an innovation proposal, this ongoing research involved collecting user data to elicit requirements, prototyping, and developing the minimum viable product of the metaverse environment, in addition to usability and acceptance tests with groups of users with disabilities. Central to the Metaverse is the representation of human behaviors, necessitating the understanding and translation of gestures from individuals with disabilities. The investigation culminates in a proposal validation experiment, a fundamental step towards achieving truly inclusive and accessible education through the Metaverse.
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Paper Nr:	164
Title:	Ad-Hoc Assessment for Microlearning Units in Competency-Based Learning Paths in Learning Management Systems
Authors:	Tina John
Abstract:	The project Onlinecampus Pflege develops an online training that supports the acquisition of digital skills specifically for the success of good care. Nursing is a diverse profession, and so are the digital skills of professional nurses. The learning environment of the target group is characterised by a generally small space for training periods. In view of the heterogeneity of the target group, which enters the learning offer with very different previous knowledge, the learning journey should be individualized and shortened via assessments. A method that implements adaptive learning paths in the learning management system (LMS) Moodle is presented. Summative assessments, which are derived from formative-summative assessments of learning units, can be specifically chosen by learners to demonstrate existing competencies without having to complete corresponding learning units. The process can be implemented cost-effectively with little effort, as it largely uses the native functions of the LMS, but applies them in a new context. The process is currently being tested. Analyses of learning behaviour and acceptance of the procedure are sought.
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Paper Nr:	172
Title:	Innovation or Imitation? A Critical Analysis of AI-Authored vs. Human-Authored Scientific Papers
Authors:	Corinna Hörmann, Lisa Kuka, Anneliese Fraser and Barbara Sabitzer
Abstract:	The use of Artificial Intelligence (AI) in research and academic publishing has been a topic of growing interest and debate. While some argue that AI-based systems have the potential to revolutionize the way scientific papers and academic work are generated, others express concerns about the authenticity of AI-authored papers. Several respected organizations have recently developed guidelines regarding the use of AI in scholarly manuscripts and publishing. This critical analysis will examine the advantages and disadvantages of AI-authored scientific papers compared to those authored by humans. The underlying work describes the process of creating different papers solely with the help of ChatGPT or Jenni AI and compares them to human written drafts. Therefore, both AI tools were asked to generate scientific papers about the “History of Digital Education in Austria”, “A History of Women in Computer Science”, and “Modelling of Mental Arithmetic Strategies Using UML”. In conclusion, it is indisputable that AI-driven tools significantly facilitate the drafting of outlines, titles, and the composition of papers. However, the creation of a high-quality scientific academic publication still demands considerable human input, encompassing both creative effort and critical thinking, to ensure depth, originality, and scholarly rigor.
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Paper Nr:	173
Title:	Prototyping Educational and Scientific Devices with a Custom Python Library for Lego Robot Inventor 5in1 Mindstorms Kit: A Leap Motion Integration Case Study
Authors:	Jakub Malinowski, Piotr Artiemjew and Wojciech Cybowski
Abstract:	This paper introduces a custom Python library specifically developed to enable the rapid prototyping of devices for educational and scientific purposes using the Lego Mindstorms Robot Inventor set. The integration of Leap Motion as a case study exemplifies the library’s extensive capabilities in facilitating intuitive and interactive control mechanisms for mobile robots. Through the Leap Motion controller, this research explores the innovative application of real-time hand gesture recognition, allowing users to command the robot with natural gestures for movement, direction, and speed adjustments. The decision to use Leap Motion as a case study serves to highlight the library’s adaptability and effectiveness in processing and interpreting gesture data, thereby offering a glimpse into the broader potential of the library for various applications. This approach demonstrates how educators and researchers can utilize the library to create engaging learning experiences and conduct exploratory projects in robotics and beyond. By detailing the process of integrating Leap Motion with the Robot Inventor set through our Python library, the paper underscores the potential of such tools in enhancing interactive learning environments and advancing the field of educational technology. The open-source nature of the library, coupled with its modular design, ensures that it can be easily extended and adapted to fit a wide range of educational and scientific prototyping needs. This paper thus presents a valuable resource for those looking to explore the frontiers of interactive technology in education and research.
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Paper Nr:	180
Title:	Effects of Information Granularity on Health Education: An Artificial Intelligence-Based Situational R-Map Analysis
Authors:	Mikiko Oono, Masaaki Ozaki, Shreesh T. Srinivasan and Yoshifumi Nishida
Abstract:	Unintentional injury is the leading cause of death among children in Japan and around the world. Enforcement, engineering, and education⎯ also known as the “three Es”⎯ currently constitute the core approach to injury prevention, and education plays a critical role in school safety. Providing information tailored to learners is an essential factor allowing educators to provide effective education, and we believe that granularity is one of the key factors for tailored messages. The purpose of this study is 1) to propose a situational R-Map analysis method to manipulate the granularity of injury data and 2) to examine how granularity affects injury prevention education design using this method. In the situational R-Map analysis method, the words contained in each sentence of an injury situation description are transformed into 100-dimensional vectors using the distributed representation method. A situation vector is created as the average of the word vectors in each sentence. The dimension of the situation vector is reduced from 100 to 2 using the “t-SNE” method. Then, we reordered these clusters in order of severity. To examine how granularity affects injury prevention education design, we conducted a workshop to see whether information granularity affects the number of preventive strategies devised by caregivers. We created a list of five bar- or slide-related injury situations (coarse list) and a list of a list of 30 bar-related or 19 slide-related injury situations (fine list). All participants first read the coarse list to devise and write down preventive strategies for each type of playground equipment. Then, they read the fine list to see whether they had come up with any additional strategies after reading the fine lists, and if so, to write them down. A total of 131 caregivers participated in the study and the results suggest that the appropriate granularity depends on the type of equipment and the learner’s occupation and can be evaluated using our proposed method.
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Paper Nr:	201
Title:	Teachers’ Perception of AI and Their Attitudes Towards AI
Authors:	Mario Konecki, Tanja Baksa and Mladen Konecki
Abstract:	Even though artificial intelligence has been around for a while, ChatGPT is largely the reason why more educators are now discussing it. A lot of educators are worried about artificial intelligence in schools. While some educators believe it ought to be outlawed and prohibited from use, others find advantages. The research presented in this paper aims to comprehend the attitudes and perception of high school educators regarding artificial intelligence (AI), its applications in everyday life and the classroom, and the possible effects AI may have on educator careers and the educational system. Research results show that teachers learn about AI mostly on their own, and that their attitudes towards AI is generally positive, which suggests that additional efforts put into organized teacher training would be beneficial.
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Paper Nr:	202
Title:	A Proposal for Assessing Digital Maturity in French Primary Education: Design of Tools and Methods
Authors:	Christine Michel and Laëtitia Pierrot
Abstract:	The aim of our work is to re-evaluate the concept of teacher digital maturity to make it more operational for diagnosing technology adoption in education and supporting teachers’ professional development in the use of technology. To this end, our research adopted a three-pronged approach: 1) establishment of a theoretical framework based on a critical analysis of existing digital maturity models, 2) development of MUME, a unified model of teacher digital maturity based on professional development frameworks, and 3) design and evaluation of a standardized self-report questionnaire to measure teacher digital maturity. This article presents work in progress on the third axis. Using data from a survey of French primary school teachers in 2023, we are comparing various measurement scales to come up with a new approach to diagnosing maturity, including a new scale and new data analysis techniques. The validated questionnaire offers valuable insights into the diversity and progression of uses, contributing to a better understanding of digital maturity and providing a practical tool for assessing contemporary teaching practices.
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Paper Nr:	205
Title:	Expanding Code Assessment: A Qualitative Feedback System for Beginning Students
Authors:	Raimundo C. Filho, Carlos S. Neto and Davi D. Santos
Abstract:	Although online judge systems are effective in verifying code correctness, they tend to provide only binary answers related to code functionality, limiting students’ understanding of errors and opportunities for improvement. The development of qualitative feedback system that provides students with more comprehensive recommendations and guidance is promising as it fills this gap. That said, this study investigates the extent to which novice programming students consider and incorporate feedback suggestions into their coding practices, with the aim of evaluating the ability of a feedback system to influence and improve the quality of programming learners’ code. To achieve this goal, we examined the correlation between certain aspects of code quality raised by the system and the frequency of resubmissions. The results revealed a correlation between resubmissions to the system and the presence of code smells related to the naming of variables in the students’ codes (r = -0.4718, p < 0.05). These findings reinforce the importance of code quality feedback and highlight the need for code quality features in online judging environments.
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Paper Nr:	206
Title:	Views of Administrators on the Use of Social Media Networks and Tools in School Management Processes
Authors:	Murat Taşdan, Ali C. Gözüm, Michail Kalogiannakis and Stamatios Papadakis
Abstract:	This study explores school administrators’ perspectives regarding integrating social media networks and tools into school management processes, assessing their impact on decision-making, planning, coordination, communication, and evaluation. The research was conducted through a phenomenological design and involved 29 administrators from various schools in Kars City, selected via maximum diversity sampling. Data was collected using a custom "Administrator Interview Form on the Use of Social Media Networks and Tools in School Management Processes" and analyzed through content and descriptive analysis methods. Findings revealed that administrators heavily utilize social media personally and institutionally, citing benefits like enhanced communication efficiency, speed, security, resource sharing, manageability, and guidance effectiveness. While social media aids decision-making, planning, communication, and coordination, administrators noted limitations and advantages in these processes. They acknowledged social media’s influence on decision dissemination but highlighted its underutilization in evaluation and recognizing its potential for positive contributions. Recommendations include enhancing administrators’ proficiency in leveraging social media for effective school management and their awareness of its implications.
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Paper Nr:	16
Title:	Using the Open Source Collaborative Model for Digital Educational Content
Authors:	Răzvan Nitu, Alexandru Apostolescu, Liza Babu, Mihai Bărut, Adrian R. Deaconescu, Teodor-Ştefan Duțu, Ștefan-Dorin Jumărea, Viorel-Gabriel Mocanu, Vlad-Iulius Năstase, Adrian Șendroiu, Sergiu Weisz, Anna H. Jónsdóttir, Eggert K. Hafsteinsson and Gunnar Stefansson
Abstract:	Computer-aided learning has recently seen significant adoption among learners. Automated tools that offer online courses, artificial intelligence assisted tutoring, practice items, etc. have been developed and are available for use. On the other side of the spectrum, educators are offered little improvement for the process of curating the educational materials that are to be used in the classroom. Worse, even though in most cases the curriculum for one field is similar, different educators create different hand-out materials, homework, practice items, and tests. The preparation for the above is significant and the educational content produced is created, used, and reviewed by a small number of people. In this paper we propose a novel methodology for using the open-source collaborative model to create, use, and deliver high-quality educational content. Educational content developed following our methodology guidelines is easy to use, modify, and remix. Educators who want to use the content may easily select the topics of interest from a proposed set and all of the educational materials, such as reading materials, assignments, practice items, and even exam items, will be generated. Some of the content is made available to learners via a generated website, whereas other parts of the content (such as exam items or assignment solutions) may be hidden. Additionally, all of this content is public and usable by anyone, including learners of all types (self-educated or following a formal programme). Therefore, the content may be reviewed and updated by multiple educators and learners alike. We use the proposed methodology to create educational materials for multiple university courses and present the impact of using such materials from both educator and learner perspectives.
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Paper Nr:	26
Title:	A Context-Aware Chatbot for Student Assistance Services in Higher Education
Authors:	Abdelkader Ouared, Moussa Amrani and Pierre-Yves Schobbens
Abstract:	Nowadays, universities and institutions witness a large number of students enrolled in higher education. Consequently, the vice-Dean in charge of studies and student affairs respond to various inquiries from the students. In addition, students’ inquiries depend on their context, however the lack of these elements of the latter may exhibit discrepancies in terms of the student intent identification. To fully unlock the vice-Dean, we propose a Chatbot that provide more accurate and contextually relevant responses to students’ queries. Our Chatbot is based rules with a context-aware that bridge the models of the user profile, context, and student inquiry to answer students’ intents efficiently. The maturity of students’ manifest and inquiries about their courses, and academic-related materials motivates us to go further, capitalize, and gather the most common questions (with their responses), we leveraged the ideas of a rule-based Chatbot, and we make it contextually aware to respond correctly. Tool support for the whole process is provided.

Paper Nr:	28
Title:	Sustainable Learning Analytics: Measuring and Understanding the Drivers of Energy Consumption of AI in Education
Authors:	Marlene Bültemann, Katharina Simbeck, Nathalie Rzepka and Yannick Kalff
Abstract:	As learning analytics increasingly relies on machine learning (ML) to provide insights and enhance educational outcomes, the environmental impact of these ML-driven tools has become a critical but underexamined issue. This study aims to fill this gap by investigating the energy consumption of various machine learning models commonly employed in learning analytics. This is by the execution of four distinct models — Support Vector Machines (SVM), Multi-Layer Perceptrons (MLP), Decision Trees (DT), and Logistic Regression (LogReg) — when applied to an educational data set. Our findings reveal significant disparities in energy consumption between these models, with SVM and MLP models consuming considerably more energy than their simpler counterparts. This research serves as a call for action for the learning analytics community to prioritize energy-efficient AI models, thereby contributing to broader sustainability goals in the face of climate change.
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Paper Nr:	40
Title:	Requirements for an Online Integrated Development Environment for Automated Programming Assessment Systems
Authors:	Eduard Frankford, Daniel Crazzolara, Clemens Sauerwein, Michael Vierhauser and Ruth Breu
Abstract:	More and more introductory programming courses are being held online, using Automated Programming Assessment Systems (APASs). Some APASs provide online editors where students can solve and submit their exercises, because some course teachers want to avoid that students have to set up an Integrated Development Environment (IDE) on their PCs, fearing that this could increase the entry barrier to the course. However, most of the available online editors for APASs only provide rudimentary programming support, making it harder to write code and, therefore, have the undesired side effect of increasing the entry barrier to learning programming. To gain a better understanding of the requirements of an online IDE for APASs, we conducted a survey asking 48 APASs users to give their opinions on the importance of different online IDE features. Based on their responses we derived a set of main requirements for an online IDE within APASs. The survey was complemented by a tool review of state-of-the-art online IDEs, to see whether existing online IDEs meet the requirements. Finally, we evaluated whether the online IDEs can be integrated within APASs. This study establishes a framework for online IDEs tailored to APASs, creating the foundation for subsequent improvements.
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Paper Nr:	49
Title:	Analysis of Student-Problems While Working with Physical Computing Devices
Authors:	Eric Schätz, Lutz Hellmig and Alke Martens
Abstract:	During physical computing events, we have offered to school-students, we have observed different problems students struggle with while working with sensors and actuators of physical computing devices. Whereas some problems have been caused by simple programming errors, some of them were not explainable just by the code. In those cases, programs worked correctly in simulations but not on the real device. In this paper looked at different error origins in context of working with physical computing devices. For further analysis, proposed a model of different stadiums, data passes while a task or problem is solved with a physical computing application. Using this model, located observed issues in order to identify wrong assumptions, made by students.
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Paper Nr:	56
Title:	Perceptions of Entrepreneurship Among Graduate Students: Challenges, Opportunities, and Cultural Biases
Authors:	Manuela A. Petrescu and Dan M. Suciu
Abstract:	The purpose of the paper is to examine the perceptions of entrepreneurship of graduate students enrolled in a digital-oriented entrepreneurship course, focusing on the challenges and opportunities related to starting a business. In today’s digital era, businesses heavily depend on tailored software solutions to facilitate their operational processes, foster expansion, and enhance their competitive edge, thus assuming, to a certain degree, the characteristics of software companies. For data gathering, we used online exploratory surveys. The findings indicated that although entrepreneurship was considered an attractive option by students, very few of them declared that they intended to start a business soon. The main issues raised by the students were internal traits and external obstacles, such as lack of resources and support. Gender discrimination and cultural biases persist, limiting opportunities and equality for women. In terms of gender, women face limited representation in leadership roles, are expected to do more unpaid ’family work’, are perceived as less capable in ding business, and need to prove their skills. Even if women are less discriminated now, both genders agree that women still face discrimination in business domain. In terms of percentages, women mentioned gender discrimination in higher percentages. Addressing these issues requires awareness, education, and policy changes to ensure fair treatment and opportunities for women.
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Paper Nr:	103
Title:	Shorter Texts, Less Scrolling, More Visual Support for Younger Learners: Low-Threshold GDPR Conform Registration Form with Double Opt-In for the Learning Management System Moodle
Authors:	Tina John and Stephanie Wullf
Abstract:	Access to learning platforms must be as low-threshold as possible for all interested parties in order to make learning on eLearning platforms attractive for everyone, even those with few digital skills. The native General Data Protection Regulation (GDPR)-compliant registration process of the Moodle learning management system has been optimised for low-threshold access to the Onlinecampus Pflege a mobile learning offering for teaching digital skills for nursing professions. GDPR compliance goes hand in hand with a lot of text and confirmations in the opt-in and double opt-in process. The evaluation of a GDPR-compliant registration form for registering on the learning platform has shown that a progressive form for experienced native German-speaking participants with an average age of 44.5 years is perceived as low-threshold and target group-appropriate for accessing the platform. Data collected using the thinking-aloud method however revealed usability problems for participants who are in their first and second year of training. For these much younger participants, the registration process was designed to be low-threshold using a wizard form with a plain text password option, little immediately visible text and the graphic representation of the double opt-in process.
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Paper Nr:	139
Title:	Autobiographically Designing Mixed Reality for Lecturers
Authors:	Sebastian F. Rauh, José Garcia Estrada, Horst Orsolits and Robert Fellner
Abstract:	The implementation of educational artefacts based on new technologies depends on the skills and motivation of lecturers in the field. Aside from early adopters, lecturers often rely on best practices and exemplifications for their specific subject of teaching. In this work, we present how we applied end-user programming tools for Mixed Reality and the area of technical drawing, construction, and Computer Aided Design. With this approach, we created MACARONI, a Mixed Reality technical drawing section view tool. In an expert user study, we collected insights on how lecturers at our institution perceive Mixed Reality as teaching tool, exemplified by MACARONI. Also based on the evaluation of our solution by the participating lecturers, we reflect on autobiographical design for the purpose of tapping in technologies for others. We argue that it helps to showcase the technology and how it can be applied for those lecturers, who did not consider using the technology before.
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Paper Nr:	140
Title:	EduColl: A Collaborative Design Approach Based on Conflict Resolution for the Assessment of Learning Resources
Authors:	Manel BenSassi and Henda Ben Ghezala
Abstract:	To meet expectation for education in the 21st century established by OECD, educational system are grappling with many challenges at different levels. As accrediting bodies consistently ask for evidence of the quality of educational programs, the alignment of learning materials with specific course or program curricula, as well as broader educational standards and guidelines, becomes imperative. This requirement places an overwhelming burden on educational systems, necessitating iterative evaluations from diverse perspectives. Given the involvement of several multidisciplinary stakeholders, conflicts may naturally arise in this intricate evaluation process. To address this complexity, we propose, in this paper, a collaborative design of criteria-based framework approach to evaluate learning materials. The approach allows for a flexible selection process of criteria without predefined order, and it incorporates an automatic conflict resolution mechanism based on user preferences. Our objective is to streamline the evaluation process, enhance collaboration among stakeholders, and contribute to the overall improvement of educational materials in alignment with contemporary educational standards.
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Paper Nr:	143
Title:	A Revolutionary Real-Time Translation Tool for Text, Audio, and Sign Language from Images
Authors:	Paula Escudeiro, Márcia C. Gouveia and Nuno Escudeiro
Abstract:	This paper introduces an innovative approach to overcoming language barriers in effective communication. Departing from conventional translation tools, the proposed solution presents a groundbreaking technology facilitating real-time translation by capturing small text portions within images. The Figure Out application, a transformative solution, stands out as a pioneer in its field, distinguishing itself by offering unmatched features. Leveraging optical text recognition from captured images, it excels in translating content into text, audio, or sign language. Notably, this technology goes beyond conventional translations, making information visually accessible to deaf individuals.
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Paper Nr:	144
Title:	Individual Business Simulation Games as a Service: Towards a Concept for Adaptive ERP Education
Authors:	Robert Häusler, Daniel Staegemann and Klaus Turowski
Abstract:	Education Service Providers (ESP) are facing several challenges nowadays. They are under pressure on cost, to perform, and to innovate while meeting the different demands and requirements of their community. In Enterprise Resource Planning (ERP) education, Business Simulation Games (BSG) are a promising approach, but they are not used extensively yet for various reasons. With the development of a BSG as a Service concept, in which mass-customized games can be created according to the individual educators’ needs, the attempt is to address the tension field of different demands. This provides opportunities for low-threshold, user-friendly, and tailored use. The paper at hand describes a generalizable concept idea by using an exemplary SAP-based use case. Modularization and recombination are probably the most important aspects of sustainable and adaptive ERP education for both meeting the different requirements of educators and making the challenges for ESPs manageable.
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Paper Nr:	166
Title:	Exploring the Significance of 360-Degree Video Technology on Fieldwork Learning in Higher Education: Students' Perspectives
Authors:	Leandro N. Hundzinski, Fathima Assilmia, Keiko Okawa and Le C. Vu
Abstract:	This paper discusses the use of 360-degree cameras in two distinct fieldwork learning activities in higher education. This study aims to identify specific contributions of 360-degree video and its relation to the fieldwork learning process, from the perspective of students and when compared to other tools and methods for data collection. A mixed-methods approach was utilized to understand students’ learning process, obtaining data by survey, analysis of results from in-class activities, and observational analysis. In total, 83 students participated in these activities. The two activities showcase how 360-degree video can be utilized by students in relation to fieldwork activities, to collect data and to back their claims with evidence. By investigating common themes on self-reports written by the students, the unique contributions of 360-degree camera on field observation and subsequent approaches to data analysis are highlighted when compared to other tools and methods. The understanding of these unique contributions points bring us closer to identifying specific learning components for the design of educational programs that can benefit from this technology.
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Paper Nr:	191
Title:	Enhancing Participation Through Inquiry Learning and Citizen Science: Science for Everyone
Authors:	Eileen Scanlon and Christothea Herodotou
Abstract:	Volunteers in citizen science projects contribute their labour to the activities of science, becoming involved in the advancement of science. With the advent of digital technologies, the involvement of non-scientists in scientific projects has mushroomed (see Curtis et al., 2018). However, the nature of the participation in citizen science has been limited in a variety of ways. We have adopted the term citizen inquiry to describe our approach. Our interest in inquiry learning was developed in the Personal Inquiry project (see Sharples et al., 2015) which developed an approach to supporting inquiries of personal relevance in science learning. We developed software to support pupils, our first iteration of the nQuire platform. Further projects explored ways in which such software could be of use in encouraging participation in citizen science inquiry. We designed the later iterations of the nQuire platform (nquire.org.uk) as a citizen science and inquiry learning tool, that can support any individual or organisation (with or without research background) to set up and manage their own scientific investigations. We report here on the impact of this work over a fifteen-year period. We discuss the ways in which this software has allowed enhanced participation in citizen projects and the potential development of this approach for democratising citizen science.
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Area 3 - Learning/Teaching Methodologies and Assessment

Full Papers

Paper Nr:	31
Title:	An Approach Based on Learning by Teaching to Support the Vertical Alignment of the Educational Robotics Curriculum
Authors:	Ilenia Fronza, Gennaro Iaccarino and Luis Corral
Abstract:	Vertical alignment delivers a smooth, organized curriculum. We explored an approach to apply Learning by Teaching (LbT) to support the alignment of the educational robotics curriculum and, in turn, strengthen the connections among different age groups to foster digital and social inclusion. We applied LbT in the context of teaching an introductory course in robotics in a high school, and we summarized our experience in a report that analyzes two relevant aspects: a) Understanding whether LbT supports teaching-students in learning robotics concepts and b) outlining the effectiveness of LbT for interactive activities targeting younger children during Science Festival. The observations reported in this work show that teaching-students are a relevant support for actual instructors; moreover, their activity offers several advantages, including enhanced engagement and active participation, which contribute to improved comprehension and knowledge transfer.
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Paper Nr:	46
Title:	Systematization of Competence Assessment in Higher Education: Methods and Instruments
Authors:	Sina M. Lattek, Linn Rieckhoff, Georg Völker, Lisa-Marie Langesee and Alexander Clauss
Abstract:	In a time of increasing digitalization, internationalization, and globalization, accompanied by corresponding adjustments and transformations, a central Higher Education (HE) objective is to prepare students for the professional world effectively. This is achieved through the continuous development of students’ competencies. To facilitate this ongoing process, there is a need to streamline the assessment of key competencies in academic courses. This paper addresses this by conducting a systematic literature review (SLR) and subsequent expert interviews to comprehensively document and systematically analyze the methods and instruments employed in assessing students’ key competencies in HE. This systematic analysis serves as a valuable decision-making aid and a source of inspiration for educators seeking to integrate competency-specific methods and instruments into their courses. Additionally, differences and parallels between theoretical literature and practical application are highlighted.
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Paper Nr:	55
Title:	Impact of Team Formation Type on Students' Performance in PBL-Based Software Engineering Education
Authors:	Jéssyka Vilela, Simone C. dos Santos and Davi Maia
Abstract:	In Requirements Engineering (RE) Courses, it is a common teaching practice to adopt a Problem-Based Learning (PBL) approach in which the students are divided into teams to solve problems. These teams can be defined according to different criteria and evaluated using performance assessment models. This paper investigates the impact of team formation type on students’ performance in PBL-based software engineering education in RE courses. The study analyzes 25 teams across five postgraduate RE courses conducted in 2022 and 2023 using a mixed approach (qualitative and quantitative). In three of these courses, the students self-selected the teams (S); in the other two, a team formation method (TFM) was used. We analyzed how performance assessment results and project scores differ between self-selected and TFM-formed teams. We also explored how performance in some soft skills varies between assessments or team formation methods. The difference in average performance between S and TFM teams is statistically significant. We cannot conclude that there is a statistically significant difference in grades between the S and TFM teams. Interestingly, we also observed that the impact of the type of team formation is relatively stable, regardless of the assessment over time.
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Paper Nr:	60
Title:	Mining Sequential Patterns in Classroom Discourse: Insights from Visualization-Supported Primary Instruction
Authors:	Fan Chen, Pengjin Wang, Deliang Wang, Wei Jia and Gaowei Chen
Abstract:	In primary education, effective dialogic strategies employed by teachers play a crucial role in stimulating student engagement in classroom discussions. Despite this, a gap exists in practice due to teachers’ reliance on subjective assessment of their questioning strategies, which can impact students’ engagement in classroom discourse. This study introduces a classroom dialogue analyser designed for primary school teachers to bridge this gap. The analyser processes classroom videotapes to produce visualization-based reports on dialogue and student engagement over three months. This facilitates teachers’ self-reflection and refining dialogue strategies within the 20-student classroom setting. Data mining techniques were utilized to evaluate shifts in teachers’ questioning strategies, students’ participation in classroom dialogues, and the occurrence of frequent teacher-student interaction sequences. Results indicate an increase in teachers’ use of talk moves and student participation in discussion. Furthermore, by combining data on teachers’ and students’ dialogue engagement, several high-frequency dialogue sequences were identified. Such sequences included instances where students responded to teachers’ requests to “say more” and expressed their agreement following teachers’ revoicing of their opinions. Within these sequences, consistently employed talk moves facilitate classroom dialogue between teachers and students. Identifying these high-frequent dialogue sequences discovered that teachers’ conscious use of talk moves benefits students’ engagement in classroom dialogue.
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Paper Nr:	67
Title:	Gamifying Environmental Education: A Primary School Perspective Through a Serious Game
Authors:	Edson Kirschhof, Alexandre Becker, Glênio Descovi, Alencar Machado and Vinícius Maran
Abstract:	Environmental education holds significant importance for society, serving as a means to impart to new generations the principles of living in harmony with nature and cultivating social, moral, and ethical values. Research in this domain has consistently shown that the early incorporation of environmental education can yield benefits for individuals and has a lifelong impact. Yet environmental education researchers and practi-tioners identify early childhood, defined as ages birth to eight, as a particularly crucial time for developing environmental literacy. This paper presents the creation of a serious game designed to support environmental education in the early stages of elementary school. The developed game addresses the current trends of mobile and flexible learning, recognizing the necessity for engaging and challenging materials tailored for children. Through the assessment of the game, involving 71 users, it became evident that the developed game played a constructive role in the teaching-learning process. The evaluation encompassed aspects such as usability, accessibility, playfulness, satisfaction, and knowledge expansion, revealing the positive impact of the game on these dimensions.
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Paper Nr:	88
Title:	Shaping an Adaptive Path on Analytic Geometry with Automatic Formative Assessment and Interactive Feedback
Authors:	Alice Barana, Cecilia Fissore, Marina Marchisio Conte and Michela Tassone
Abstract:	This paper proposes a contribution to the practice of automatic formative assessment and adaptive education to highlight how it enhances the teaching and learning of Mathematics in secondary school. In this context we developed an adaptive learning path on Analytic Geometry, whose potential is discussed in the light of a theoretical framework, by describing and analyzing some activities. The activities allowed to introduce, address, explore the circle both as a geometric locus and its relationship with real situations through contextualized problems. The effectiveness of the path to reach the learning outcomes was tested through a quasi-experimental research design. The experimentation involved 98 third-year students from two upper secondary schools in Turin, Italy. Results were monitored through pre- and post-tests whose outcomes were compared with those of a control group; in addition, a final questionnaire was administered to the treated group. The results show the effectiveness of the tested activities in improving mathematical understanding; they also suggest strategies to introduce automatic formative assessment for adaptive learning in an effective way into a learning path, but they also highlight the need of solid pedagogical foundations which require continuous training of teachers by experts.
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Paper Nr:	92
Title:	Content and Skills for Teaching BPM in Computer Science Courses: A Systematic Mapping Study
Authors:	Matheus B. Nobre and Jéssyka Vilela
Abstract:	The increasing demand for professionals in Business Process Management (BPM) highlights the need to align technical skills developed in education with market requirements, revealing a gap that requires investigating the essential content and skills for BPM education. This work aims to understand the content and skills addressed in BPM education, contributing substantially to understanding the current academic landscape of BPM. We conducted a systematic literature review to investigate the state of the art regarding BPM education. We also compared the content of the curriculum guidelines of the Brazilian Computing Society (SBC) and Business Process Management Common Body of Knowledge (BPM CBOK). In addition to providing a critical analysis of trends and gaps in the literature, this work offers insights that can be applied to enhance education in the field of BPM. The expectation is that the results obtained can inform the better training of professionals, aligning them effectively with the dynamic and specific market needs in terms of efficient BPM, thus promoting integration between theory and practice in the academic and professional context.
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Paper Nr:	100
Title:	Empowering Students: A Reflective Learning Analytics Approach to Enhance Academic Performance
Authors:	Dynil Duch, Madeth May and Sébastien George
Abstract:	The surge in online education has accentuated the importance of practical Learning Analytics (LA) tools, traditionally designed to support educators. In the meantime, a notable gap exists in empowering students directly through user progress insights and reflective components. This paper presents our research effort in designing a novel approach: a Self-reflective Tool (SRT) with data indicators on student performance designed to actively engage students in their learning journey. Our research explores the landscape of existing LA tools, pinpointing the lack of technological supports for students, and the limitations in empowering students. The methodology involves data extraction, and a comparative analysis of classifiers to predict student performance (SP). Our reflective tool is therefore built, not only to support students in their learning activities, but also to provide them with a more relevant assistance according to their SP. Surveys are made to assess our proposal of SRT. The findings illustrate how students perceive it and how SRT oriented data indicators increase awareness, regulation, and motivation of individual learning patterns. Our qualitative analysis also demonstrates a positive correlation between student engagement with the reflective tool and improvements in academic outcomes. This research contributes to the discourse on LA by emphasizing the importance of reflective tools for students in Metacognition Online Learning Environments (MOLE), providing valuable insights for future developments in student-centric approaches to education.
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Paper Nr:	112
Title:	On the Relation Between Open Project-Based Learning in Undergraduate Computer Science Education and Contemporary Technological Trends
Authors:	Ruben Tous, Felix Freitag and Josep L. Berral
Abstract:	Amidst rapid and constant technological change, keeping IT higher education curricula up to date is becoming increasingly challenging. For a decade, the course ”Project on Information Technologies” within the undergraduate computer science studies offered by a major technical university has been pursuing an effort of continuous curriculum adaptation and active learning practices based on an open project-based learning (PBL) methodology. This article researches the implications of employing an open-ended PBL approach, with a specific focus on the alignment of acquired skills with the trends in the professional landscape. Our analysis has identified a strong correlation between the technologies utilized in the projects and the contemporary technological trends in the areas of global technological focus, programming languages, server-side technologies, database management systems, and DevOps-related tools. For the study, we analyzed empirical data gathered from over 100 projects involving more than 400 students who enrolled in this reference course, belonging to the last year of the IT higher education programme in the last 10 years. The results suggest the open project-based design as a teaching means in the student’s study plan for fostering the student the learning of prevailing current practical technologies.
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Paper Nr:	114
Title:	The Perceived Learning Behaviors and Assessment Techniques of First-Year Students in Computer Science: An Empirical Study
Authors:	Manuela Petrescu and Tudor D. Mihoc
Abstract:	The objective of our study is to ascertain the present learning behaviors, driving forces, and assessment techniques as perceived by first-year students, and to examine them through the lens of the most recent developments (pandemic, shift to remote instruction, return to in-person instruction). Educators and educational institutions can create a more accommodating learning environment that takes into account the varied needs and preferences of students by recognizing and implementing these findings, which will ultimately improve the quality of education as a whole. Students believe that in-person instruction is the most effective way to learn, with exercise-based learning, group instruction, and pair programming. Our research indicates that, for evaluation methods, there is a preference for practical and written examinations. Our findings also underscore the importance of incorporating real-world scenarios, encouraging interactive learning approaches, and creating engaging educational environments.
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Paper Nr:	168
Title:	Informal Learning Opportunities: Neurodiversity, Self-Efficacy, Motivation for Programming Interest
Authors:	Ella Kokinda, Makayla Moster, Paige Rodeghero and D. M. Boyer
Abstract:	We explore how using Scratch in a three-week game programming camp impacts students’ interests, motivation, and perceived self-efficacy in programming. In this study of high school students, we use pre- and post-camp surveys to measure interest in STEM and perceived self-efficacy. Additionally, we use a pre- and post-skills assessment test to understand how informal learning affects campers’ abilities. We found that when analyzed as a group, self-efficacy and motivation did not statistically change for the campers. However, individually, campers trended towards increased self-efficacy and motivation in their skills. Our work extends current research regarding informal learning opportunities for neurodiverse individuals and situates the effectiveness of informal learning for programming and STEM motivation and interest.
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Paper Nr:	170
Title:	Dispositional Learning Analytics to Investigate Students Use of Learning Strategies
Authors:	Dirk Tempelaar, Anikó Bátori and Bas Giesbers
Abstract:	What can we learn from dispositional learning analytics about how first-year business and economics students approach their introductory math and stats course? This study aims to understand how students engage with learning tasks, tools, and materials in their academic pursuits. It uses trace data, initial assessments of students’ learning attitudes, and survey responses from the Study of Learning Questionnaire (SLQ) to analyse their preferred learning strategies. An innovative aspect of this research is its focus on clarifying how learning attitudes influence and potentially predict the adoption of specific learning strategies. The data is examined to detect clusters that represent typical patterns of preferred strategies, and relate these profiles to students’ learning dispositions. Information is collected from two cohorts of students, totalling 2400 first-year students. A pivotal conclusion drawn from our research underscores the importance of adaptability, which involves the capacity to modify preferred learning strategies based on the learning context. While it is crucial to educate our students in deep learning strategies and foster adaptive learning mindsets and autonomous regulation of learning, it is equally important to acknowledge scenarios where surface strategies and controlled regulation may offer greater effectiveness.
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Paper Nr:	197
Title:	Creating an Academic Prometheus in Brazil: Weaving Check50, Autolab and MOSS into a Unified Autograder
Authors:	Kevin N. Ponciano, Abrantes S. Filho, Jean-Rémi Bourguet and Elias de Oliveira
Abstract:	The evaluation of programming exercises submitted by a large volume of students presents an ongoing challenge for educators. As the number of students engaging in programming courses continues to rise, the burden of assessing their work becomes increasingly demanding. To address this challenge, automated systems known as autograders have been developed to streamline the evaluation process. Autograders recognize solutions and assign scores based on predefined criteria, thereby assisting teachers in efficiently assessing student programs. In this paper, we propose the creation of a comprehensive autograding platform in a Brazilian university by leveraging open-source technologies pioneered by prestigious universities such as Harvard, Carnegie Mellon, and Stanford. Job processing servers, interface components, and anti-plagiarism modules are integrated to provide educators with an evaluation tool, ensuring efficiency in grading processes and fostering enriched learning experiences. Through data analysis of the students’ submissions, we aim to emphasize the platform’s effectiveness and pinpoint areas for future enhancements to better cater to the needs of educators and students.
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Short Papers

Paper Nr:	7
Title:	Addressing Educational Disparities: Assessing the Gap for Indigenous Community
Authors:	Shafaq Khan, Viutika Rathod, Abhirup Ranjan, Anika A. Una and Neel M. Pandya
Abstract:	This research paper explores the integration of Indigenous knowledge and perspectives in education to address the educational disparities faced by Indigenous students in Canada [Change.org, 2023]. It proposes a management system utilizing a database and logistic regression model to predict student dropout rates based on key factors such as Cultural Identity, Gender, Government Funding, and more [Government of Canada, 2021]. The logistic regression model achieved an accuracy rate of 0.831 on the testing dataset and provided valuable insights into the factors influencing dropout rates among Indigenous students. The paper emphasizes the importance of cultural sensitivity, ethical considerations, and collaboration with Indigenous communities throughout the research process. While logistic regression offers interpretability and simplicity, future work may explore the use of other machine learning models and qualitative data to enhance accuracy and gain deeper insights. The goal is to promote educational equity and inclusivity while respecting Indigenous knowledge and aspirations in Canadian education. This will help the local and federal authorities in determining and early forecasting that the student might drop out and accordingly the authorities can take action. Also the data and results from different regions can be help in determining how they are performing and if their action planning can be implemented in the other region as well to reduce the drop out ratio. This will help in the overall development of the indigenous community.
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Paper Nr:	42
Title:	Efficient Learning Processes by Design: Analysis of Usage Patterns in Differently Designed Digital Self-Learning Environments
Authors:	Malte Neugebauer, Ralf Erlebach, Christof Kaufmann, Janis Mohr and Jörg Frochte
Abstract:	The relevance of e-learning for higher education has resulted in a wide variety of online self-learning materials over the last decade like pedagogical agents (PA) or learning games. Regardless of this variety, educators wonder whether they can make use of these tools for their goals and if so, which tool to choose and in which context a specific tool performs best. To do so, the collection and analysis of learning data – referred to as Learning Analytics (LA) – is required. Along with digital learning environments the possibilities of applying LA are growing. Often, LA focuses on data that can easily be quantified: drop-out quota, time or grade performance. To facilitate learning in a more procedural sense, a deeper understanding of learners’ behavior in specific contexts with specific exercise designs is desired. This study therefore focuses on usage patterns. Learners’ movements through three different designs of mathematical exercises – (i) plain exercises, (ii) PA supported and (iii) fantasy game design – are analyzed with Markov chains. The results of an experiment with 503 students inform about which design facilitates what kind of learning. While the PA design lets learners enter more partial solutions, the fantasy game design facilitates exercise repetition.
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Paper Nr:	44
Title:	AI-Generated Programming Solutions: Impacts on Academic Integrity and Good Practices
Authors:	Chung Man Tang, Vanessa S. C. Ng, Henry M. F. Leung and Joe C. H. Yuen
Abstract:	As AI-powered chatbots, notably ChatGPT, gain widespread popularity, their integration into academic settings raises concerns about preserving academic integrity. Students increasingly employ these chatbots to generate answers for assignments and, notably, programming problems. Existing countermeasures, such as plagiarism checkers equipped with AI writing detection capabilities, struggle to detect AI-generated computer programs. To thoroughly examine this challenge, we conducted an experiment, presenting diverse programming problems to ChatGPT. Alarming findings revealed its remarkable proficiency in generating correct solutions across various topics, complexities of problems, and programming languages. To explore the implications, we engaged a focus group of programming teachers, resulting in the identification of key practices and strategies to respond to AI-generated work. These insights provide valuable guidance for educators seeking to maintain integrity while adapting to the evolving role of AI in education.
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Paper Nr:	52
Title:	Learning-Support Method for Professional Shogi Players Using Emotions of Others
Authors:	Takeru Isaka and Iwaki Toshima
Abstract:	Many methods have been proposed to support learning optimized for each learner. However, these methods mainly target novice to intermediate learners. We propose a method for further improving the abilities of advanced learners and professionals. At the advanced and higher levels, learners often target the behavior of more competent others. However, it is difficult to acquire the skills of such others simply by observing their behaviors. A learner must understand the thought processes to arrive at their behavior. Knowing the emotions that lead others to their behaviors could help learners understand others’ thought processes. On the basis of this approach, we investigated a learning-support method that uses the emotions of others using Japanese chess (Shogi) as the subject. We obtained valences, arousals, and subjective-position scores (i.e., evaluation of whether black or white has an advantage for each position) for each move of Shogi from two professional Shogi players with different playing styles. We observed noteworthy gaps in valence and arousal between the two players, even with similar subjective-position scores. The players also gained new perspectives on complex moves by referring to each other’s emotions. This suggests that awareness of the emotional gaps with others can broaden a professional’s creativity.
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Paper Nr:	53
Title:	Influence of Students’ Choice of Examination Format on Examination Results
Authors:	Tenshi Hara, Sebastian Kucharski, Iris Braun and Karina Hara
Abstract:	This study explores the impact of free choice of examination format on student performance in the ‘Pro-gramming of Mobile Applications’ (PMA) course at the Saxon University of Cooperative Education. The PMA course, offered in both Information Technology (IT) and Media Informatics (MI) curricula, underwent changes in examination format, allowing students to choose between a traditional written examination, a programming assignment, or a seminar paper. The investigation spans data from 2018 to 2023, encompassing 67 written examinations and 111 choice examinations. Results indicate a nuanced improvement in overall grades when students opt for non-traditional examination formats. Disregarding fails due to non-submission, the average grade for choice examinations improves (lower grade is better) to 1.89 compared to 2.10 for written exams. Notably, students exhibit a nearly one sub-grade enhancement in performance. The choice between programming assignments and seminar papers does not significantly impact grades. However, compared to traditional written examinations, flexibility in assessment formats positively influences student outcomes, enhancing overall student performance and emphasising the benefits of creative flexibility and alignment with individual interests in assessment practices.
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Paper Nr:	61
Title:	Digital Citizenship Exercises
Authors:	Andrea Trentini
Abstract:	Many years ago the authors defined a layered model that takes into account every aspect of Digital Citizenship. The “Digital Citizenship and Technocivism Rainbow” (DCTR) model slices the topic in eight coloured levels (network, services, access, education, transparency, participation, consultation, democracy) that can be used in teaching (to organize course materials) and when analysing “situations” (e.g., public participation initiatives/actions) to better comprehend intents with “digital citizenship spectrograms”. This model has been in constant use at the Computer Science department (University of Milan) Digital Citizenship course. An issue in teaching the course and in explaining the topic to common people is the lack of exercises. During the 2021-2022 session students were assigned a new type of homework: they had to create exercises to help common people understand Digital Citizenship. The task consisted in proposing and developing complete exercises with details about: intended target, difficulty level, detailed instructions and so on. This paper describes the work they produced, with an analysis w.r.t. the DCTR model. The main idea is to evaluate the effort of inventing exercises at various levels. A significant result is that “participatory levels” are challenging when trying to design digital citizenship exercises.
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Paper Nr:	75
Title:	The Use of Self-Regulation of Learning in Recommender Systems: State-of-the-Art and Research Opportunities
Authors:	Alana S. Neo, José B. Moura, Joseana F. Régis de Araújo, Giseldo S. Neo and Olival G. Freitas Júnior
Abstract:	Self-regulated learning is defined as the degree to which students are metacognitive, motivationally, and behaviorally active participants in their learning. Learning can be influenced and improved to achieve successful academic results. This article reviews the literature to analyze and compare learning self-regulation strategies to recommend learning objects in the context of a Virtual Learning Environment. The results serve to map the state of the art, main approaches, and characterizations of the topic of recommendation systems that use self-regulated learning strategies to support students’ academic performance; and to identify promising opportunities for future research on the topic.
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Paper Nr:	96
Title:	A Code Distance Approach to Measure Originality in Computer Programming
Authors:	Elijah Chou, Davide Fossati and Arnon Hershkovitz
Abstract:	We propose a novel approach to measure student originality in computer programming. We collected two sets of programming problems in Java and Python, and their solutions submitted by multiple students. We parsed the students’ code into abstract syntax trees, and calculated the distance among code submissions within problem groups using a tree edit distance algorithm. We estimated each student’s originality as the normalized average distance between their code and the other students’ codes. Pearson correlation analysis revealed a negative correlation between students’ coding performance (i.e., the degree of correctness of their code) and students’ programming originality. Further analysis comparing state (features of the problem set) and trait (features of the students) for this measure revealed a correlation with trait and no correlation with state. This suggests that we are likely measuring some trait that a student has, possibly originality, and not some coincidental feature of our problem set. We also examined the validity of our proposed measure by observing the agreement between human graders and our measure in ranking the originality of pairs of code.
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Paper Nr:	124
Title:	Design of Interactive STACK Exercises Using JSXGraph for Online Course: Exploring Strategies for Supporting Students with Mathematical Challenges
Authors:	Henry Lähteenmäki, Jarkko Hurme and Päivi Porras
Abstract:	The integration of technology into education has changed the way students learn and utilise course materials in online courses. However, the effectiveness of online courses greatly depends on the quality of learning materials, the ability to provide feedback and interactivity. With regard to mathematical exercises, the issue of designing interactive tasks has not yet been adequately addressed. This article presents a model to support the design of automatic interactive exercises using the Moodle STACK plugin and the JavaScript library JSXGraph, with special attention paid to providing immediate feedback and supporting students with mathematical challenges. We also delve into the technical aspects of the design of interactive exercises to highlight the opportunities and challenges that open-source tools bring to the creation of digital tasks. We argue that with careful exercise design and attention to specific technical considerations, interactive STACK exercises created with JSXGraph can particularly enhance students’ understanding of conceptual aspects in the mathematical sciences. A specific example exercise is given, and its design is discussed. In conclusion, this article extensively discusses important factors to consider in the design of interactive exercises and examines rarely addressed issues in the design of automatic digital tasks, such as accessibility, pedagogical soundness, expanding the possibilities of immediate hints, dynamic guiding of students, feedback, and students with mathematical challenges.
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Paper Nr:	131
Title:	Storytelling as a Pedagogical Tool in Computer Science Education: A Case Study on Software Systems Verification and Validation
Authors:	Bogdan Iudean
Abstract:	This position paper explores the potential of storytelling as a teaching method in Computer Science Education. It addresses the challenges faced in traditional teaching methods and advocates the effectiveness of storytelling in enhancing students’ understanding and engagement. The paper presents a case study on using storytelling in teaching Software Systems Verification and Validation, evaluating its impact on students’ learning outcomes and feedback. It also discusses potential objections and limitations of this method, providing counterarguments based on findings and previous studies. The paper concludes with reflections on the potential of storytelling in Computer Science Education and suggestions for future research and practice.
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Paper Nr:	133
Title:	Position Paper: Foster Academic Integration for Improved Pass Rates in First-Year Units
Authors:	Charanya Ramakrishnan
Abstract:	High attrition rates in higher education are a significant concern for universities. To address this issue, universities implement retention programs that promote social and academic integration to mitigate dropout rates, primarily focusing on first-year students. This position paper advocates for a unit-level approach to enhance the effectiveness of academic integration and foster positive student experiences. The proposed retention plan outlines key initiatives such as assessment restructuring, improving student-staff relations, introducing a “HELP” lifeline, supporting at-risk students, and offering consultation hours for repeating students. These strategies are a work in progress intended for a trial in a first-year programming unit, considering potential counter-arguments and their impact on students’ academic journeys. The purpose of this study is to analyse the effectiveness of the proposed retention plan on pass rates and academic integration. The expected outcomes of this study are to improve pass rates and to measure the degree of academic integration through student feedback surveys.
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Paper Nr:	154
Title:	What Will I Need this for Later? Towards a Platform for the Discovery of Intra and Inter-Module Content Relations
Authors:	Lisa Anders, Daniyal Kazempour and Peer Kröger
Abstract:	The large amount of knowledge in the different academic modules of bachelor and master studies renders it difficult for students to maintain the ”big picture” view, with the consequence of having finished a module without re-connecting to it in other attended courses, despite the existence of contextual relationships between them. The concept proposed in this work aims to provide a remedy for this problem by providing a graph-database-founded tool that shows all modules that also deal with that particular topic for a given keyword, additionally revealing the relationship within each of the modules. As such it provides the means for students and lecturers alike to discover interconnectedness among different modules, preventing an isolated view of each module, but an overarching perspective on the content learned during the studies, fostering connections among course content.
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Paper Nr:	174
Title:	Hybrid and Formative Self and Cross Peer Review Process to Support Computational and Algorithmic Thinking
Authors:	Walter Nuninger
Abstract:	In the 2020s, the digital competences were part of the framework of 8 key competences of the European citizen for lifelong learning, employability, territorial mobility and social integration. Today, DICOMP2.2 remains an issue for Europe’s Digital Decade for 2030. In the framework of trainings leading to Chartered engineer, this document presents a learner-centered hybrid teaching scenario to support the development of Computational and Algorithmic Thinking (CAT). It is based on a progressive formative Self and Cross Peer Review (SCPR) that revolves around digital self-assessment, a flipped classroom and a Rapid Application Development with peers. This design enables a new standard to be deployed for different audiences, allowing them to benefit from the collective expertise of peer review through self-assessment and cross-assessment in a team. It is also relevant in terms of strengthening interdisciplinary skills and professional style for chartered engineers whose professional goal is not to become computer programmers. The learning performance is questioned on the basis of quantitative and qualitative data from two groups’ satisfaction surveys, with an emphasis on the satisfaction level, success to final examination and impact of the previous training path.
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Paper Nr:	177
Title:	Designing a Framework to Support the Teaching of Programming Basics to Large Numbers of Novices
Authors:	Milo Gianinazzi, Philippe Weidmann and Laurent Moccozet
Abstract:	In this paper we propose the design of a framework dedicated to facilitating the teaching of programming basics in the context of large classes of beginners. The biggest issue for the teachers of this type of classes, is the assessment process of coding exercises. To solve this, we propose a method specifically designed to alleviate the teacher’s workload while giving him both a general overview of the class and a way to quickly identify problematic codes. The platform relies on a set of metrics and unit test to provide numerous statistics and data to the teacher. The platform was tested on a real-life scenario of an introductory class of 500 students. Our results show that our platform and the underlying method is beneficial. However, more tests should be conducted to determine its real effectiveness.
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Paper Nr:	192
Title:	Programming Contests as Complementary Activities in University Programming Courses
Authors:	Julián Alarte, Carlos Galindo and Josep Silva
Abstract:	Programming contests are events whose history goes back 50 years, soon after the appearance of computers in universities, and are traditionally associated with undergraduate computer science students. However, contests tend to be independent events, non-academic, extraneous to computer science subjects such as Data Structures or Algorithmics. For this reason, these subjects rarely use programming contests or the kind of problems posed in them, either in or outside the classroom. This work documents the implementation of a programming contest in a pilot program in the lab sessions of Data Structures & Algorithms, including the full process, proposed improvements, and a small statistical analysis of the contest’s results.
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Paper Nr:	194
Title:	A Learning Analytics Dashboard for Improved Learning Outcomes and Diversity in Programming Classes
Authors:	Iris Groher, Michael Vierhauser and Erik Hartl
Abstract:	The increased emphasis on competency management and learning objectives in higher education has led to a rise in Learning Analytics (LA) applications. These tools play a vital role in measuring and optimizing learning outcomes by analyzing and interpreting student-related data. LA tools furthermore provide course instructors with insights on how to refine teaching methods and material and address diversity in student performance to tailor instruction to individual needs. This tool demonstration paper introduces our Learning Analytics Dashboard, designed for an introductory Python programming course. With a focus on gender diversity, the dashboard analyzes graded Jupyter Notebooks, to provide insights into student performance across assignments and exams. An initial assessment of the dashboard, applying it to our Python programming course in the previous year, has provided us with interesting insights and information on how to further improve our class and teaching materials. We present the dashboard’s design, features, and outcomes while outlining our plans for its future development and enhancement.
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Paper Nr:	198
Title:	A Proposal for an Educational Well-Being Index (EWI) for Undergraduate Course Design
Authors:	Maria J. Blesa, Amalia Duch, Joaquim Gabarró and Maria Serna
Abstract:	Every day it is more common to hear around us about the publication of studies, surveys or statistical results about the well-being of people, workers, women in a given country. Indeed, as university professors, our work cannot be independent of the level of well-being of our students. So, in this work, we propose a methodology to asses the students well-being inside a course implementation by what we call the educational well-being index (EWI). We start with a survey that gathers those factors that computing courses’ students at our university –of two different levels and majors– consider most important. Our second step is the evaluation –by a group of teachers– of the presence of those factors in different educational models of implementation of the courses. We use principal component analysis to extract, from the student data, the valuations that they expressed in the survey: the principal component of their own measurements on well-being. We work only with the coefficients of the first dimension of the principal component. The third step is a (subjective) valuation of the topics addressed in the survey when considering a particular educational model. Finally, we gather everything together to obtain a well-being index of an educational model that allows their comparison. Besides the methodology, we present and analyze the values obtained from our case study.
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Paper Nr:	19
Title:	Teaching Conscious Capitalism in Higher Education: Learning Experience and Paradigm Shift
Authors:	Adriana Morales-Rodriguez, Nelly Ramírez-Vásquez and Enrique Bores-Rangel
Abstract:	The course Introduction to Conscious Business was designed based on the Conscious Capitalism model to educate students about the social imperative for companies to move beyond a singular focus on profit and strive for higher goals that benefit communities and the planet. The course is conducted synchronously online and is open to students from all university majors. It features a lead professor, a tutor professor, an international expert on the subject, and several guest speakers from companies that exemplify the proposed business paradigm. Additionally, various digital team activities are incorporated to foster dialogue and critical reflection among students. To assess the impact of the course, a pre-course and post-course questionnaire was administered to investigate students’ initial and final perceptions regarding the role of business in the contemporary world and to measure changes in their perceptions. The results indicated a positive evolution in students’ paradigms concerning certain tenets of Conscious Capitalism, which is encouraging. However, it is important to acknowledge the study’s limitations, thus suggesting the need for further investigation in this area.
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Paper Nr:	65
Title:	Computer Science Attitude as a Descriptor to Understand Inclusion in Non-Conventional Learning Experiences
Authors:	Ilenia Fronza and Luis Corral
Abstract:	Non-conventional learning experiences (e.g., hackathons and coding camps) are increasingly popular to broaden participation in computing. It is relevant to analyze the profile of participants of non-conventional learning experiences to outline better whether they efficiently attract profiles that can enrich future professional profiles in Computer Science (CS) with an inclusive and diverse approach. Picking up from that need, this paper attempts to shed light and better understand the original attitudes toward CS that participants display upon joining an informal CS-relevant educational activity. To this end, we analyze, as a compelling case, the participants’ attitudes of two coding camps carried out recently. This analysis permits us to discuss what type of students are attracted by these events, provide a more detailed analysis of the participants’ profiles, and better understand whether informal educational events effectively thrive diversity in science. The compelling case presented in this paper promotes discussion and raises questions for future research.
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Paper Nr:	66
Title:	Application of Minecraft: Education in Mathematics and CMIT Classes, Examples and Practices
Authors:	Stanislav Ivanov and Borislav Yordanov
Abstract:	Games take important part of the daily life of modern students as they are a source for not only leisure but also a useful tool in the hands of the teachers. The authors explore the possibilities for application of game-based learning within the Bulgarian educational context - specifically, different approaches to integrate the popular sandbox game Minecraft: Education into the classroom. The study presents several ideas of lesson units for the subjects “Mathematics” and “Computer Modelling and Information Technologies (CMIT)” designed to enhance the teaching and learning process. To assist the development of these lessons, the authors have structured a framework to describe such game-based activities. These ideas are tailored for lower secondary school (aged 11-14) in Bulgaria, offering a different approach to immerse students into the learning process.
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Paper Nr:	85
Title:	Shifting from Traditional to Alternative Assessment Methods in Higher Education: A Case Study of Norwegian and Italian Universities
Authors:	Alexandra Lazareva and Daniele Agostini
Abstract:	The background of this study is the growing focus on so-called “student-active” or “student-centered” learning and teaching methods, which have demonstrated to improve students’ learning outcomes and soft skills. However, despite the benefits of these methods, much university teaching still relies on final high-stakes summative examinations, which may lead to students’ lack of engagement in learning activities during the semester and increased focus on the preparation for the final exam. This paper is aimed at exploring the traditional and alternative assessment methods used in higher education in Norway and Italy and focuses on two research questions: (1) What are the different types of student assessment involved at universities in Norway and Italy? and (2) What are the benefits and challenges related to alternative assessment formats in higher education when compared to the traditional ones? To answer the first question, the assessment forms used in selected units at a university in Norway and Italy were mapped out. To answer the second question, six university instructors with experience in alternative assessment were interviewed. The results contribute to a better understanding of the factors motivating instructors to transition to alternative assessment, as well as possible barriers for the implementation of alternative assessment.
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Paper Nr:	176
Title:	Quiz-Ifying Education: Exploring the Power of Virtual Assistants
Authors:	Ioana A. Todericiu, Mihai D. Pop, Camelia Şerban and Laura Dioşan
Abstract:	Technology offers transformative potential for educational innovation. This paper introduces a novel approach by harnessing virtual assistants, specifically through an Alexa quiz skill tailored for university students, to enhance learning experiences. Supported by a preliminary evaluation, our solution demonstrates significant user satisfaction, indicating its effectiveness and areas for further refinement. Our tailored skill dynamically generates custom quizzes aligned with students’ preferences and topics, providing a personalized and learning alternative to the one-size-fits-all content. Utilizing Amazon Web Services (AWS) for its cloud infrastructure, our methodology ensures scalability and a seamless user experience. We detail the theoretical foundations and technical implementations of our approach, showcasing its capability to tackle current educational . This work contributes to the ongoing discourse about modernizing education techniques by providing a comprehensive framework for an innovative, interactive learning tool that capitalizes on the power of virtual assistants.
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Paper Nr:	182
Title:	Development of an Instrument for Evaluating Learning Experiences in a Hybrid Learning Environment
Authors:	Paola Costa Cornejo, Laëtitia Pierrot and Melina Solari Landa
Abstract:	An interest in hybrid teaching environment (HLEs) has emerged, particularly since 2020. A previous study on HLE during the Covid-19 period identified several evaluation challenges. These challenges stem from the composite nature of the environments (combining human, technical, and pedagogical elements) and their hybridity (varying degrees of support, openness, and presence-distance interaction). The literature also highlights methodological shortcomings. The learning experience in a blended context is poorly defined, and data collection often prevents comprehensive analysis. This paper specifically addresses the following research question: how can we measure the learning experience in a blended learning context? The state-of-the-art review identifies key dimensions for consideration, emphasizing the need for multidimensional approaches to gain a deeper understanding of the learning experience. We aim to apply the designed instrument in research in three different contexts. Ultimately, this paper seeks to enrich our understanding of the complexities surrounding the learning experience in blended learning and to provide recommendations that support teachers’ pedagogical practices.
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Paper Nr:	200
Title:	A Conceptual Model of Blended Learning in the Context of Digital Teaching and Learning Transformation
Authors:	Girts Burgmanis, Dace Namsone, Inese Dudareva, Kārlis Greitāns and Zane Olina
Abstract:	This paper explores the necessity for a new vision in education, emphasizing the significant role of the digital dimension in skill development and lifelong learning opportunities, alongside the traditional didactic triangle of learner, teacher, and content. We propose a conceptual framework for digital teaching and learning transformation, focusing on three main components: the digital learning ecosystem, quality learning contexts, and support for digital transformation. Finally, we discuss the potential influence of generative artificial intelligence (GenAI) solutions on digital teaching and learning transformation, 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 enhancing teaching and learning practices in the digital age.
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Area 4 - Social Context and Learning Environments

Full Papers

Paper Nr:	20
Title:	Formation of Study Groups: Exploring Students’ Needs and Practical Challenges
Authors:	Cosima Schenk and Sven Strickroth
Abstract:	Learning in study groups offers students the opportunity to exchange ideas about lecture content, discuss questions, and network with others. However, little is known about how self-organised study groups (i. e., study groups that are organised and managed by students themselves) should ideally be composed to meet students’ needs. Following previous studies on group composition in collaborative learning, a requirement analysis was carried out, consisting of a focus group and an online survey. Three factors were identified as being particularly important to students: A similar level of conscientiousness, a similar attitude towards reliable attendance at meetings, and a similar preference for online meetings. Based on these results, a tool was implemented that uses a genetic algorithm for group formation. This prototype was tested and evaluated in a field study in two university courses. The field study suggests that there is a general interest in using such a tool. However, it seems to be a challenge for many students to establish contact and meet with the other members of the proposed study group. Possible reasons and solutions to this problem are discussed.
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Paper Nr:	47
Title:	Facilitating Competence-Oriented Qualification in New Work: Evaluation of a Platform Prototype
Authors:	Alexander Clauss
Abstract:	This article introduces and evaluates a platform prototype that facilitates competence-oriented qualification through micro modules in the context of New Work. A focus group interview with nine experts from the application domain was conducted. Requirements to ensure the practicality of the platform were identified, and concrete design measures for its further iterative development were derived. The platform facilitates competence-oriented qualification by reducing complexity for individuals and supporting the strategic management of competence development in organizations. Several requirements were identified to ensure the practicality of the platform in the context of New Work. These were used to derive design measures for the further iterative design of the platform prototype with its three components - self-evaluation tool, competence development guide and competence shop. The results enable further work on the transferability into different application domains and job profiles. The presented prototype facilitates worker-centered digital transformation initiatives regarding competence development.
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Short Papers

Paper Nr:	117
Title:	How Gender Influences the Effect of Self-Efficacy on Training Success on a Mobile Curriculum
Authors:	Marion Peyrègne and Jean-Christophe Sakdavong
Abstract:	Self-efficacy is a key concept for understanding learner behavior and a fundamental support for improving training and learner support systems. In a context where digital technology is taking up more and more space in training systems, digital self-efficacy interferes between learners and their learning performance. Women show lower digital self-efficacy than men and may in certain digital learning contexts see themselves penalized. This study aimed at checking the effect of digital self-efficacy on a mobile curriculum with the following research question: Does digital self-efficacy play a mediating role between gender and learning performance in a digital context? After collecting and analysing data from 49 participants, we show that women’s digital self-efficacy is lower than that of men, and that self-efficacy impacts learning performance. We have thus shown that self-efficacy is a key concept which plays a mediating role between gender and learning performance.
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Paper Nr:	179
Title:	Can Diversity, Equity, and Inclusion (DEI) Espouse Through Social Constructivism? A Dynamically-Designed Multimedia Content Creation Programme for High School Students in Japan
Authors:	Dunya D. Chen, Jiayi Lu and Keiko Okawa
Abstract:	This article presents a nonformal learning programme implemented in a Japanese high school, focusing on exploring Diversity, Equity, and Inclusion (DEI) topics through a multimedia content creation project. The programme employs a dynamic module design, characterized by student-centred learning, a comprehensive feedback loop, and timely adjustments to tailor to students’ learning paces. This nonformal approach allows students to experience DEI concepts closely, diverging from traditional formal education methods. Student reflections indicate increased awareness and appreciation of diversity, enhanced empathy, cross-cultural understanding, and development of critical soft skills through DEI experiences and multimedia content creation. The findings suggest that high school students can effectively grasp abstract concepts like DEI experientially. The programme’s dynamic design offers a model for creating large-scale, learner-focused curricula. Additionally, the collaboration between a graduate school and a local high school demonstrates a potential role for higher education institutions in supporting community education initiatives.
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Area 5 - Ubiquitous Learning

Short Papers

Paper Nr:	150
Title:	Sound Woods: An Interactive Game-Based Learning Design for Inclusive Play Between Sighted and Visually Impaired Users
Authors:	Chenyi Dai, Kojiro Hirose, Makoto Kobayashi, Shigenori Inagaki and Fusako Kusunoki
Abstract:	In traditional spatial learning for the visually impaired, preliminary understanding of spatial concepts is typically formed through oral descriptions by instructors prior to actual environmental engagement. However, this method is restrictive. This study encourages users to recreate and experience environmental spatial sounds within a realm by ”Sound woods” using Orientation & Mobility Training. This enables users to engage in auditory training, focusing on ”listening and positioning” to enhance environmental spatial cognition. For the visually impaired, who often have limited opportunities to interact with sighted individuals in their daily lives, video games offer potential avenue for social engagement. Traditional video games primarily rely on visual interaction through screens, posing challenges to visually impaired individuals owing to their limited eyesight. We designed a tangible video game that provides game-based learning, fostering communication between visually impaired and sighted individuals. Additionally, it provides sighted individuals the opportunity to experience space without sight, increasing empathy for the visually impaired, likely alleviating discrimination to some extent. This study underwent three rounds of testing, involving visually impaired individuals, individuals related to the visually impaired, and approximately 20 sighted participants in the workshop tests, incorporating their experiences and insights through interviews.
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