Responsive and Sustainable Educational Futures: 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, Aveiro, Portugal, September ... (Lecture Notes in Computer Science, 14200)

This book constitutes the proceedings of the 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, held in Aveiro, Portugal, in September 2023. The 34 full papers included in this volume were carefully reviewed and selected from 126 submissions. Additionally, 24 posters and 16 demonstration papers were included in the proceedings. The papers focus on sustainable teaching and learning practices in the post-pandemic educational ecosystem. Preface Organization Contents An Agile Concept Inventory Methodology to Detect Large Sets of Student Misconceptions in Programming Language Courses 1 Introduction 2 The (A)gile (Mi)sconception (C)oncept (I)nventory: AMiCI 2.1 Structure of Multiple-Choice Questions and Terminology 2.2 Motivation for an Improved Methodology 2.3 Improving Measurement Speed with a Unit Testing Approach 2.4 The AMiCI Process 2.5 A Metric for Misconceptions: The Knowledge Fitness 3 Experiment: Accuracy and Speed of AMiCI 3.1 Experimental Setup 3.2 Results 3.3 Discussion 3.4 Additional Observation on Accuracy 3.5 Limitations 4 Conclusions and Future Work References A Transformer-Based Approach for the Automatic Generation of Concept-Wise Exercises to Provide Personalized Learning Support to Students 1 Introduction 2 Literature Review 3 Methodology 3.1 Knowledge Modelling 3.2 Automatic Concept-Wise Exercise Generation 3.3 Evaluation 4 Results 4.1 Results of the Teachers' Evaluation 4.2 Results of the Real-World Educational Evaluation 5 Discussion 5.1 Findings and Implications 5.2 Limitations and Future Directions 6 Conclusion References Generative Pre-trained Transformers for Coding Text Data? An Analysis with Classroom Orchestration Data 1 Introduction 2 Background 3 Methods 3.1 Data Collection and Manual Coding 3.2 Machine (Automatic) Coding 4 Results 5 Discussion 6 Conclusions and Future Work References What Makes Problem-Solving Practice Effective? Comparing Paper and AI Tutoring 1 Introduction 2 Method 2.1 Sample and Experimental Design 2.2 Procedure 2.3 Materials: Tests, Tutoring Software, and Paper Practice 2.4 Data Preprocessing 2.5 Analysis Methods 3 Results 3.1 Learning Gain Differences Between Tutor and Paper (H1) 3.2 Fewer Eventually-Correct Steps on Paper (H2) 3.3 Association Between Eventually-Correct Steps and and Learning Gains (H3) 4 Discussion 4.1 Why Was Tutoring not Generally Better Than Paper? 4.2 Does Paper Practice Produce Fewer Eventually-Correct Steps? 4.3 Conditional Association Between Eventually-Correct Steps and Learning 4.4 Why Does This Research Matter for TEL? References Exploring Indicators for Collaboration Quality and Its Dimensions in Classroom Settings Using Multimodal Learning Analytics 1 Introduction 2 Related Work 3 Study Setup 3.1 Context 3.2 Activity Tasks 3.3 Data Collection Tool 3.4 Procedure 3.5 Features 4 Methods 4.1 Annotation 4.2 Analysis 5 Results 6 Discussion 6.1 What Is the Relationship Between Multimodal Data Collected and Collaboration Quality (and Its Dimensions) of Small Groups in Authentic Classroom Settings? (RQ1) 6.2 To What Extent, Video-Log Data Features Can Reveal Differences in Terms of Collaboration Quality and Its Dimensions in Authentic Classroom Settings? (RQ2) 6.3 Limitations 7 Conclusion and Future Work References The Promise of Physiological Data in Collaborative Learning: A Systematic Literature Review 1 Introduction 2 Methods 2.1 Search Method 2.2 Data Analysis for RQ1 2.3 Data Analysis for RQ2 2.4 Data Analysis for RQ3 2.5 SLR Procedure 2.6 Excluded and Included Studies 2.7 General Characteristics of Studies 3 Results 3.1 RQ 1. What is the Contribution of Physiological Data to Our Understanding of Collaborative Learning 3.2 RQ 2. What Physiological Data Features Correlate with Effective Collaboration Learning Outcomes? 3.3 RQ 3. What Interventions Are Designed to Support Student Learning Based on Insights from Physiological Data? 4 Discussion 4.1 Limitation and Further Research 5 Conclusion References A Learning Design to Support Transfer of Training in Continuing Education 1 Introduction 2 Technologies for Transfer of Training in Continuing Education 2.1 Transfer of Training in Continuing Education 2.2 Learning Design and Technologies for Supporting Transfer of Training 3 A Design-Based Research Study 3.1 Research Context and DBR Team 3.2 DBR Cycle and Research Methods 4 Results 4.1 Forming Transfer Intentions 4.2 Setting Transfer Goals 4.3 Attempting Transfer 4.4 Evaluation and Reflection 5 Discussion 6 Conclusions and Future Work References Implementing a Desktop VR Tool in a European University: Priorities and Challenges 1 Introduction 2 Method 2.1 Group Concept Mapping 2.2 Procedure 2.3 Analysis 3 Results 3.1 Participants 3.2 CloudClass Implementation Requirements 3.3 Importance and Feasibility Ratings of the Identified Requirements 4 Discussion 5 Conclusions References Student Perception of Social Comparison in Technology Enhanced Learning 1 Introduction 2 Related Work 3 Methodology 3.1 Questionnaire Design 3.2 Participants 4 Results 4.1 Achievement Goal Orientation Clusters 4.2 General Consensus About the SC Implementations 4.3 Between-Group Analysis: High Performance vs. Low Performance 4.4 Achievement Motivation and SC Perception 5 Discussion 5.1 Limitations and Mitigation 5.2 Future Work 6 Conclusion References Relation Between Student Characteristics, Git Usage and Success in Programming Courses 1 Introduction 2 Related Work 2.1 SRL and PK in Computer Science Education 2.2 Methodology 3 Setting 4 Methods and Results 4.1 Statistical Inference (Addressing RQs 1 and 2) 4.2 Random Forests (Addressing RQ 3) 4.3 SHAP Values (Addressing RQ 4) 5 Discussion and Limitations 6 Conclusion References The ``How'' Matters: Evaluating Different Video Types for Cybersecurity MOOCs 1 Introduction 2 Background and Related Work 2.1 Related Work on Video-Styles 2.2 Dimensions of Security Awareness 2.3 Phishing Attacks 3 Methodology and Experiment Setting 3.1 Experiment Setup 3.2 Video Types 3.3 Phishing Study for Security Awareness 3.4 Statistical Analysis 4 Study Results 4.1 Pretest Analysis 4.2 Perception: Results From O1 4.3 Protection: Results From O2 4.4 Behavior: Results from OM 5 Discussion 5.1 Alternative Explanations 5.2 Threats to Validity 5.3 Limitations and Study Group 6 Conclusion References Role of Multimodal Learning Systems in Technology-Enhanced Learning (TEL): A Scoping Review 1 Introduction 2 Methodology 3 Results 4 Discussion 4.1 RQ1. How Is Multimodal Data Collected and Processed to Get Insights About Learning in MMLA? 4.2 RQ2. How Is Learner Feedback Designed in the Context of Multimodal Learning Systems? 4.3 RQ3. What Are the Considerations for Implementing Multimodal Learning Systems in Various Learning Domains? 4.4 Challenges and Opportunities 5 Conclusion References Broader and Deeper: A Multi-Features with Latent Relations BERT Knowledge Tracing Model 1 Introduction 2 Related Work 2.1 Transformer-Based Models and Application 2.2 Knowledge Tracing 2.3 KT Models with Different Feature Numbers 3 Methodology 3.1 Problem Statement 3.2 Proposed Model Architecture 3.3 Experiment Setting 4 Results and Discussion 4.1 Overall Performance 4.2 Ablation Study 4.3 Activation Function Evaluation 4.4 Analysis of Embedding Strategy 4.5 Analysis of Estimating Problem Difficulty 5 Conclusion and Future Work References Why You Should Give Your Students Automatic Process Feedback on Their Collaboration: Evidence from a Randomized Experiment 1 Introduction 2 Background 3 Research Questions and Methodology 4 The CSCL Discourse Data Set 5 The Indicator Candidates 5.1 Group Communication Analysis 5.2 Affirmation Detection 5.3 Readability 5.4 Uncertainty 5.5 Other Candidates 6 Selecting and Evaluating The Indicators 7 Finding the Emergent Roles 8 Feedback Design and Evaluation 9 Conclusion and Outlook References Interactive Web-Based Learning Materials Vs. Tutorial Chatbot: Differences in User Experience 1 Introduction 2 Related Work 2.1 Learning Management Systems 2.2 Educational Conversational Agents 3 DIGIVIDget and DIGIBOT 4 Research Questions 5 Methodology 5.1 Participants 5.2 Procedure and Instruments 6 Results 6.1 Perceived Usability and Usefulness (RQs 1 and 2) 6.2 Users' (Comparative) Preferences (RQ3) 6.3 DIGIVIDget and DIGIBOT in Inclusive Education (RQ4) 7 Discussion and Conclusion References Assessing the Quality of Multiple-Choice Questions Using GPT-4 and Rule-Based Methods 1 Introduction 2 Related Work 2.1 Evaluating Assessment Questions with Student Data 2.2 Human Evaluation of Assessment Questions 2.3 Automatic Evaluation of Assessment Questions 3 Methods 3.1 Dataset 3.2 Human Evaluation 3.3 Rule-Based Evaluation 3.4 GPT-4 Evaluation 4 Results 4.1 Automatic Methods versus Human Identification 4.2 Impact of the Domain 4.3 Common Item-Writing Flaws 5 Discussion 6 Limitations and Future Work 7 Conclusion References Early Prediction of Learners At-Risk of Failure in Online Professional Training Using a Weighted Vote 1 Introduction 1.1 Prediction of Learners At Risk of Failure in Online Courses 1.2 Limitations 1.3 Contribution and Research Questions 2 Datasets Description and Learners At-Risk Definition 2.1 Data Collection, Preprocessing and Features Extraction 2.2 Risk of Failure Definition 2.3 Descriptive Analysis of the dataset 3 Early Prediction of Learners at Risk of Failure 3.1 Early Prediction Definition 3.2 Data Splitting and Oversampling using SMOTE 3.3 Predictive Models and Evaluation Metrics 3.4 Training Models and Initial Evaluation Results 4 Meta-Models and the Proposed Weighted Vote Algorithm 4.1 Majority Vote 4.2 Borda Count Method Applied with the Majority Vote 4.3 Proposed Weighted Vote Algorithm 5 Evaluation Results and Research Questions Answers 5.1 Extraction of Failure Risk Factors 5.2 Discussion and Answers of the Research Questions 6 Conclusions, Limitations and Future Work References How to Characterize and Analyze the Computational Thinking Skills of a Learning Game? 1 Introduction and Positionning 2 Theoretical Foundation 3 Analysis of Didactic Features of the SPY Game 3.1 Programming Blocks 3.2 Programming Area 3.3 Drag and Drop 3.4 Obstacles 3.5 Control Execution 3.6 Number of Executions 3.7 Fog and Briefing 3.8 Synthesis of the Game Functionalities 4 Linking Skills to Game Features 5 Application of the PIAF Skills Formalization 5.1 C1.1 - Name Objects and (sequences of) Actions 5.2 C1.5 - Predict the Outcome of a Sequence of Actions 5.3 C2.1 - Order a Sequence of Actions to Reach a Goal 5.4 Summary of Skills Encoded 6 Results 7 Conclusion and Perspectives References Evaluating ChatGPT’s Decimal Skills and Feedback Generation in a Digital Learning Game 1 Introduction 2 Background 2.1 Self-explanation in Digital Learning Games 2.2 Large Language Models in Education 2.3 The Learning Game Decimal Point 2.4 Types of Feedback and Evaluation 3 Methods and Materials 3.1 Dataset 3.2 ChatGPT Queries 4 Results 4.1 Evaluation of ChatGPT’s Decimal Skills 4.2 Evaluation of ChatGPT’s Grading 4.3 Evaluation of ChatGPT’s Feedback 5 Discussion and Conclusion References Designing a Revision System: An Exploratory Qualitative Study to Identify the Needs of French Teachers and Students 1 Introduction 2 State of the Art 3 Research Method 4 The Qualitative Study 4.1 Participants 4.2 Data Collection Procedure 5 Results 5.1 Having the Tool Available on Devices Other Than the Smartphone 5.2 Regulating the Use of Smartphones in the Context of Education 5.3 The Motivation Around Digital and the Use of the Tool 5.4 Staying Cautious with the Eventual Need for Extrinsic Motivation 5.5 Supervising Students' Revision with Indicators 6 Discussion 6.1 Access the Tool via Different Devices 6.2 Making a Testing Tool Available Encourages Students to Test Themselves More to Revise 6.3 Pupils Revise Especially in the Run-Up to Evaluations 6.4 Nominal Indicators on Student Activity 6.5 A Perspective on Out-of-Class Regulation 6.6 Limits 7 Conclusion References Evaluation of a Hybrid AI-Human Recommender for CS1 Instructors in a Real Educational Scenario 1 Introduction 2 Related Work 3 Contributions and Novelty 4 Educational Scenario 5 Recommendation Method 5.1 Dataset 5.2 Recommendation Steps 6 Experimental Study 6.1 Conditions (Controlled Vs Experimental) 6.2 Hybrid Human/AI Recommendation 6.3 Evaluation with Students 6.4 Data Analysis 7 Results 8 Pedagogical Implications 9 Final Remarks References Evaluating the Impact and Usability of an AI-Driven Feedback System for Learning Design 1 Introduction 2 Related Work 2.1 Learning Design and the Need to Provide High-Level Guidance to Teachers 2.2 Towards a Hybrid Teacher-AI Partnership 3 Context of the Study 4 Methodology 5 Results 5.1 RQ1. Impact of Using AI on the Designs Created by Teachers 5.2 RQ2. Perceived Usability of the AI-Driven Feedback System 6 Discussion 7 Conclusion and Future Work References Single or Multi-page Learning Analytics Dashboards? Relationships Between Teachers' Cognitive Load and Visualisation Literacy 1 Introduction 2 Background 2.1 Teacher's Dashboard Design in Learning Analytics 2.2 Data and Visualisation Literacy 3 Methods 3.1 Participants and Study Procedure 3.2 Design of Single and Multi-page Dashboards 3.3 Measures 3.4 Analysis 4 Results 5 Discussion 6 Conclusion References Designing Technology for Doctoral Persistence and Well-Being: Findings from a Two-Country Value-Sensitive Inquiry into Student Progress 1 Introduction 2 Related Work 3 Method 4 Results 4.1 RQ1.1 What Do Doctoral Students Value at the Basic, Doctorate and Technology Use Levels? 4.2 RQ1.2 How Do Doctoral Students Experience Progress at the Group-Level and Individually? 5 Discussion References A Critical Consideration of the Ethical Implications in Learning Analytics as Data Ecology 1 Introduction 2 The Expanding Data Gaze 3 Learning Analytics as Ecology 4 Learning Analytics as an Ecosystem or Ecology - What are the Implications? 5 Conclusions References Learning to Give Useful Hints: Assistance Action Evaluation and Policy Improvements 1 Introduction 2 Related Work 2.1 Evaluating Treatment Effects Inside ITSs 2.2 Data-Driven Assistance Policies 3 CK-12 FlexBook 2.0 System 4 Methodology 4.1 Formal Problem Statement 4.2 Data Collection 4.3 Measures of Learning Outcomes 4.4 Offline Policy Optimization and Evaluation 5 Results 5.1 Assistance Action Evaluation 5.2 Offline Policy Evaluation 5.3 Online Policy Evaluation 6 Discussion 7 Conclusion References Understanding Peer Feedback Contributions Using Natural Language Processing 1 Introduction 2 Background 2.1 Peer Assessment and Feedback in Computer-Supported Collaborative Learning 2.2 Computational Approaches to Automated Content Analysis 3 Research Questions 4 Method 4.1 Course Design and Dataset 4.2 Features 4.3 Model Selection and Evaluation 5 Results 5.1 RQ1: Performance of the Proposed Models 5.2 RQ2: Feature Importance 6 Discussion 7 Limitation and Future Directions References AI and Narrative Scripts to Educate Adolescents About Social Media Algorithms: Insights About AI Overdependence, Trust and Awareness 1 Introduction 2 Social Media Algorithms and Adolescents 2.1 Social Media Algorithms Education 2.2 The Present Study 3 Methodology 3.1 Participants and Study Design 3.2 Procedure 3.3 AI Model: Architecture and Training 3.4 Measurements 3.5 Data Analysis 4 Findings 5 Discussion and Conclusion References Analyzing Learners’ Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach 1 Introduction 1.1 Challenges when Defining Indicators for Self-monitoring Learning Analytics Dashboards 2 Methods 3 Findings 3.1 Results Regarding the Actionability of Indicators 3.2 Results Regarding the Interpretability of Indicators 3.3 Results Regarding Self-monitoring 4 Discussion 4.1 Implications About the Relationship Between Indicators and Self-regulated Learning 4.2 Implications in the Design of LADs 5 Conclusions and limitations References Here or There? Differences of On-Site and Remote Students’ Perceptions of Usability, Social Presence, Engagement, and Learning in Synchronous Hybrid Classrooms 1 Introduction 2 Theoretical and Empirical Background 2.1 Synchronous Hybrid Classrooms 2.2 Usability 2.3 Social Presence 2.4 Impact of Synchronous Hybrid Classrooms on Engagement and Learning 2.5 The Present Study 3 Methodology 3.1 Context of the Study, Participants and Procedure 3.2 Measures 4 Results 5 Discussion 6 Conclusion References Exploring the Potential of Immersive Virtual Environments for Learning American Sign Language 1 Introduction 2 Related Work 3 User Interface of Immersive Environment and Website 3.1 The Immersive Learning Environment 3.2 Website Environment 4 Methodology 5 Result Analysis 6 Discussion 6.1 Limitations 7 Conclusion References Towards Improving the Reliability and Transparency of ChatGPT for Educational Question Answering 1 Introduction 2 Data and Method 2.1 Data 2.2 Method 3 Experiments 3.1 Implementation Details 3.2 Evaluation Metrics 3.3 Comparison Systems 4 Result and Analysis 4.1 Educational Question Answering Result and Analysis 4.2 The Impact of the IRS on Educational Question Answering 5 Conclusion, Limitations and Future Work References How Do Teachers Search for Learning Resources? A Mixed Method Field Study 1 Introduction 1.1 Semantic Information 1.2 Teachers' Search and Select Strategies 1.3 Gaps in Existing Literature 1.4 Research Overview, Questions and Contribution 2 Methodology 2.1 Learning Environment 2.2 Research Population 2.3 Research Tools 2.4 Data Analysis 3 Results 3.1 RQ1: Teacher Considerations When Searching for LRs 3.2 RQ2: Teachers' Search Strategies 3.3 RQ3: Semantic Information Teachers Use During Search 4 Discussion and Conclusions References Automated Detection of Students’ Gaze Interactions in Collaborative Learning Videos: A Novel Approach 1 Introduction 2 Background Research 2.1 Detection of Gaze Behaviours 2.2 Gaze Behaviours and Collaborative Learning 3 Context 3.1 Education Context 3.2 Data Collection 4 Methodology 4.1 Gaze Object Detection 4.2 Gaze Annotation 5 Results 6 Discussion 7 Conclusion References Pedagogically-Informed Implementation of Reinforcement Learning on Knowledge Graphs for Context-Aware Learning Recommendations 1 Introduction 2 Background 3 Methodology 4 Evaluation and Results 5 Conclusion References Teacher Professional Development to Help Students Manage Stress: Barriers and Enablers 1 Introduction 2 Methods 2.1 Instruments and Data Collection 2.2 Participants 3 Preliminary Results and Discussions 3.1 Teacher Stress Mindsets 3.2 Reasons Given for Learning About Student Stress 3.3 Teachers’ Interest in the Elements that Conform the PD Program 4 Conclusions and Future Directions References Lateral Reading Against Misinformation: The Cognitive Processing Level Mediates the Intervention Effect on the News Credibility Assessment Performance 1 Introduction 2 Research Question 3 Methods 4 Results 5 Conclusion References Exploring Students’ Problem-Solving Challenges in Self-regulated Learning Through Training Video Prompts 1 Introduction 2 The Current Research 2.1 Research Objective and Question 2.2 Research Context 2.3 Research Tool 2.4 Research Population 2.5 Research Method and Procedure 3 Findings 4 Discussion and Conclusion References Facilitating and Hindering Aspects of Technology-Enriched Challenge-Based Learning in ECIU University, a European University International Network Initiative 1 Introduction 2 Methodology 3 Results 3.1 Hindering Aspects of Technology-Enriched Challenge-Based Learning 3.2 Facilitating Aspects of Technology-Enriched Challenge-Based Learning 3.3 Teachers Perspective to Cope with Identifies Aspects of Technology-Enriched Challenge-Based Learning 4 Discussion and Conclusion References Digitally Supported Learning Processes in Schools: Teachers’ Implicit Theories on Learning Activities with Technology 1 Introduction 2 Research Questions 3 Methods 4 Results 4.1 Implicit Theories About Passive Engagement 4.2 Implicit Theories About Active Engagement 4.3 Implicit Theories About Constructive Engagement 4.4 Implicit Theories About Interactive Engagement 5 Discussion and Conclusions References Transferring Digital Competences for Teaching from Theory into Practice Through Reflection 1 Introduction 2 DIGIVIDget: The System and Its Evaluation 2.1 Reflection Prompts in DIGIVIDget 2.2 Methodology 3 Results 4 Discussion and Conclusion References “Feedback is not Embarrassing but Helpful :)” 1 Introduction 2 Checklist for Constructive and Actionable Feedback 3 Pilot Study 3.1 Research Methodology 3.2 Course and Participants Characterisation 3.3 Preliminary Results 4 Discussion References Enhancing Learning Mobility with a Community-Based Micro-Credential e-Portfolio Platform Service for Higher Education 1 Introduction 1.1 Research Background 1.2 Landscape of Practice 2 Literature Review 2.1 Reflection in the Field of Education 2.2 Codesign of Learning with Multiple Stakeholders 3 Design 3.1 Design Concept 3.2 Components 4 Preliminary Results 5 Conclusion References On Extended Reality Objective Performance Metrics for Neurosurgical Training 1 Introduction 2 Survey of the Domain of Practice 3 PARENT Metrics for Objective Assessment 4 Conclusions and Future Work References Multimodal Analytics for Collaborative Teacher Reflection of Human-AI Hybrid Teaching: Design Opportunities and Constraints 1 Introduction 2 Methods 3 Results 3.1 Aligning Multimodality with Reflection Needs 3.2 Boundaries of Multimodal Data Collection and Sharing 3.3 Opportunities and Constraints in Multimodal Collaborative Reflection 4 Discussion References Computational Analysis of Audio Recordings of Piano Performance for Automatic Evaluation 1 Introduction 2 Related Work 3 Method 4 Results and Discussion 5 Conclusion References Barrier-Free Dissemination of Medical Knowledge: Challenges and Solutions for Individuals with Visual Impairments 1 Introduction 2 Methods 3 Results 4 Discussion References Process Mining on Students' Web Learning Traces: A Case Study with an Ethnographic Analysis 1 Introduction 2 Background and Related Work 2.1 Web Tutorial 2.2 Case Study 2.3 Process Mining 2.4 Ethnography and Learning 3 Results of the Observational Study 3.1 Event Log 3.2 Observation from Digital Traces 3.3 An Ethnographic Insight 4 Conclusions References “TRINE 4D Pedagogical Model”: Designing Teaching Scenarios for Using Telepresence Robots in Education 1 Introduction 2 “TRinE 4D Pedagogical Model” 2.1 The Design of the “TRinE 4D Pedagogical Model” 2.2 The “TRinE 4D Pedagogical Model” Action Phases 2.3 First Results of Piloting the “TRinE 4D Pedagogical Model” 3 Conclusions References Traceability by Design: Design of an Interactive System to Improve the Automatic Generation of Git Traces During a Learning Activity 1 Introduction 2 State of the Art 3 The Interactive System LAWG and Its Features 4 What are the Benefits of Using the Interactive System? 5 Conclusion References Towards Designing and Evaluating an Adaptable Assistance System for Technology-Enhanced Vocational Education 1 Theoretical Background 2 Psychological Learning Concept 2.1 General Idea 2.2 Components of the Assistance System 3 Technical Realization 3.1 Chatbot Acting Proactively and Reactively 3.2 Graphical Knowledge Structure 3.3 ITS Architecture 4 Conclusion and Future Work References Learning with the School Library: Mapping Technology-Enhanced Learning Underpinnings 1 Introduction 2 Learning with the School Library: Strengthening the Curriculum Through a Literacy-Based Approach 2.1 The Conceptual Framework: Knowledge, Skills and Values 2.2 Empowering Students with Technology-Enhanced Learning 3 Designing Technology-Enhanced Learning Environments Through the Referential: Achievements and Limitations 4 Conclusion References Learning Path Recommendation from an Inferred Learning Space 1 Introduction 2 Proposed Approach 2.1 Learning Space Inference from a Few Sequences 2.2 Learner's Evaluation Wrt. a LS of Reference 2.3 Recommending the Next Learning Activity 3 Ongoing Works References Exploring Barriers for the Acceptance of Smart Learning Environment Automated Support 1 Introduction 2 Research Approach and Context 2.1 Smart Learning Environment 2.2 Learning Situations and Participants 2.3 Data Sources 3 Results 4 Discussion and Limitations References FAMS: A Formative Assessment Management System for Generating Individualised Feedback 1 Introduction 2 Aspect-Based Assessment 3 The FAMS Solution 3.1 Design and Implementation 3.2 Analytics and Reporting 3.3 Integration and Bias Mitigation 3.4 Initial Implementation and Observations 4 Evaluation and Future Research 5 Conclusion References The Added Value of Simulations in 3D Virtual Worlds for Professional Training of First Aid Medical Teams 1 Introduction 1.1 The Goals of the Study 2 Methodology 2.1 The Participants 2.2 The Research Context 2.3 Instruments and Procedure 3 Findings 3.1 The Added Value of the 3D Virtual Worlds 4 Discussion References Support Mechanisms and Value Creation in Multi-Stakeholder Networks for Digital Innovation in Education: A Cross-Country Study 1 Introduction 2 Method 3 Preliminary Findings and Discussion 3.1 Capacity Building Opportunities 3.2 Joint Projects 3.3 Opportunities to Expand Impact Through Recognized Expertise 3.4 Access to Personalized Support and Guidance 3.5 Knowledge Sharing Platforms 4 Conclusion References Towards Live Coding and Instant Feedback on Common Issues in Large Lectures 1 Motivation 2 Related Research 3 Teaching Approach and System Requirements 4 Implementation of the Prototype 5 Preliminary Results 6 Conclusions and Future Work References Supporting Remote Students Through Utilizing Web-Based Exercise-Templates and a Mobile Learning Chatbot for Creating and Interacting with Learning Materials 1 Introduction 2 Related Work 3 Methodology 3.1 Authoring Tool for Material Creation 3.2 Educational Chatbot 3.3 Learning Mobile App 4 Evaluation and Results 5 Conclusion References An Evaluation System to Trace the Usage of the OER Conversion Tool (convOERter) 1 Introduction 2 Conceptual Design and Implementation 3 System Evaluation 4 convOERter Usage 5 Conclusion and Future Work References Technology Enhanced Training in Medical Multi-User Scenarios 1 Introduction 2 Methods 3 Results 4 Discussion References A Teacher Professional Development Tool for Creating and Sharing Research Lessons on Evidence-Based Teaching Strategies 1 Pedagogical Background 2 Technological Background 3 Description of the Prototype 4 Use Case, Preliminary Results and Future Work References CERSEI: Cognitive Effort Based Recommender System for Enhancing Inclusiveness 1 Introduction 2 Overview of CERSEI 2.1 Online Activities 2.2 Effort Tracking 2.3 Activity Recommendations 3 Pre-study 4 Conclusion References A Student-Centered Learning Analytics Dashboard Towards Course Goal Achievement in STEM Education 1 Introduction 2 Case Study Settings 3 Design Science Research Approach 4 The `Learning Progress' Dashboard 5 Conclusions and Future Development References Augmented Intelligence in Tutoring Systems: A Case Study in Real-Time Pose Tracking to Enhance the Self-learning of Fitness Exercises 1 Introduction 2 Related Work 3 Self-practicing and Feedback in Fitness 4 Experiments 4.1 Fitness Exercises by McFIT GmbH 4.2 Experiment Setup 4.3 Experiment Results 5 Conclusion References The HCA Framework - A Storification Model to Support and Facilitate Gamification Design 1 Introduction 2 Storification: Enhancing Digital Gamification Experiences 3 The HCA Framework 3.1 Theoretical Model 3.2 Application to a Functional Prototype 4 Validation Procedures 5 Results 6 Next Steps References Evaluating Usability and User Feedback in an Immersive Virtual Reality Environment for Computer Science Education 1 Introduction 2 Background and Related Work 3 Object of Investigation 4 Study and Evaluation 4.1 Results UXIVE 4.2 Results TST 5 Future Work, Limitations and Discussion 6 Conclusion References Responsive Narrativity in Gamified Situational Judgment Tests: A Dynamic System for Enhanced Soft Skills Development 1 Introduction 2 Dynamic Narrative Modular System 3 Methods and Experimentation 4 Results and Discussion 4.1 Debriefings Findings and Discussion 4.2 Internal Consistency Analysis Results and Discussion 5 Conclusion References LA-ReflecT: A Platform Facilitating Micro-learning and Its Multimodal Learning Analytics 1 Microlearning and Multimodal Analytics 2 LAreflecT Environment 2.1 Navigating Through the Interface 2.2 Example of a Micro-learning Activity 3 Accessing LA-ReflecT for an Interactive Demo and Future Collaboration References Statoodle: A Learning Analytics Tool to Analyze Moodle Students' Actions and Prevent Cheating 1 Introduction 2 Description of the Tool 3 Use Cases 4 Conclusions References An Enrollment Dashboard to Reinforce Decision-Making for Students and Advisors 1 Introduction 2 Our Proposal 3 Evaluation 4 Conclusions References A Moodle Plugin for Rich xAPI Data Logging 1 Introduction and Related Work 2 Moodle Logs 3 The Logstore xAPI Plugin 3.1 Plugin Architecture 3.2 xAPI Implementation 3.3 Historical Events 3.4 Privacy 4 Plugin Application 5 Conclusion and Future Work References PEER: Empowering Writing with Large Language Models 1 Introduction 2 PEER 2.1 Pedagogical Background 2.2 Technical Background 3 Prototype 4 Preliminary Results 5 Conclusion and Future Agenda References Using Accessible Motion Capture in Educational Games for Sign language Learning 1 Introduction 2 Background 3 Methods 3.1 Implementation 4 Evaluation 5 Discussion 6 Conclusions References Author Index