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ORCID17th EC-TEL 2022: Toulouse, France
- Isabel Hilliger
, Pedro J. Muñoz-Merino, Tinne De Laet, Alejandro Ortega-Arranz, Tracie Farrell:
Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12-16, 2022, Proceedings. Lecture Notes in Computer Science 13450, Springer 2022, ISBN 978-3-031-16289-3
- Kamil Akhuseyinoglu, Aleksandra Klasnja-Milicevic, Peter Brusilovsky:
Who are My Peers? Learner-Controlled Social Comparison in a Programming Course. 1-15 - Vincent Aleven, Jori Blankestijn, LuEttaMae Lawrence, Tomohiro Nagashima, Niels Taatgen:
A Dashboard to Support Teachers During Students' Self-paced AI-Supported Problem-Solving Practice. 16-30 - Matthieu Branthôme:
Pyrates: A Serious Game Designed to Support the Transition from Block-Based to Text-Based Programming. 31-44 - Felix Böttger, Ufuk Cetinkaya, Daniele Di Mitri, Sebastian Gombert, Krist Shingjergji, Deniz Iren, Roland Klemke:
Privacy-Preserving and Scalable Affect Detection in Online Synchronous Learning. 45-58 - Guy Cohen, Afrah Assi, Anat Cohen, Alla Bronshtein, Danny Glick, Hagit Gabbay, Orit Ezra:
Video-Assisted Self-Regulated Learning (SRL) Training: COVID-19 Edition. 59-73 - Darina Dicheva, Lillian N. Cassel, Robert Styer, Christo Dichev, Breonte Guy, Keith Irwin:
An Empirical Study of the Effects of Virtual Currency on Learners in Out of Class Practicing. 74-87 - Julien Douady, Christian Hoffmann, Nadine Mandran:
Effects of Course, Gender, and Remediation on both Success Rate and Realism of Undergraduates on Pre-requisites Testing. 88-101 - Rafael Ferreira Mello, Rodrigues Neto, Giuseppe Fiorentino, Gabriel Alves, Verenna Arêdes, João Victor Galdino Ferreira Silva, Taciana Pontual Falcão, Dragan Gasevic:
Enhancing Instructors' Capability to Assess Open-Response Using Natural Language Processing and Learning Analytics. 102-115 - Hagit Gabbay, Anat Cohen:
Exploring the Connections Between the Use of an Automated Feedback System and Learning Behavior in a MOOC for Programming. 116-130 - Daniel Köhler, Sebastian Serth, Hendrik Steinbeck, Christoph Meinel:
Integrating Podcasts into MOOCs: Comparing Effects of Audio- and Video-Based Education for Secondary Content. 131-144 - Panagiotis Kosmas, Demos Michael, Efi A. Nisiforou, Charalambos Vrasidas:
The Digitalization of Teaching Practices in K-12 Education: Insights from Teachers' Perspective. 145-158 - Marco Kragten, Monique Pijls, Emile Jaspar, Malou Sprinkhuizen, Bert Bredeweg:
Representation-Driven Mixed Initiative in Computer Supported Collaborative Learning in Secondary Education. 159-172 - Chahrazed Labba, Anne Boyer:
When and How to Update Online Analytical Models for Predicting Students Performance? 173-186 - Marielle Léonard, Yvan Peter, Yann Secq, Cédric Fluckiger:
Computational Thinking: Focus on Pattern Identification. 187-200 - Christine Michel, Laëtitia Pierrot:
Towards Modelling the Technology Integration in Elementary School. A Diachronic Study of Teachers' Digital Practices During and After Covid-19 Lockdown. 201-214 - Behzad Mirzababaei, Viktoria Pammer-Schindler:
Learning to Give a Complete Argument with a Conversational Agent: An Experimental Study in Two Domains of Argumentation. 215-228 - Abrar Mohammed, Vania Dimitrova:
Video Segmentation and Characterisation to Support Learning. 229-242 - Steven Moore, Huy Anh Nguyen, Norman L. Bier, Tanvi Domadia, John C. Stamper:
Assessing the Quality of Student-Generated Short Answer Questions Using GPT-3. 243-257 - Tomohiro Nagashima, John Britti, Xiran Wang, Bin Zheng, Violet Turri, Stephanie Tseng, Vincent Aleven:
Designing Playful Intelligent Tutoring Software to Support Engaging and Effective Algebra Learning. 258-271 - Huy Anh Nguyen, Shravya Bhat, Steven Moore, Norman L. Bier, John C. Stamper:
Towards Generalized Methods for Automatic Question Generation in Educational Domains. 272-284 - Norbert Noster, Arnon Hershkovitz, Michal Tabach, Hans-Stefan Siller:
Learners' Strategies in Interactive Sorting Tasks. 285-298 - Katia Oliver-Quelennec, François Bouchet, Thibault Carron, Kathy Fronton Casalino, Claire Pinçon:
Adapting Learning Analytics Dashboards by and for University Students. 299-309 - Gerti Pishtari, Edna Milena Sarmiento-Márquez, Kairit Tammets, Jaan Aru:
The Evaluation of One-to-One Initiatives: Exploratory Results from a Systematic Review. 310-323 - Mar Pérez-Sanagustín, Ronald Pérez-Álvarez, Jorge Maldonado-Mahauad, Esteban Villalobos, Cédric Sanza:
Designing a Moodle Plugin for Promoting Learners' Self-regulated Learning in Blended Learning. 324-339 - Daniela Rotelli, Anna Monreale, Riccardo Guidotti:
Uncovering Student Temporal Learning Patterns. 340-353 - Elien Sijmkens, Mieke De Cock, Tinne De Laet:
The Disciplinary Learning Companion: The Impact of Disciplinary and Topic-Specific Reflection on Students' Metacognitive Abilities and Academic Achievement. 354-367 - Marouane Talaa, Mohammed Chahbouni, Mounir Sadiq, Mohamed Radid, Ghizlane Chemsi:
Medical Students' Perception of a Serious Game (ECOGAME) of Simulating an OSCE Station: Case of Mohammed VI University of Health Sciences (UM6SS). 368-378 - Kairit Tammets, Edna Milena Sarmiento-Márquez, Manisha Khulbe, Mart Laanpere, Tobias Ley:
Integrating Digital Learning Resources in Classroom Teaching: Effects on Teaching Practices and Student Perceptions. 379-392 - Jill-Jênn Vie, Tomas Rigaux, Sein Minn:
Privacy-Preserving Synthetic Educational Data Generation. 393-406 - Esteban Villalobos, Mar Pérez-Sanagustín, Cédric Sanza, André Tricot, Julien Broisin:
Supporting Self-regulated Learning in BL: Exploring Learners' Tactics and Strategies. 407-420 - Lionel Alvarez, Aous Karoui, Thierry Geoffre, Mireille Rodi, Nathalie Dherbey Chapuis:
Promoting Universal Design for Learning Through Digital Assistive Tools in GamesHUB. 421-426 - Ibtissem Bennacer, Rémi Venant, Sébastien Iksal:
iTeachApp, A Teaching Analytics Tool for Providing Self-assessment and Recommendations to Teachers. 427-433 - Olivier Dikken, Bibeg Limbu, Marcus Specht:
Deliberate Practice of Handwriting: Supervision Under the Ghost of an Expert. 434-440 - Pablo García-Zarza, Miguel L. Bote-Lorenzo, Guillermo Vega-Gorgojo, Juan I. Asensio-Pérez:
CHEST: A Linked Open Data-based Application to Annotate and Carry Out Learning Tasks About Cultural Heritage. 441-447 - Aous Karoui, Lionel Alvarez, Thierry Geoffre, Nathalie Guin, Marie Lefèvre, Valentin Lachand-Pascal, Mário Ramalho:
Towards an Automated Adaptive Learning Web Platform Through Personalization of Language Learning Pathways. 448-454 - Jorge Maldonado-Mahauad, Mar Pérez-Sanagustín, Juan Pablo Carvallo, Edwin Narvaez, Mauricio Calle:
Miranda: A Chatbot for Supporting Self-regulated Learning. 455-462 - Lukas Menzel, Sebastian Gombert, Daniele Di Mitri, Hendrik Drachsler:
Superpowers in the Classroom: Hyperchalk is an Online Whiteboard for Learning Analytics Data Collection. 463-469 - Behzad Mirzababaei, Viktoria Pammer-Schindler:
An Educational Conversational Agent for GDPR. 470-476 - Alejandro Ortega-Arranz, Paraskevi Topali, Juan I. Asensio-Pérez, Sara L. Villagrá-Sobrino, Alejandra Martínez-Monés, Yannis A. Dimitriadis:
e-FeeD4Mi: Automating Tailored LA-Informed Feedback in Virtual Learning Environments. 477-484 - Kathrin Otrel-Cass, Stefan Thalmann, Viktoria Pammer-Schindler, Michael Fasching, Analía Cicchinelli, Eva Griesbacher, Christine Malin, Julia Mayr, Alfred Wertner, Thomas Doppelreiter:
"Digital? Sicher!" - An Educational Game to Build Digital Competences. 485-491 - Gabriel Astudillo, Isabel Hilliger, Fernanda Rodríguez, Jorge A. Baier:
Towards Effective Blended Learning Through the Eyes of Students: A Survey Study in Transition into Face-to-Face Education. 492-499 - Marie-Luce Bourguet:
Measuring Learners' Self-regulated Learning Skills from Their Digital Traces and Learning Pathways. 500-506 - Nadine Esterl, Sonja Berger, Nicolae Nistor:
Digital Media in Schools During the Covid-19 Lockdown: Teachers' Experiences with Choosing Teaching Strategies. 507-513 - Esther Félix, Franck Amadieu, Rémi Venant, Julien Broisin:
Process and Self-regulation Explainable Feedback for Novice Programmers Appears Ineffectual. 514-520 - Lubna Hakami, Ishari Amarasinghe, Eyad Hakami, Davinia Hernández Leo:
Exploring Teacher's Orchestration Actions in Online and In-Class Computer-Supported Collaborative Learning. 521-527 - Ana Hibert, Michael Phillips, Dragan Gasevic, Natasa Pantic, Justine MacLean, Yi-Shan Tsai:
Using Dialogic Feedback to Create Learning Communities During COVID-19: Lessons for Future Teacher Development. 528-533 - Christian Hoffmann, Nadine Mandran, Cédric D'Ham, Sébastien Rebaudo, Anis Mohamed Haddouche:
Development of Actionable Insights for Regulating Students' Collaborative Writing of Scientific Texts. 534-541 - Xinying Hou, Tomohiro Nagashima, Vincent Aleven:
Design a Dashboard for Secondary School Learners to Support Mastery Learning in a Gamified Learning Environment. 542-549 - Iza Marfisi-Schottman, Aurélie Laine, Pierre Laforcade, Sébastien George, Sebastian Simon, Madeth May, Moez Zammit, Ludovic Blin:
Towards an Authoring Tool to Help Teachers Create Mobile Collaborative Learning Games for Field Trips. 550-557 - Bertrand Marne:
Design Pattern for Exploration and Experimentation: Result of Field Study on a Toy-Based Serious Game Design Method. 558-565 - Tina Papathoma:
The Enablers and Barriers of Using Slack for Computer-Mediated Communication to Support the Learning Journey: A Case Study at a University of Applied Sciences. 566-572 - Maria A. Perifanou, Anastasios A. Economides, Polina Häfner, Thomas Wernbacher:
Mobile Telepresence Robots in Education: Strengths, Opportunities, Weaknesses, and Challenges. 573-579 - Eric Roldán Roa, Doris Kristina Raave, Irene-Angelica Chounta, Margus Pedaste:
What Teachers Would Expect from a Pedagogical Agent System Working at a Classroom Level: A Focus Group Study. 580-586 - Madjid Sadallah, Jean-Marie Gilliot, Sébastien Iksal, Katia Quelennec, Mathieu Vermeulen, Laurent Neyssensas, Olivier Aubert, Rémi Venant:
Designing LADs That Promote Sensemaking: A Participatory Tool. 587-593 - Mohammed Saqr, Sonsoles López-Pernas:
Instant or Distant: A Temporal Network Tale of Two Interaction Platforms and Their Influence on Collaboration. 594-600 - Sebastian Simon, Iza Marfisi-Schottman, Sébastien George:
A Conceptual Framework for Creating Mobile Collaboration Tools. 601-607 - Sverrir Thorgeirsson, Tanmay Sinha, Felix Friedrich, Zhendong Su:
Does Deliberately Failing Improve Learning in Introductory Computer Science? 608-614 - Arpita Vats, Gheorghi Guzun, David C. Anastasiu:
CLP: A Platform for Competitive Learning. 615-622 - Pavani Vemuri, Stephan Poelmans, Hershal Pandya, Monique Snoeck:
Studying Cohort Influence on Student Performance Prediction in Multi-cohort University Courses. 623-630 - Ignacio Villagrán, Rocío Hernández, Javiera Fuentes, Gustavo Torres, Diego Silva, Nicolás Araya, Mauricio Delgado, Constanza Miranda, Andrés Neyem, Julián Varas, Isabel Hilliger:
What Kind and How Many?: Exploring Feedback in Remote Training of Procedural Skills in Physiotherapy. 631-637 - Amel Yessad:
Personalizing the Sequencing of Learning Activities by Using the Q-Learning and the Bayesian Knowledge Tracing. 638-644
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