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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

  • Conference proceedings
  • © 2022

Overview

Editors:
  1. Isabel Hilliger

    1. Pontificia Universidad Católica de Chile, Santiago, Chile

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  2. Pedro J. Muñoz-Merino

    1. Universidad Carlos III de Madrid, Madrid, Spain

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  3. Tinne De Laet

    1. KU Leuven, Leuven, Belgium

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  4. Alejandro Ortega-Arranz

    1. Universidad de Valladolid, Valladolid, Spain

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  5. Tracie Farrell

    1. The Open University, Milton Keynes, UK

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Part of the book series: Lecture Notes in Computer Science (LNCS, volume 13450)

Included in the following conference series:

Conference proceedings info: EC-TEL 2022.

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About this book

This book constitutes the proceedings of the 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, held in Toulouse, France, in September 2022.

The 30 research papers and 31 demo and poster papers presented in this volume were carefully reviewed and selected from 109 submissions. 

Chapter “Learners’ Strategies in Interactive Sorting Tasks” is available open access under a CC BY 4.0 license.

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Table of contents (61 papers)

  1. Front Matter

    Pages i-xxiii
    Download chapter PDF

  2. Who are My Peers? Learner-Controlled Social Comparison in a Programming Course

    • Kamil Akhuseyinoglu, Aleksandra Klasnja Milicevic, Peter Brusilovsky
    Pages 1-15

  3. A Dashboard to Support Teachers During Students’ Self-paced AI-Supported Problem-Solving Practice

    • Vincent Aleven, Jori Blankestijn, LuEttaMae Lawrence, Tomohiro Nagashima, Niels Taatgen
    Pages 16-30

  4. Pyrates: A Serious Game Designed to Support the Transition from Block-Based to Text-Based Programming

    • Matthieu Branthôme
    Pages 31-44

  5. Privacy-Preserving and Scalable Affect Detection in Online Synchronous Learning

    • Felix Böttger, Ufuk Cetinkaya, Daniele Di Mitri, Sebastian Gombert, Krist Shingjergji, Deniz Iren et al.
    Pages 45-58

  6. Video-Assisted Self-Regulated Learning (SRL) Training: COVID-19 Edition

    • Guy Cohen, Afrah Assi, Anat Cohen, Alla Bronshtein, Danny Glick, Hagit Gabbay et al.
    Pages 59-73

  7. An Empirical Study of the Effects of Virtual Currency on Learners in Out of Class Practicing

    • Darina Dicheva, Lillian Cassel, Robert Styer, Christo Dichev, Breonte Guy, Keith Irwin
    Pages 74-87

  8. Effects of Course, Gender, and Remediation on both Success Rate and Realism of Undergraduates on Pre-requisites Testing

    • Julien Douady, Christian Hoffmann, Nadine Mandran
    Pages 88-101

  9. Enhancing Instructors’ Capability to Assess Open-Response Using Natural Language Processing and Learning Analytics

    • Rafael Ferreira Mello, Rodrigues Neto, Giuseppe Fiorentino, Gabriel Alves, Verenna Arêdes, João Victor Galdino Ferreira Silva et al.
    Pages 102-115

  10. Exploring the Connections Between the Use of an Automated Feedback System and Learning Behavior in a MOOC for Programming

    • Hagit Gabbay, Anat Cohen
    Pages 116-130

  11. Integrating Podcasts into MOOCs: Comparing Effects of Audio- and Video-Based Education for Secondary Content

    • Daniel Koehler, Sebastian Serth, Hendrik Steinbeck, Christoph Meinel
    Pages 131-144

  12. The Digitalization of Teaching Practices in K-12 Education: Insights from Teachers’ Perspective

    • Panagiotis Kosmas, Demos Michael, Efi Nisiforou, Charalambos Vrasidas
    Pages 145-158

  13. Representation-Driven Mixed Initiative in Computer Supported Collaborative Learning in Secondary Education

    • Marco Kragten, Monique Pijls, Emile Jaspar, Malou Sprinkhuizen, Bert Bredeweg
    Pages 159-172

  14. When and How to Update Online Analytical Models for Predicting Students Performance?

    • Chahrazed Labba, Anne Boyer
    Pages 173-186

  15. Computational Thinking: Focus on Pattern Identification

    • Marielle Léonard, Yvan Peter, Yann Secq, Cédric Fluckiger
    Pages 187-200

  16. Towards Modelling the Technology Integration in Elementary School. A Diachronic Study of Teachers’ Digital Practices During and After Covid-19 Lockdown

    • Christine Michel, Laëtitia Pierrot
    Pages 201-214

  17. Learning to Give a Complete Argument with a Conversational Agent: An Experimental Study in Two Domains of Argumentation

    • Behzad Mirzababaei, Viktoria Pammer-Schindler
    Pages 215-228

  18. Video Segmentation and Characterisation to Support Learning

    • Abrar Mohammed, Vania Dimitrova
    Pages 229-242

  19. Assessing the Quality of Student-Generated Short Answer Questions Using GPT-3

    • Steven Moore, Huy A. Nguyen, Norman Bier, Tanvi Domadia, John Stamper
    Pages 243-257

  20. Designing Playful Intelligent Tutoring Software to Support Engaging and Effective Algebra Learning

    • Tomohiro Nagashima, John Britti, Xiran Wang, Bin Zheng, Violet Turri, Stephanie Tseng et al.
    Pages 258-271
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Other volumes

  1. Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption

Editors and Affiliations

  • Pontificia Universidad Católica de Chile, Santiago, Chile

    Isabel Hilliger

  • Universidad Carlos III de Madrid, Madrid, Spain

    Pedro J. Muñoz-Merino

  • KU Leuven, Leuven, Belgium

    Tinne De Laet

  • Universidad de Valladolid, Valladolid, Spain

    Alejandro Ortega-Arranz

  • The Open University, Milton Keynes, UK

    Tracie Farrell

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