Table of Contents

• Opportunities and Challenges of AI to Support Student Assessment in Computing Education: A Systematic Literature ReviewSimone C. dos Santos, Gilberto A. S. Junior. 15-26 [doi]
• Large Language Models in Civic Education on the Supervision and Risk Assessment of Public WorksJoaquim J. C. M. Honório, Paulo C. O. Brito, J. Antão B. Moura, Nazareno F. Andrade. 27-38 [doi]
• AI Literacy for Cultural and Design StudiesSophie Schauer, Katharina Simbeck. 39-50 [doi]
• User Story Tutor (UST) to Support Agile Software DevelopersGiseldo da Silva Neo, José Antão Beltrão Moura, Hyggo O. Almeida, Alana Viana Borges da Silva Neo, Olival de Gusmão Freitas Júnior. 51-62 [doi]
• On Few-Shot Prompting for Controllable Question-Answer Generation in Narrative ComprehensionBernardo Leite, Henrique Lopes Cardoso. 63-74 [doi]
• Adaptation in Learning Analytics Dashboards: A Systematic ReviewRémi Barbé, Benoît Encelle, Karim Sehaba. 75-86 [doi]
• Analysing Learner Strategies in Programming Using Clickstream DataDaevesh Kumar Singh, Indrayani Nishane, Ramkumar Rajendran. 87-96 [doi]
• Predicting Students' Final Exam Scores Based on Their Regularity of Engagement with Pre-Class Activities in a Flipped ClassroomTeodor Sakal Franciskovic, Ana Andelic, Jelena Slivka, Nikola Luburic, Aleksandar Kovacevic. 97-107 [doi]
• An AI-Based Virtual Client for Educational Role-Playing in the Training of Online CounselorsEric Rudolph, Natalie Engert, Jens Albrecht. 108-117 [doi]
• From Theory to Training: Exploring Teachers' Attitudes Towards Artificial Intelligence in EducationCecilia Fissore, Francesco Floris, Valeria Fradiante, Marina Marchisio, Matteo Sacchet. 118-127 [doi]
• Leveraging NLP and Machine Learning for English (L1) Writing Assessment in Developmental EducationMiguel Da Corte, Jorge Baptista. 128-140 [doi]
• A Framework for Intelligent Virtual Reality Tutoring System Using Semantic Web TechnologyVictor Häfner, Tengyu Li, Felix Longge Michels, Polina Häfner, Haoran Yu, Jivka Ovtcharova. 141-152 [doi]
• 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 SchoolsSiu Cheung Kong, Yin Yang. 155-162 [doi]
• A Proposed TPACK Model of Teaching STEM with AI Components: Evaluating a Teacher Development Course for Fostering Digital CreativitySiu Cheung Kong, Yin Yang, Wing Kei Yeung. 163-170 [doi]
• Helping Teachers Trust AI Tools in Their WorkJiajun Pan, Anne Boyer, Azim Roussanaly. 171-178
• Student Perspectives on Ethical Academic Writing with ChatGPT: An Empirical Study in Higher EducationLucas Spirgi, Sabine Seufert, Jan Delcker, Joana Heil. 179-186 [doi]
• Learner Models: A Systematic Literature Research in Norms and StandardsFelix Böck, Dieter Landes, Yvonne Sedelmaier. 187-196 [doi]
• Weakly Supervised Short Text Classification for Characterising Video SegmentsHao Zhang, Abrar Mohammed, Vania Dimitrova. 197-204 [doi]
• Towards an Online Incremental Approach to Predict Students PerformanceChahrazed Labba, Anne Boyer. 205-212 [doi]
• Detecting Speech Disfluencies Using Open-Source Tools in Automatic Feedback Systems for Oral Presentation TrainingWilly Mateo, Leonardo Eras, Giancarlo Carvajal, Federico Domínguez. 213-220 [doi]
• Investigating the Impact of Code Generation Tools (ChatGPT & Github CoPilot) on Programming EducationFaisal Nizamudeen, Lorenzo Gatti, Nacir Bouali, Faizan Ahmed. 221-229 [doi]
• Advancing Educational Analytics Using Machine Learning in Romanian Middle School DataIoan-Daniel Pop, Adriana Mihaela Coroiu. 230-237 [doi]
• About the Quality of a Course Recommender System as Perceived by StudentsKerstin Wagner, Agathe Merceron, Petra Sauer, Niels Pinkwart. 238-246 [doi]
• Using Trace Clustering to Group Learning Scenarios: An Adaptation of FSS-Encoding to Moodle Logs Use CaseNoura Joudieh, Marwa Trabelsi, Ronan Champagnat, Mourad Rabah, Nikleia Eteokleous. 247-254 [doi]
• AI-Powered Personalised Learning Platforms for EFL Learning: Preliminary ResultsRaffaella Folgieri, Marisa Gil, Miriam Bait, Claudio Lucchiari. 255-261 [doi]
• Where Is the Evidence? A Plugin for Auditing Moodle's Learning AnalyticsLinda Fernsel, Yannick Kalff, Katharina Simbeck. 262-269 [doi]
• The Impact of Structured Prompt-Driven Generative AI on Learning Data Analysis in Engineering StudentsAshish Garg, Ramkumar Rajendran. 270-277 [doi]
• STEAM Teachers' Perceptions of Artificial Intelligence in Education: Preliminary ResearchSara Cruz, Duarte Duque, Vítor Carvalho 0001. 278-285 [doi]
• Examining the Utilization of Artificial Intelligence Tools by Students in Software Engineering ProjectsAmir Dirin, Teemu Henrikki Laine. 286-293 [doi]
• AI-Enabled Art Education: Unleashing Creative Potential and Exploring Co-Creation FrontiersVassilis Evangelidis, Helena G. Theodoropoulou, Vassilis Katsouros, Chairi Kiourt. 294-301 [doi]
• An Approach Based on Learning by Teaching to Support the Vertical Alignment of the Educational Robotics CurriculumIlenia Fronza, Gennaro Iaccarino, Luis Corral. 307-316 [doi]
• Systematization of Competence Assessment in Higher Education: Methods and InstrumentsSina Marie Lattek, Linn Rieckhoff, Georg Völker, Lisa-Marie Langesee, Alexander Clauss. 317-326 [doi]
• Impact of Team Formation Type on Students' Performance in PBL-Based Software Engineering EducationJéssyka Vilela, Simone C. dos Santos, Davi Maia. 327-338 [doi]
• Mining Sequential Patterns in Classroom Discourse: Insights from Visualization-Supported Primary InstructionFan Chen, Pengjin Wang, DeLiang Wang, Wei Jia, Gaowei Chen. 339-348 [doi]
• Gamifying Environmental Education: A Primary School Perspective Through a Serious GameEdson Kirschhof, Alexandre Becker, Glênio Descovi, Alencar Machado, Vinícius Maran. 349-360 [doi]
• Shaping an Adaptive Path on Analytic Geometry with Automatic Formative Assessment and Interactive FeedbackAlice Barana, Cecilia Fissore, Marina Marchisio, Michela Tassone. 361-372 [doi]
• Content and Skills for Teaching BPM in Computer Science Courses: A Systematic Mapping StudyMatheus Ribeiro Brant Nobre, Jéssyka Vilela. 373-384 [doi]
• Empowering Students: A Reflective Learning Analytics Approach to Enhance Academic PerformanceDynil Duch, Madeth May, Sébastien George. 385-396 [doi]
• On the Relation Between Open Project-Based Learning in Undergraduate Computer Science Education and Contemporary Technological TrendsRubén Tous, Felix Freitag, Josep Lluis Berral. 397-404 [doi]
• The Perceived Learning Behaviors and Assessment Techniques of First-Year Students in Computer Science: An Empirical StudyManuela Andreea Petrescu, Tudor Dan Mihoc. 405-412 [doi]
• Informal Learning Opportunities: Neurodiversity, Self-Efficacy, Motivation for Programming InterestElla Kokinda, Makayla Moster, Paige Rodeghero, D. Matthew Boyer. 413-426 [doi]
• Dispositional Learning Analytics to Investigate Students Use of Learning StrategiesDirk T. Tempelaar, Anikó Bátori, Bas Giesbers. 427-438 [doi]
• Creating an Academic Prometheus in Brazil: Weaving Check50, Autolab and MOSS into a Unified AutograderKevin Monteiro do Nascimento Ponciano, Abrantes Araújo Silva Filho, Jean-Rémi Bourguet, Elias de Oliveira. 439-450 [doi]
• Addressing Educational Disparities: Assessing the Gap for Indigenous CommunityShafaq Khan, Viutika Rathod, Abhirup Ranjan, Anika Anjum Una, Neel Manish Pandya. 453-460 [doi]
• Teaching Conscious Capitalism in Higher Education: Learning Experience and Paradigm ShiftAdriana Morales-Rodriguez, Nelly Ramírez-Vásquez, Enrique Bores-Rangel. 461-466 [doi]
• Efficient Learning Processes by Design: Analysis of Usage Patterns in Differently Designed Digital Self-Learning EnvironmentsMalte Neugebauer, Ralf Erlebach, Christof Kaufmann, Janis Mohr, Jörg Frochte. 467-477 [doi]
• AI-Generated Programming Solutions: Impacts on Academic Integrity and Good PracticesChung Man Tang, Vanessa S. C. Ng, Henry M. F. Leung, Joe C. H. Yuen. 478-485 [doi]
• Learning-Support Method for Professional Shogi Players Using Emotions of OthersTakeru Isaka, Iwaki Toshima. 486-494 [doi]
• Influence of Students' Choice of Examination Format on Examination ResultsTenshi Hara, Sebastian Kucharski, Iris Braun, Karina Hara. 495-500 [doi]
• Digital Citizenship ExercisesAndrea Trentini. 501-508 [doi]
• Computer Science Attitude as a Descriptor to Understand Inclusion in Non-Conventional Learning ExperiencesIlenia Fronza, Luis Corral. 509-516 [doi]
• Application of Minecraft: Education in Mathematics and CMIT Classes, Examples and PracticesStanislav Ivanov, Borislav Yordanov. 517-524 [doi]
• The Use of Self-Regulation of Learning in Recommender Systems: State-of-the-Art and Research OpportunitiesAlana Viana Borges da Silva Neo, José Antão Beltrão Moura, Joseana Macêdo Fechine Régis de Araújo, Giseldo da Silva Neo, Olival de Gusmão Freitas Júnior. 525-532 [doi]
• Shifting from Traditional to Alternative Assessment Methods in Higher Education: A Case Study of Norwegian and Italian UniversitiesAlexandra Lazareva, Daniele Agostini. 533-540 [doi]
• A Code Distance Approach to Measure Originality in Computer ProgrammingElijah Chou, Davide Fossati, Arnon Hershkovitz. 541-548 [doi]
• Design of Interactive STACK Exercises Using JSXGraph for Online Course: Exploring Strategies for Supporting Students with Mathematical ChallengesHenry Lähteenmäki, Jarkko Hurme, Päivi Porras. 549-556 [doi]
• Storytelling as a Pedagogical Tool in Computer Science Education: A Case Study on Software Systems Verification and ValidationBogdan Iudean. 557-564 [doi]
• Position Paper: Foster Academic Integration for Improved Pass Rates in First-Year UnitsCharanya Ramakrishnan. 565-572 [doi]
• What Will I Need this for Later? Towards a Platform for the Discovery of Intra and Inter-Module Content RelationsLisa Anders, Daniyal Kazempour, Peer Kröger. 573-580 [doi]
• Hybrid and Formative Self and Cross Peer Review Process to Support Computational and Algorithmic ThinkingWalter Nuninger. 581-588 [doi]
• Quiz-Ifying Education: Exploring the Power of Virtual AssistantsIoana-Alexandra Todericiu, Mihai Daniel Pop, Camelia Serban, Laura Diosan. 589-596 [doi]
• Designing a Framework to Support the Teaching of Programming Basics to Large Numbers of NovicesMilo Gianinazzi, Philippe Weidmann, Laurent Moccozet. 597-604 [doi]
• Development of an Instrument for Evaluating Learning Experiences in a Hybrid Learning EnvironmentPaola Costa Cornejo, Laëtitia Pierrot, Melina Solari-Landa. 605-612 [doi]
• Programming Contests as Complementary Activities in University Programming CoursesJulián Alarte, Carlos Galindo 0002, Josep Silva. 613-617 [doi]
• A Learning Analytics Dashboard for Improved Learning Outcomes and Diversity in Programming ClassesIris Groher, Michael Vierhauser, Erik Hartl. 618-625 [doi]
• A Proposal for an Educational Well-Being Index (EWI) for Undergraduate Course DesignMaria J. Blesa, Amalia Duch, Joaquim Gabarró, Maria J. Serna. 626-633 [doi]
• A Conceptual Model of Blended Learning in the Context of Digital Teaching and Learning TransformationGirts Burgmanis, Dace Namsone, Inese Dudareva, Karlis Greitans, Zane Olina. 634-641 [doi]
• Formation of Study Groups: Exploring Students' Needs and Practical ChallengesCosima Schenk, Sven Strickroth. 647-658 [doi]
• Facilitating Competence-Oriented Qualification in New Work: Evaluation of a Platform PrototypeAlexander Clauss. 659-668 [doi]
• How Gender Influences the Effect of Self-Efficacy on Training Success on a Mobile CurriculumMarion Peyrègne, Jean-Christophe Sakdavong. 671-679 [doi]
• Can Diversity, Equity, and Inclusion (DEI) Espouse Through Social Constructivism? A Dynamically-Designed Multimedia Content Creation Programme for High School Students in JapanDunya Donna Chen, Jiayi Lu, Keiko Okawa. 680-688 [doi]
• Sound Woods: An Interactive Game-Based Learning Design for Inclusive Play Between Sighted and Visually Impaired UsersChenyi Dai, Kojiro Hirose, Makoto Kobayashi, Shigenori Inagaki, Fusako Kusunoki. 693-700 [doi]