Table of Contents

• Storytelling for Clarity: Reducing Cognitive Load in Concurrency Education AssignmentsBogdan Iudean, Radu Dan Gaceanu, Andrei Sarmasan. 1937-1947 [doi]
• Education 5.0 in Perspective: Lessons from the Pandemic on Digital and Human Competence Development in Engineering StudentsCristina Chuva Costa, António José Mendes, Anabela Gomes. 1948-1959 [doi]
• Analyzing Novice Programming Behavior in Educational Game Environment: A Custom Language Study with Semantic AdaptationCyryl Leszczynski, Mikolaj Maik, Stanislaw Kumor, Jeremi Ranosz, Jakub Scieszka, Dawid Slusarski, Natalia Marszal, Nikodem Kaczmarek. 1960-1971 [doi]
• Comparative Analysis of Non-Commercial Plagiarism Detectors for Computer Science EducationPaulina Gacek, Bartosz Gdowski, Konrad Szymanski, Wojciech Zmuda. 1972-1982 [doi]
• PescIA: A Chatbot Applied to Specialized Courses in the Fishing FieldMatheus Friedhein Flores, Aline Padilha de Fraga, José Palazzo M. de Oliveira, Alencar Machado, Vinícius Maran. 1983-1993 [doi]
• Enterprise Architecture Teaching at European Universities: An Integrative Overview from Diverse PerspectivesAlixandre F. Santana, Simone C. dos Santos, Mehmet Külcü. 1994-2005 [doi]
• Manna Methodology and Manna Analytics 4D: Evidence and Formative Intervention with KDTs in Quantum Computing for Education 5.0Tiago Tadeu Madrigar, Rodrigo Calvo, Linnyer Beatrys Ruiz Aylon. 2006-2016 [doi]
• Beyond Agreement Metrics: An IRT-Informed Psychometric Analysis of LLM-Based Automated Essay ScoringLinyang Xie. 2017-2027 [doi]
• Enabling Process Transparency in Programming Education through IDE Activity LoggingMarina Lepp, Rene Kütt. 2028-2038 [doi]
• LLM-Based Rubric Grading for Programming Assignments: An Empirical StudyAlfonso Piscitelli, Mattia De Rosa, Vittorio Fuccella, Gennaro Costagliola. 2039-2050 [doi]
• TFXplorer: A Visual Analytics Tool for Institutional Review of Thesis FeedbackIlir Jusufi. 2053-2060 [doi]
• Avatars and Learning: A Deeper Look into the Impact on Learner Performance and Cognitive LoadAudrey Sebbag, Jean-Christophe Sakdavong. 2061-2068 [doi]
• Teaching Statistics to Non-Mathematics Specialists through Design of Experiments: An Experiential Vehicle Assembly ApproachRoque Antônio de Moura, Marcus Vinicius Souza Dias, Cristie Diego Pimenta, Blaha Gregory Correia dos Santos Goussain, Messias Borges Silva. 2069-2076
• Early Encounters with Computer Science: Evaluating an Activity-Based Learning FormatCorinna Hörmann, Marina Unterweger, Sara Hinterplattner, Eva Schmidthaler, Barbara Sabitzer. 2077-2084 [doi]
• The Mighty Pen and the Mindless Keyboard: Do Slow Transcribers Read More Carefully than Speedy Fingers?Yannic Jäckel, Daniel Schiffner, Jan Schneider 0001. 2085-2095 [doi]
• Motivation in Programming Education: A Comparative Analysis between Students from Portugal and MacaoAnabela Gomes, Tânia Garbin, Carlos Alberto Dainese, Calana Chan, Philip Lei, Chan-Tong Lam, Ana Rosa Borges, Fernanda Brito Correia, António José Mendes. 2096-2104 [doi]
• Using a Large Language Model During Exams: A Mixed-Method Analysis of Usage and Effects on Performance and Answer Quality among Engineering StudentsMélina Verger, Céline Laval, Xavier Morel. 2105-2115 [doi]
• Dynamic Assessment of Reading Comprehension: Comparing the Impact of Concept Mapping and Multiple-Choice Tasks on Learning and RetentionDennis Menze, Niels Seidel, Slavisa Radovic. 2116-2128 [doi]
• From Frustration to Collaboration: Evaluating Pair Programming in Non-Technical Web Development EducationPatrizia Sailer. 2129-2138 [doi]
• Designing eXtended Reality Games for Print Books: Perceptions, Ideas, and ExperiencesGabriela Corbari Dos Santos, Laura Martins Da Costa Coura Marinho, Filipe César Pereira, Raquel O. Prates, Virgínia F. Mota, Vinícius Carvalho Pereira, Silvio Luiz Bragatto Boss, Reinaldo Silva Fortes, Silvia Amélia Bim, Natasha M. Costa Valentim, Saul E. Delabrida. 2139-2146 [doi]
• An Approach to Teaching Software Requirements Using Active Methodologies: A Qualitative Evaluation of an ExperimentEstêvão Damasceno Santos, Sandro Ronaldo Bezerra Oliveira. 2147-2154 [doi]
• A Qualitative Evaluation Using Happyindex and 3L Retrospective through the Application of Active Methodologies in Teaching Systems Analysis and DesignVitor de Souza Castro, Sandro Ronaldo Bezerra Oliveira. 2155-2164 [doi]
• Exploring the Influence of Learning Styles in Personalized Assessment: An Exploratory StudyNilton Vieira Silva, Marcelo Leonardo Leôncio da Silva, Tiago Medeiros Guedes, Cleyton M. O. Rodrigues. 2165-2172 [doi]
• A Qualitative User Evaluation of an Educational Card Creation PlatformIlenia Fronza, Shiva Saket Parida, Madalina G. Ciobanu, Gennaro Iaccarino. 2173-2180 [doi]
• Impacts of Problem-Based Learning Methodology on Motivation and Engagement of Software Programming Students in Heterogeneous GroupsAndré L. B. Ribeiro, Simone C. S. Lima, Esdras L. Bispo Jr., Nathanael N. da Silva, Davi José Mendes Maia. 2181-2188 [doi]
• Comparing Serious Game Models: An Approach Which Uses Reference Taxonomies as PivotMadeleine Valat, Alexis Lebis, Anthony Fleury. 2189-2196 [doi]
• Enhanced Study Cube: A Learning EnvironmentMoritz Nachtigall, Erik Baumann, Alke Martens, Lutz Hellmig. 2197-2204 [doi]
• Exploring the Impact of Serious Games in Programming Education: A Systematic Mapping StudyZahrah Abbas M. Alabbas, Richard Gordon Davison, Gary Ushaw. 2205-2213 [doi]
• An Agile and Adaptive Mobile Application for Enhancing Learning Processes in Higher EducationNisseb Bergaoui, Sonia Ayachi Ghannouchi. 2214-2221 [doi]
• Beyond the Physical Lab: Scalable Mixed-Reality Laboratories for Equitable and Authentic Engineering EducationGhazal Barari, Jorge Ortega-Moody, Kouroush Jenab. 2222-2230 [doi]
• A Flexible Teaching Concept Based on Self-Regulated Learning for an Introductory Programming CourseMelanie Baur. 2231-2238 [doi]
• FairLLM: A Pedagogical Framework for Teaching Agentic Large Language Model Systems in an Undergraduate Artificial Intelligence CourseChad Mello, James I. Maher. 2239-2246 [doi]
• Governance-Aligned Architectures for Knowledge-Graph-Grounded Automated Question GenerationConstance Jumbo, Roman Obermaisser. 2247-2254 [doi]
• Exploring Sustainability Education through Post-Apocalyptic Games: A BERTopic-Based Comparative Case Study of Metro 2033 and RageKyungeun Park, Juno Chang, Taesuk Kihl. 2255-2262 [doi]
• Modelling Instructional-Design Cognition: A Pilot Probabilistic StudyDai Sakuma, Keitaro Tokutake, Masao Murota. 2263-2270 [doi]
• Enhancing Individual Learning through Inclusive Computational Practices: A Case Study in Financial Mathematics LabsAlice Barana, Giulia Boetti, Marina Marchisio Conte, Adamaria Perrotta. 2271-2279 [doi]
• Students' Mental Models of Memory Allocation and Dynamic Data Structures in C++: An AI-Assisted Qualitative AnalysisIoan-Daniel Pop, Camelia Serban. 2280-2287 [doi]
• PRISM: A Framework for Determining Individual Contributions in Group AssessmentsCharanya Ramakrishnan, Natalie Spence, Abhinava Barthakur, Vitomir Kovanovic, Alissa Beath, Josephine Paparo, Kerrie Tomkins, Nardine Basta, Matthew Robson. 2288-2295 [doi]
• An Instructional Model to Enhance Programming Education through Near-Peer Teaching and Algorithmic Problem SolvingGuglielmo Abbruzzese, Graziano Battisti, Samuel Finocchio, Luca Forlizzi, Giovanna Melideo. 2296-2303 [doi]
• Incorporating Role Rotation in Scrum's Sprint Retrospective in Software Engineering EducationNicolas Nascimento, Afonso Sales, Rafael Chanin. 2304-2312 [doi]
• From Paper to Platform: Mapping Paper-Based Computer Science Examinations to a Digital Testing InfrastructureMiki Zehetner, Christian Huemer. 2313-2322 [doi]
• Educational Games for Road Safety Training in the Chemical Industry: A Project-Based Learning ExperienceFabiana Martins de Oliveira, Julia Stateri, Victor Gabriel Marques. 2323-2330 [doi]
• Using Good Practices to Apply Peer Review in Moodle for Software Engineering EducationJoão Costa, Romualdo Costa de Azevedo, Bruno Gadelha, Alberto Castro. 2331-2338 [doi]
• Block-Based Pathfinding: A Minecraft System for Visualizing Graph AlgorithmsLuca-Stefan Pîrvu, Bogdan-Alexandru Maciuca, Andrei-Ciprian Râbu, Adrian Marius Dumitran. 2339-2346 [doi]
• From Triangles to Squares: A Unified Visual Path to Summation, Induction, and Proof in Teaching Discrete MathematicsShengCai Liao. 2347-2355 [doi]
• Thinking Outside the Box: Students' Perspectives on User-Centered Chatbot Design through Design ThinkingJoão Emilio Antonio Villa, André Luiz Mendes Miranda, Bhruno Roan Leifheit, Renato De Souza Garcia, Ricardo Ferreira Vilela, Gilleanes T. A. Guedes, Ana Carolina Oran, Marcela Pessoa, Renato Balanciere, Pedro Henrique Dias Valle, Williamson Silva. 2356-2363 [doi]
• A Correlational Study on Team Diversity and Group Performance in PBL Computing EducationSimone C. dos Santos, Ricardo Santana, Daniel Schineider. 2364-2371 [doi]
• No Degree for GPT: A Collective Assessment Experiment at Genoa CS DepartmentDeniz Rasoulijambori, Alessandro Verri, Viviana Mascardi. 2372-2382 [doi]
• Soft Skills Assessment in PBL-Based Computing Education: An Experience Report in Entrepreneurship TeachingSimone C. dos Santos, Pedro A. A. Falcão, Davi Maia, Alixandre F. Santana. 2383-2393 [doi]
• Road to Implementation: How to Combine Single Independent ERP-Based Games FlexiblyRobert Häusler, Laura Bussewitz, Klaus Turowski. 2394-2401 [doi]
• Assessing the Educational Benefits of Student-Developed Software for Citizen ScienceLaura Diana Cernau, Simona Motogna, Laura Diosan. 2407-2418 [doi]
• Designing Computer-Assisted Tools to Support Shared Planning Strategies in Different Collaborative Learning Contexts: Lessons Learned from a Usability AssessmentSimon Lecuyer-Chardevel, Christian Hoffmann, Isabelle Girault. 2419-2430 [doi]
• Application and Evaluation of Serious Games for Student Performance Analysis in Inclusive EducationSamuel Rodrigues, Tiago do Carmo Nogueira, Deller J. Ferreira, Gabriel Costa. 2433-2439 [doi]
• Agent Persona and Motivational Discourse: A Two-Step Process to Enhance Self-Efficacy and Learning in Virtual EnvironmentsJean-Christophe Sakdavong, Angélique Coyco, Elodie Garros, Pascaline Joseph, Sophie Tellier. 2440-2449 [doi]
• A Web-Based Machine Learning System for Early Detection of ADHD Symptoms in Peruvian High School StudentsJonatan Curi, Alfredo Farro, Rosa Félix. 2450-2457 [doi]
• Adaptive Feedback to Support Collaborative Learning: Comparative Evidence from Human-Human and Human-AI InteractionNadia Hocine, Kaouther Soltani. 2458-2465 [doi]
• Creation of a Serious Game for Teaching and Learning for People with Visual ImpairmentsBruno S. Koga, Rafael de Andrade Pereira, Simone Nasser Matos, Maira B. Sanmartin, Maria I. S. Nascimento, Isabel Cristina Torrens, Helyane Bronoski Borges. 2466-2473 [doi]
• Serious Games and Visually Impaired Audiences: A Systematic Literature ReviewNicolas Roecklin, Nour El Mawas. 2474-2481 [doi]
• A Design Thinking Approach to a Socio-Technical Framework Supporting Pre-Service Teachers' Development of Digital Competences: The dig!self-PrototypeMichael Jemetz, Renate Motschnig. 2482-2492 [doi]
• The Structural Risks of Fragmentation in Digital Education: Cross-Institutional Cooperation and Interoperability in GermanyTara-Marie Endries, Emily Penk, Ulrike Lucke. 2493-2502 [doi]
• The Technical Capability Fallacy: A Case for Pedagogy-Centered Design in Assistive STEM EducationMadjid Sadallah, Benoît Encelle. 2503-2510 [doi]