Table of Contents

• Who are My Peers? Learner-Controlled Social Comparison in a Programming CourseKamil Akhuseyinoglu, Aleksandra Klasnja Milicevic, Peter Brusilovsky. 1-15 [doi]
• A Dashboard to Support Teachers During Students' Self-paced AI-Supported Problem-Solving PracticeVincent Aleven, Jori Blankestijn, LuEttaMae Lawrence, Tomohiro Nagashima, Niels Taatgen. 16-30 [doi]
• Pyrates: A Serious Game Designed to Support the Transition from Block-Based to Text-Based ProgrammingMatthieu Branthôme. 31-44 [doi]
• Privacy-Preserving and Scalable Affect Detection in Online Synchronous LearningFelix Böttger, Ufuk Cetinkaya, Daniele Di Mitri, Sebastian Gombert, Krist Shingjergji, Deniz Iren, Roland Klemke. 45-58 [doi]
• Video-Assisted Self-Regulated Learning (SRL) Training: COVID-19 EditionGuy Cohen, Afrah Assi, Anat Cohen, Alla Bronshtein, Danny Glick, Hagit Gabbay, Orit Ezra. 59-73 [doi]
• An Empirical Study of the Effects of Virtual Currency on Learners in Out of Class PracticingDarina Dicheva, Lillian N. Cassel, Robert Styer, Christo Dichev, Breonte Guy, Keith Irwin. 74-87 [doi]
• Effects of Course, Gender, and Remediation on both Success Rate and Realism of Undergraduates on Pre-requisites TestingJulien Douady, Christian Hoffmann, Nadine Mandran. 88-101 [doi]
• Enhancing Instructors' Capability to Assess Open-Response Using Natural Language Processing and Learning AnalyticsRafael Ferreira Mello, Rodrigues-Neto, Giuseppe Fiorentino, Gabriel Alves, Verenna Arêdes, João Victor Galdino Ferreira Silva, Taciana Pontual Falcão, Dragan Gasevic. 102-115 [doi]
• Exploring the Connections Between the Use of an Automated Feedback System and Learning Behavior in a MOOC for ProgrammingHagit Gabbay, Anat Cohen. 116-130 [doi]
• Integrating Podcasts into MOOCs: Comparing Effects of Audio- and Video-Based Education for Secondary ContentDaniel Köhler, Sebastian Serth, Hendrik Steinbeck, Christoph Meinel. 131-144 [doi]
• The Digitalization of Teaching Practices in K-12 Education: Insights from Teachers' PerspectivePanagiotis Kosmas, Demos Michael, Efi A. Nisiforou, Charalambos Vrasidas. 145-158 [doi]
• Representation-Driven Mixed Initiative in Computer Supported Collaborative Learning in Secondary EducationMarco Kragten, Monique Pijls, Emile Jaspar, Malou Sprinkhuizen, Bert Bredeweg. 159-172 [doi]
• When and How to Update Online Analytical Models for Predicting Students Performance?Chahrazed Labba, Anne Boyer. 173-186 [doi]
• Computational Thinking: Focus on Pattern IdentificationMarielle Léonard, Yvan Peter, Yann Secq, Cédric Fluckiger. 187-200 [doi]
• Towards Modelling the Technology Integration in Elementary School. A Diachronic Study of Teachers' Digital Practices During and After Covid-19 LockdownChristine Michel, Laëtitia Pierrot. 201-214 [doi]
• Learning to Give a Complete Argument with a Conversational Agent: An Experimental Study in Two Domains of ArgumentationBehzad Mirzababaei, Viktoria Pammer-Schindler. 215-228 [doi]
• Video Segmentation and Characterisation to Support LearningAbrar Mohammed, Vania Dimitrova. 229-242 [doi]
• Assessing the Quality of Student-Generated Short Answer Questions Using GPT-3Steven Moore, Huy A. Nguyen, Norman L. Bier, Tanvi Domadia, John C. Stamper. 243-257 [doi]
• Designing Playful Intelligent Tutoring Software to Support Engaging and Effective Algebra LearningTomohiro Nagashima, John Britti, Xiran Wang, Bin Zheng, Violet Turri, Stephanie Tseng, Vincent Aleven. 258-271 [doi]
• Towards Generalized Methods for Automatic Question Generation in Educational DomainsHuy A. Nguyen, Shravya Bhat, Steven Moore, Norman L. Bier, John C. Stamper. 272-284 [doi]
• Learners' Strategies in Interactive Sorting TasksNorbert Noster, Arnon Hershkovitz, Michal Tabach, Hans-Stefan Siller. 285-298 [doi]
• Adapting Learning Analytics Dashboards by and for University StudentsKatia Oliver-Quelennec, François Bouchet, Thibault Carron, Kathy Fronton Casalino, Claire Pinçon. 299-309 [doi]
• The Evaluation of One-to-One Initiatives: Exploratory Results from a Systematic ReviewGerti Pishtari, Edna Milena Sarmiento-Márquez, Kairit Tammets, Jaan Aru. 310-323 [doi]
• Designing a Moodle Plugin for Promoting Learners' Self-regulated Learning in Blended LearningMar Pérez-Sanagustín, Ronald Pérez-Álvarez, Jorge Maldonado-Mahauad, Esteban Villalobos, Cédric Sanza. 324-339 [doi]
• Uncovering Student Temporal Learning PatternsDaniela Rotelli, Anna Monreale, Riccardo Guidotti. 340-353 [doi]
• The Disciplinary Learning Companion: The Impact of Disciplinary and Topic-Specific Reflection on Students' Metacognitive Abilities and Academic AchievementElien Sijmkens, Mieke De Cock, Tinne De Laet. 354-367 [doi]
• Medical Students' Perception of a Serious Game (ECOGAME) of Simulating an OSCE Station: Case of Mohammed VI University of Health Sciences (UM6SS)Marouane Talaa, Mohammed Chahbouni, Mounir Sadiq, Mohamed Radid, Ghizlane Chemsi. 368-378 [doi]
• Integrating Digital Learning Resources in Classroom Teaching: Effects on Teaching Practices and Student PerceptionsKairit Tammets, Edna Milena Sarmiento-Márquez, Manisha Khulbe, Mart Laanpere, Tobias Ley. 379-392 [doi]
• Privacy-Preserving Synthetic Educational Data GenerationJill-Jênn Vie, Tomas Rigaux, Sein Minn. 393-406 [doi]
• Supporting Self-regulated Learning in BL: Exploring Learners' Tactics and StrategiesEsteban Villalobos, Mar Pérez-Sanagustín, Cédric Sanza, André Tricot, Julien Broisin. 407-420 [doi]
• Promoting Universal Design for Learning Through Digital Assistive Tools in GamesHUBLionel Alvarez, Aous Karoui, Thierry Geoffre, Mireille Rodi, Nathalie Dherbey Chapuis. 421-426 [doi]
• iTeachApp, A Teaching Analytics Tool for Providing Self-assessment and Recommendations to TeachersIbtissem Bennacer, Rémi Venant, Sébastien Iksal. 427-433 [doi]
• Deliberate Practice of Handwriting: Supervision Under the Ghost of an ExpertOlivier Dikken, Bibeg Limbu, Marcus Specht. 434-440 [doi]
• CHEST: A Linked Open Data-based Application to Annotate and Carry Out Learning Tasks About Cultural HeritagePablo García-Zarza, Miguel L. Bote-Lorenzo, Guillermo Vega-Gorgojo, Juan I. Asensio-Pérez. 441-447 [doi]
• Towards an Automated Adaptive Learning Web Platform Through Personalization of Language Learning PathwaysAous Karoui, Lionel Alvarez, Thierry Geoffre, Nathalie Guin, Marie Lefèvre, Valentin Lachand-Pascal, Mário Ramalho. 448-454 [doi]
• Miranda: A Chatbot for Supporting Self-regulated LearningJorge Maldonado-Mahauad, Mar Pérez-Sanagustín, Juan Pablo Carvallo 0001, Edwin Narvaez, Mauricio Calle. 455-462 [doi]
• Superpowers in the Classroom: Hyperchalk is an Online Whiteboard for Learning Analytics Data CollectionLukas Menzel, Sebastian Gombert, Daniele Di Mitri, Hendrik Drachsler. 463-469 [doi]
• An Educational Conversational Agent for GDPRBehzad Mirzababaei, Viktoria Pammer-Schindler. 470-476 [doi]
• e-FeeD4Mi: Automating Tailored LA-Informed Feedback in Virtual Learning EnvironmentsAlejandro Ortega-Arranz, Paraskevi Topali, Juan I. Asensio-Pérez, Sara L. Villagrá-Sobrino, Alejandra Martínez-Monés, Yannis A. Dimitriadis. 477-484 [doi]
• "Digital? Sicher!" - An Educational Game to Build Digital CompetencesKathrin Otrel-Cass, Stefan Thalmann, Viktoria Pammer-Schindler, Michael Fasching, Analía Cicchinelli, Eva Griesbacher, Christine Malin, Julia Mayr, Alfred Wertner, Thomas Doppelreiter. 485-491 [doi]
• Towards Effective Blended Learning Through the Eyes of Students: A Survey Study in Transition into Face-to-Face EducationGabriel Astudillo, Isabel Hilliger, Fernanda Rodríguez, Jorge A. Baier. 492-499 [doi]
• Measuring Learners' Self-regulated Learning Skills from Their Digital Traces and Learning PathwaysMarie-Luce Bourguet. 500-506 [doi]
• Digital Media in Schools During the Covid-19 Lockdown: Teachers' Experiences with Choosing Teaching StrategiesNadine Esterl, Sonja Berger, Nicolae Nistor. 507-513 [doi]
• Process and Self-regulation Explainable Feedback for Novice Programmers Appears IneffectualEsther Félix, Franck Amadieu, Rémi Venant, Julien Broisin. 514-520 [doi]
• Exploring Teacher's Orchestration Actions in Online and In-Class Computer-Supported Collaborative LearningLubna Hakami, Ishari Amarasinghe, Eyad Hakami, Davinia Hernández Leo. 521-527 [doi]
• Using Dialogic Feedback to Create Learning Communities During COVID-19: Lessons for Future Teacher DevelopmentAna Hibert, Michael Phillips, Dragan Gasevic, Natasa Pantic, Justine MacLean, Yi-Shan Tsai. 528-533 [doi]
• Development of Actionable Insights for Regulating Students' Collaborative Writing of Scientific TextsChristian Hoffmann, Nadine Mandran, Cédric D'Ham, Sébastien Rebaudo, Mohamed Anis Haddouche. 534-541 [doi]
• Design a Dashboard for Secondary School Learners to Support Mastery Learning in a Gamified Learning EnvironmentXinying Hou, Tomohiro Nagashima, Vincent Aleven. 542-549 [doi]
• Towards an Authoring Tool to Help Teachers Create Mobile Collaborative Learning Games for Field TripsIza Marfisi-Schottman, Aurélie Laine, Pierre Laforcade, Sébastien George, Sebastian Simon, Madeth May, Moez Zammit, Ludovic Blin. 550-557 [doi]
• Design Pattern for Exploration and Experimentation: Result of Field Study on a Toy-Based Serious Game Design MethodBertrand Marne. 558-565 [doi]
• The Enablers and Barriers of Using Slack for Computer-Mediated Communication to Support the Learning Journey: A Case Study at a University of Applied SciencesTina Papathoma. 566-572 [doi]
• Mobile Telepresence Robots in Education: Strengths, Opportunities, Weaknesses, and ChallengesMaria A. Perifanou, Anastasios A. Economides, Polina Häfner, Thomas Wernbacher. 573-579 [doi]
• What Teachers Would Expect from a Pedagogical Agent System Working at a Classroom Level: A Focus Group StudyEric Roldán Roa, Doris Kristina Raave, Irene-Angelica Chounta, Margus Pedaste. 580-586 [doi]
• Designing LADs That Promote Sensemaking: A Participatory ToolMadjid Sadallah, Jean-Marie Gilliot, Sébastien Iksal, Katia Quelennec, Mathieu Vermeulen, Laurent Neyssensas, Olivier Aubert, Rémi Venant. 587-593 [doi]
• Instant or Distant: A Temporal Network Tale of Two Interaction Platforms and Their Influence on CollaborationMohammed Saqr, Sonsoles López-Pernas. 594-600 [doi]
• A Conceptual Framework for Creating Mobile Collaboration ToolsSebastian Simon, Iza Marfisi-Schottman, Sébastien George. 601-607 [doi]
• Does Deliberately Failing Improve Learning in Introductory Computer Science?Sverrir Thorgeirsson, Tanmay Sinha, Felix Friedrich, Zhendong Su 0001. 608-614 [doi]
• CLP: A Platform for Competitive LearningArpita Vats, Gheorghi Guzun, David C. Anastasiu. 615-622 [doi]
• Studying Cohort Influence on Student Performance Prediction in Multi-cohort University CoursesPavani Vemuri, Stephan Poelmans, Hershal Pandya, Monique Snoeck. 623-630 [doi]
• What Kind and How Many?: Exploring Feedback in Remote Training of Procedural Skills in PhysiotherapyIgnacio Villagrán, Rocío Hernández, Javiera Fuentes, Gustavo Torres, Diego Silva, Nicolás Araya, Mauricio Delgado, Constanza Miranda, Andrés Neyem, Julián Varas, Isabel Hilliger. 631-637 [doi]
• Personalizing the Sequencing of Learning Activities by Using the Q-Learning and the Bayesian Knowledge TracingAmel Yessad. 638-644 [doi]