Table of Contents

• An Agile Concept Inventory Methodology to Detect Large Sets of Student Misconceptions in Programming Language CoursesAndrea Adamoli. 1-15 [doi]
• A Transformer-Based Approach for the Automatic Generation of Concept-Wise Exercises to Provide Personalized Learning Support to StudentsMuhammad Afzaal, Jalal Nouri, Aayesha Aayesha. 16-31 [doi]
• Generative Pre-trained Transformers for Coding Text Data? An Analysis with Classroom Orchestration DataIshari Amarasinghe, Francielle Marques, Ariel Ortiz-Beltrán, Davinia Hernández Leo. 32-43 [doi]
• What Makes Problem-Solving Practice Effective? Comparing Paper and AI TutoringConrad Borchers, Paulo F. Carvalho, Meng Xia, Pinyang Liu, Kenneth R. Koedinger, Vincent Aleven. 44-59 [doi]
• Exploring Indicators for Collaboration Quality and Its Dimensions in Classroom Settings Using Multimodal Learning AnalyticsPankaj Chejara, Luis Pablo Prieto, María Jesús Rodríguez-Triana, Adolfo Ruiz-Calleja, Reet Kasepalu, Irene-Angelica Chounta, Bertrand Schneider. 60-74 [doi]
• The Promise of Physiological Data in Collaborative Learning: A Systematic Literature ReviewWicaksono Febriantoro, Andrea Gauthier, Mutlu Cukurova. 75-88 [doi]
• A Learning Design to Support Transfer of Training in Continuing EducationJaanika Hirv-Biene, Gerti Pishtari, Marlene Wagner, Edna Milena Sarmiento-Márquez, Tobias Ley. 89-103 [doi]
• Implementing a Desktop VR Tool in a European University: Priorities and ChallengesKateryna Holubinka, Corrie C. Urlings, Slavi Stoyanov, Rocío del Pilar Sosa-Fernández, Roi Méndez-Fernández, Enrique Castelló-Mayo, Roland Klemke, Renate de Groot. 104-117 [doi]
• Student Perception of Social Comparison in Technology Enhanced LearningAditya Joshi, Bente Molenkamp, Sergey A. Sosnovsky. 118-132 [doi]
• Relation Between Student Characteristics, Git Usage and Success in Programming CoursesAleksandar Karakas, Denis Helic. 133-148 [doi]
• The "How" Matters: Evaluating Different Video Types for Cybersecurity MOOCsDaniel Köhler, Wenzel Pünter, Christoph Meinel. 149-163 [doi]
• Role of Multimodal Learning Systems in Technology-Enhanced Learning (TEL): A Scoping ReviewYoon Lee, Bibeg Limbu, Zoltán Rusák, Marcus Specht. 164-182 [doi]
• Broader and Deeper: A Multi-Features with Latent Relations BERT Knowledge Tracing ModelZhaoxing Li, Mark Jacobsen, Lei Shi 0003, Yunzhan Zhou, Jindi Wang. 183-197 [doi]
• Why You Should Give Your Students Automatic Process Feedback on Their Collaboration: Evidence from a Randomized ExperimentLukas Menzel, Sebastian Gombert, Joshua Weidlich, Aron Fink, Andreas Frey, Hendrik Drachsler. 198-212 [doi]
• Interactive Web-Based Learning Materials Vs. Tutorial Chatbot: Differences in User ExperienceBehzad Mirzababaei, Katharina Maitz, Angela Fessl, Viktoria Pammer-Schindler. 213-228 [doi]
• Assessing the Quality of Multiple-Choice Questions Using GPT-4 and Rule-Based MethodsSteven Moore, Huy Anh Nguyen, Tianying Chen, John C. Stamper. 229-245 [doi]
• Early Prediction of Learners At-Risk of Failure in Online Professional Training Using a Weighted VoteMohamed Mouaici. 246-262 [doi]
• How to Characterize and Analyze the Computational Thinking Skills of a Learning Game?Mathieu Muratet. 263-277 [doi]
• Evaluating ChatGPT's Decimal Skills and Feedback Generation in a Digital Learning GameHuy Anh Nguyen, Hayden Stec, Xinying Hou, Sarah Di, Bruce M. McLaren. 278-293 [doi]
• Designing a Revision System: An Exploratory Qualitative Study to Identify the Needs of French Teachers and StudentsDenis Ollivier, Franck Silvestre, Jean-Baptiste Raclet, Emmanuel Lescure, Julien Broisin. 294-307 [doi]
• Evaluation of a Hybrid AI-Human Recommender for CS1 Instructors in a Real Educational ScenarioFilipe Dwan Pereira, Elaine H. T. Oliveira, Luiz A. L. Rodrigues, Luciano de Souza Cabral, David B. F. Oliveira, Leandro S. G. Carvalho, Dragan Gasevic, Alexandra I. Cristea, Diego Dermeval, Rafael Ferreira Mello. 308-323 [doi]
• Evaluating the Impact and Usability of an AI-Driven Feedback System for Learning DesignGerti Pishtari, Edna Milena Sarmiento-Márquez, María Jesús Rodríguez-Triana, Marlene Wagner, Tobias Ley. 324-338 [doi]
• Single or Multi-page Learning Analytics Dashboards? Relationships Between Teachers' Cognitive Load and Visualisation LiteracyStanislav Pozdniakov, Roberto Martínez Maldonado, Yi-Shan Tsai, Namrata Srivastava, Yuchen Liu, Dragan Gasevic. 339-355 [doi]
• Designing Technology for Doctoral Persistence and Well-Being: Findings from a Two-Country Value-Sensitive Inquiry into Student ProgressLuis Pablo Prieto, María Jesús Rodríguez-Triana, Yannis A. Dimitriadis, Gerti Pishtari, Paula Odriozola-González. 356-370 [doi]
• A Critical Consideration of the Ethical Implications in Learning Analytics as Data EcologyPaul Prinsloo, Mohammad Khalil, Sharon Slade. 371-382 [doi]
• Learning to Give Useful Hints: Assistance Action Evaluation and Policy ImprovementsRobin Schmucker, Nimish Pachapurkar, Bala Shanmugam, Miral Shah, Tom M. Mitchell. 383-398 [doi]
• Understanding Peer Feedback Contributions Using Natural Language ProcessingMayara Simões de Oliveira Castro, Rafael Ferreira Mello, Giuseppe Fiorentino, Olga Viberg, Daniel Spikol, Martine Baars, Dragan Gasevic. 399-414 [doi]
• AI and Narrative Scripts to Educate Adolescents About Social Media Algorithms: Insights About AI Overdependence, Trust and AwarenessEmily Theophilou, Francesco Lomonaco, Gregor Donabauer, Dimitri Ognibene, J. Roberto Sánchez Reina, Davinia Hernández Leo. 415-429 [doi]
• Analyzing Learners' Perception of Indicators in Student-Facing Analytics: A Card Sorting ApproachEsteban Villalobos, Isabel Hilliger, Mar Pérez-Sanagustín, Carlos González, Sergio Celis, Julien Broisin. 430-445 [doi]
• Here or There? Differences of On-Site and Remote Students' Perceptions of Usability, Social Presence, Engagement, and Learning in Synchronous Hybrid ClassroomsMarlene Wagner, Gerti Pishtari, Tobias Ley. 446-458 [doi]
• Exploring the Potential of Immersive Virtual Environments for Learning American Sign LanguageJindi Wang, Ioannis P. Ivrissimtzis, Zhaoxing Li, Yunzhan Zhou, Lei Shi 0003. 459-474 [doi]
• Towards Improving the Reliability and Transparency of ChatGPT for Educational Question AnsweringYongchao Wu, Aron Henriksson, Martin Duneld, Jalal Nouri. 475-488 [doi]
• How Do Teachers Search for Learning Resources? A Mixed Method Field StudyElad Yacobson, Giora Alexandron. 489-503 [doi]
• Automated Detection of Students' Gaze Interactions in Collaborative Learning Videos: A Novel ApproachQi Zhou, Amartya Bhattacharya, Wannapon Suraworachet, Hajime Nagahara, Mutlu Cukurova. 504-517 [doi]
• Pedagogically-Informed Implementation of Reinforcement Learning on Knowledge Graphs for Context-Aware Learning RecommendationsHasan Abu Rasheed, Christian Weber 0003, Mareike Dornhöfer, Madjid Fathi. 518-523 [doi]
• Teacher Professional Development to Help Students Manage Stress: Barriers and EnablersLaia Albó, Marc Beardsley. 524-530 [doi]
• Lateral Reading Against Misinformation: The Cognitive Processing Level Mediates the Intervention Effect on the News Credibility Assessment PerformanceBenedikt Artmann, Christian Scheibenzuber, Marvin Fendt, Nicolae Nistor. 531-535 [doi]
• Exploring Students' Problem-Solving Challenges in Self-regulated Learning Through Training Video PromptsGuy Cohen, Anat Cohen. 536-541 [doi]
• Facilitating and Hindering Aspects of Technology-Enriched Challenge-Based Learning in ECIU University, a European University International Network InitiativeAsta Daunoriene, Dorothea Ellinger. 542-547 [doi]
• Digitally Supported Learning Processes in Schools: Teachers' Implicit Theories on Learning Activities with TechnologyNadine Esterl, Sonja Berger, Nicolae Nistor. 548-553 [doi]
• Transferring Digital Competences for Teaching from Theory into Practice Through ReflectionAngela Fessl, Monica Divitini, Katharina Maitz. 554-559 [doi]
• "Feedback is not Embarrassing but Helpful :)" - An Exploratory Study on the Applicability of Constructive Feedback Checklists for Lecturers in Online Learning SettingsRobin Gleeson, Larissa Bartok, Carla Alexandra Souta Barreiros. 560-565 [doi]
• Enhancing Learning Mobility with a Community-Based Micro-Credential e-Portfolio Platform Service for Higher EducationRika Ikeda, Andrey Ferriyan, Keiko Okawa, Achmad Husni Thamrin. 566-572 [doi]
• On Extended Reality Objective Performance Metrics for Neurosurgical TrainingAlessandro Iop, Olga Viberg, Adrian Elmi Terander, Erik Edström, Mario Romero. 573-579 [doi]
• Multimodal Analytics for Collaborative Teacher Reflection of Human-AI Hybrid Teaching: Design Opportunities and ConstraintsShamya Karumbaiah, Pinyang Liu, Alisa Maksimova, Lea De Vylder, Nikol Rummel, Vincent Aleven. 580-585 [doi]
• Computational Analysis of Audio Recordings of Piano Performance for Automatic EvaluationNorihiro Kato, Eita Nakamura, Kyoko Mine, Orie Doeda, Masanao Yamada. 586-592 [doi]
• Barrier-Free Dissemination of Medical Knowledge: Challenges and Solutions for Individuals with Visual ImpairmentsSarah Langer, Andrea Balz, Iris Nemec. 593-598 [doi]
• Process Mining on Students' Web Learning Traces: A Case Study with an Ethnographic AnalysisRoberto Nai, Emilio Sulis, Elisa Marengo, Manuela Vinai, Sara Capecchi. 599-604 [doi]
• "TRINE 4D Pedagogical Model": Designing Teaching Scenarios for Using Telepresence Robots in EducationMaria A. Perifanou. 605-610 [doi]
• Traceability by Design: Design of an Interactive System to Improve the Automatic Generation of Git Traces During a Learning ActivityMika Pons, Jean-Michel Bruel, Jean-Baptiste Raclet, Franck Silvestre. 611-617 [doi]
• Towards Designing and Evaluating an Adaptable Assistance System for Technology-Enhanced Vocational EducationAntje Proske, Hermann Körndle, Kristin Drexler, Julia Kirsten, Klara Schröder, Sebastian Kucharski, Tommy Kubica, Iris Braun. 618-623 [doi]
• Learning with the School Library: Mapping Technology-Enhanced Learning UnderpinningsEduarda Ribeiro Mota, Teresa Margarida Loureiro Cardoso, Ana Carolina Ferreira da Cruz, Filomena Pestana. 624-629 [doi]
• Learning Path Recommendation from an Inferred Learning SpaceMadjid Sadallah, Grégory Smits. 630-635 [doi]
• Exploring Barriers for the Acceptance of Smart Learning Environment Automated SupportSergio Serrano-Iglesias, Eduardo Gómez-Sánchez, Miguel L. Bote-Lorenzo, Víctor Alonso-Prieto, Vanesa Gallego-Lema. 636-641 [doi]
• FAMS: A Formative Assessment Management System for Generating Individualised FeedbackRaja Khurram Shahzad, Erik Ström, Peter Mozelius. 642-647 [doi]
• The Added Value of Simulations in 3D Virtual Worlds for Professional Training of First Aid Medical TeamsTamar Shamir-Inbal, Talia Or-Griff, Ina Blau. 648-655 [doi]
• Support Mechanisms and Value Creation in Multi-Stakeholder Networks for Digital Innovation in Education: A Cross-Country StudyPirgit Sillaots, Raquel Coelho, Kairit Tammets, Mutlu Cukurova, Linda Helene Sillat, Minna Lakkala, Heli Aru-Chabilan, Kirke Kasari, Madona Mikeladze, Tatia Nakashidze-Makharadze, Valentina Dagiene, Vaida Masiulionyte-Dagiene, Cecilie Hansen. 656-661 [doi]
• Towards Live Coding and Instant Feedback on Common Issues in Large LecturesSven Strickroth. 662-667 [doi]
• Supporting Remote Students Through Utilizing Web-Based Exercise-Templates and a Mobile Learning Chatbot for Creating and Interacting with Learning MaterialsHasan Abu Rasheed, Yannis Efthymiou, Madjid Fathi, Parvin Ghadamighalandari, Julián López Medina, Covadonga Ordoñez García, Gregory Tsardanidis, Johannes Zenkert, Giannis Zgeras. 668-673 [doi]
• An Evaluation System to Trace the Usage of the OER Conversion Tool (convOERter)Lubna Ali, Sven Judel, Deekshith Shetty, Ulrik Schroeder. 674-679 [doi]
• Technology Enhanced Training in Medical Multi-User ScenariosAndrea Balz, Mathias Forjan. 680-685 [doi]
• A Teacher Professional Development Tool for Creating and Sharing Research Lessons on Evidence-Based Teaching StrategiesMarc Beardsley, Laia Albó, Davinia Hernández Leo. 686-691 [doi]
• CERSEI: Cognitive Effort Based Recommender System for Enhancing InclusivenessGeoffray Bonnin, Vaclav Bayer, Miriam Fernández, Christothea Herodotou, Martin Hlosta, Paul Mulholland. 692-697 [doi]
• A Student-Centered Learning Analytics Dashboard Towards Course Goal Achievement in STEM EducationSebastian Buvari, Olga Viberg, Alessandro Iop, Mario Romero. 698-704 [doi]
• Augmented Intelligence in Tutoring Systems: A Case Study in Real-Time Pose Tracking to Enhance the Self-learning of Fitness ExercisesNghia Duong-Trung, Hitesh Kotte, Milos Kravcík. 705-710 [doi]
• The HCA Framework - A Storification Model to Support and Facilitate Gamification DesignLaura Ferreira, Carlos Santos 0004, Luís Pedro, Ana Raquel Carvalho. 711-717 [doi]
• Evaluating Usability and User Feedback in an Immersive Virtual Reality Environment for Computer Science EducationBirte Heinemann, Ulrik Schroeder. 718-724 [doi]
• Responsive Narrativity in Gamified Situational Judgment Tests: A Dynamic System for Enhanced Soft Skills DevelopmentJérôme Hernandez, Mathieu Muratet, Thibault Carron. 725-730 [doi]
• LA-ReflecT: A Platform Facilitating Micro-learning and Its Multimodal Learning AnalyticsRwitajit Majumdar, Prajish Prasad, Kapil Kadam, Kinnari Gatare, Jayakrishnan Madathil Warriem. 731-735 [doi]
• Statoodle: A Learning Analytics Tool to Analyze Moodle Students' Actions and Prevent CheatingPedro Manuel Moreno-Marcos, Jorge Barredo, Pedro J. Muñoz Merino, Carlos Delgado Kloos. 736-741 [doi]
• An Enrollment Dashboard to Reinforce Decision-Making for Students and AdvisorsNoe Rivas, Julià Minguillón, Jonathan Chacón-Perez. 742-747 [doi]
• A Moodle Plugin for Rich xAPI Data LoggingDaniela Rotelli, Yves Noël, Sébastien Lallé, Vanda Luengo, David Pesce. 748-754 [doi]
• PEER: Empowering Writing with Large Language ModelsKathrin Seßler, Tao Xiang, Lukas Bogenrieder, Enkelejda Kasneci. 755-761 [doi]
• Using Accessible Motion Capture in Educational Games for Sign language LearningJoshua Leon Tobias, Daniele Di Mitri. 762-767 [doi]