Table of Contents

• The Psychological Impact of Online Learning During the COVID-19 Pandemic. A Survey on a Sample of Italian UndergraduatesBarbara Caci, Giulia Giordano, Marianna Alesi. 3-16 [doi]
• Machine-Learning-Based Software to Group Heterogeneous Students for Online Peer Assessment ActivitiesDaniela Amendola, Giacomo Nalli, Cristina Miceli. 17-29 [doi]
• Analysis of MOOC Features in a Regional Platform: Design and Delivery of CoursesAnnamaria De Santis, Katia Sannicandro, Claudia Bellini, Tommaso Minerva. 30-43 [doi]
• Social Learning for Professional Development. A In-House Experimentation in Initial Teachers TrainingPier Cesare Rivoltella, Valentina Cautiero, Elena Valgolio. 44-58 [doi]
• Audiovisual as an Atelier. Theoretical Framework and Educational ApplicationsLaura Corazza, Anita Macauda, Chiara Panciroli, Alberto Parola, Pier Cesare Rivoltella. 59-70 [doi]
• Supporting Instructors with Course Attendance and Quality Prediction in Synchronous LearningGianni Fenu, Roberta Galici, Mirko Marras, Simone Picciau. 71-83 [doi]
• Learning Analytics to Predict Students' Social-Relational Skills in an Online University CourseGiorgio Cecchi, Sara Mori. 84-95 [doi]
• How Did University Students Adapt to the "New Normal" of Teaching and Learning During the Pandemic? Preliminary Indications from Semi-structured InterviewsAndrea Tinterri, Maka Eradze, Delio De Martino, Manuela Ladogana, Annalisa Quinto, Angelica Disalvo, Isabella Loiodice, Anna Dipace. 96-105 [doi]
• Two years of Blended Synchronous Mode Learning in Higher Education. The Students' Experience Told Through Their MetaphorsSalvatore Patera, Ezio Del Gottardo, Andrea Tarantino. 109-121 [doi]
• An Autoethnographic Approach to Faculty Development Through a Longitudinal Analysis of a Co-taught WorkshopLaura Fedeli, Rosita Deluigi. 122-135 [doi]
• Teaching Cybersecurity: The Evaluation of Nabbovaldo and Blackmail from SpaceGiorgia Bassi, Stefania Fabbri, Angela Franceschi. 136-147 [doi]
• Self-efficacy and Digital Skill of University TeachersFlavia Santoianni, Alessandro Ciasullo. 148-167 [doi]
• Differences in the Comprehension of the Limit Concept Between Prospective Mathematics Teachers and Managerial Mathematicians During Online TeachingMária Slavícková, Michaela Vargová. 168-183 [doi]
• Students' Difficulties with Mathematics: Insights from Secondary-Tertiary Transition in a STEM ProgramChiara Andrà, Domenico Brunetto, Caterina Bassi, Alessia Pini. 184-196 [doi]
• Framework for Technical Elements in Collaborative E-Learning PlatformsTetiana Tolmachova, Eleni Ilkou. 197-208 [doi]
• Digital Tools to Enhance Interdisciplinary Mathematics Teaching Practices in High SchoolAnnarosa Serpe. 209-218 [doi]
• Capability Approach and Sustainability, a Survey for the Faculty Development in Higher EducationLucia Maniscalco, Martina Albanese. 219-229 [doi]
• Quality and Accessibility in Blended Learning and Hybrid Solutions at Higher Education Level: A Word from the StudentsOttavia Trevisan, Marina De Rossi. 230-241 [doi]
• The Inclusive Design of a Learning Path with Integrated Digital Teaching in the Education Science Degree Course at the University of GenoaValentina Pennazio, Samantha Armani. 242-253 [doi]
• A Methodological Framework to Cultivate Transformative Learning in Faculty DevelopmentAlessandra Romano, Loretta Fabbri. 254-266 [doi]
• What Technology Enhanced Assessment and Feedback Practices do Italian Academics Declare in Their Syllabi? Analysis and Reflections to Support Academic DevelopmentFederica Picasso, Beatrice Doria, Valentina Grion, Paola Venuti, Anna Serbati. 267-279 [doi]
• Academic Development Strategies to Support Teaching and Learning Processes Integrated with Technologies: Lessons Learnt at University of TrentoAnna Serbati, Paola Venuti, Sabrina Maniero, Federica Picasso. 280-291 [doi]
• A Phenomenological Study About the Effect of Covid-19 Pandemic on the Use of Teaching Resources in MathematicsBenedetto Di Paola, Onofrio Rosario Battaglia, Iveta Kohanová, Mária Slavícková, Claudio Fazio. 292-303 [doi]
• Training Faculty Developers in Hybrid Mediation: Organisational-Didactic Changes in the TLC UnibaLoredana Perla, Viviana Vinci, Alessia Scarinci. 304-314 [doi]
• The Role of Educational Interventions in Facing Social Media Threats: Overarching Principles of the COURAGE ProjectDavide Taibi 0004, Johanna Börsting, Ulrich Hoppe, Dimitri Ognibene, Davinia Hernández Leo, Sabrina C. Eimler, Udo Kruschwitz. 315-329 [doi]
• Yes, Echo-Chambers Mislead You Too: A Game-Based Educational Experience to Reveal the Impact of Social Media Personalization AlgorithmsFrancesco Lomonaco, Davide Taibi 0004, Vito Trianni, Sathya Bursic, Gregor Donabauer, Dimitri Ognibene. 330-344 [doi]
• Empirically Investigating Virtual Learning Companions to Enhance Social Media LiteracyEmily Theophilou, Veronica Schwarze, Johanna Börsting, J. Roberto Sánchez Reina, Lidia Scifo, Francesco Lomonaco, Farbod Aprin, Dimitri Ognibene, Davide Taibi 0004, Davinia Hernández Leo, Sabrina C. Eimler. 345-360 [doi]
• Concept of Quality in Online Environments: The Actual Role of Teaching and Learning CentersGuendalina Peconio, Marco di Furia, Pierpaolo Limone, Alberto Fornasari. 361-375 [doi]
• How Covid-19 Affected the Slovak and Czech Mathematics and Physics Teachers' Use of ResourcesJakub Michal, Tünde Kiss. 376-394 [doi]
• The "Courage Companion" - An AI-Supported Environment for Training Teenagers in Handling Social Media Critically and ResponsiblyFarbod Aprin, Nils Malzahn, Francesco Lomonaco, Gregor Donabauer, Dimitri Ognibene, Udo Kruschwitz, Davinia Hernández Leo, Giovanni Fulantelli, Heinz Ulrich Hoppe. 395-406 [doi]
• In-Person/Online Attendance at an Educational Technology Workshop. A Study on Student Teachers' Perceptions at UniBgMarco Lazzari, Laura Sara Agrati, Federica Baroni, Sabrina Natali, Juanjo Mena. 407-418 [doi]
• Intrinsic Motivation for Social Media Literacy, a Look into the Narrative ScriptsRene Alejandro Lobo Quintero, J. Roberto Sánchez Reina, Emily Theophilou, Davinia Hernández Leo. 419-432 [doi]
• Online/Hybrid Course Design for Programming Languages in Engineering EducationHuseyin Uvet, Tuba Ugras, James Sunney Quaicoe, Abiodun Afolayan Ogunyemi, Merja Bauters, Veselina Jecheva, Angel Toshkov, Dominique Persano Adorno, Daniele Peri, Yasin Ortakci, Kasim Özacar, Ferhat Atasoy, Slavko Kocijancic, David Rihtarsic, Spela Cerar. 433-445 [doi]
• Facing the Didactic Emergency During Covid-19 Pandemic in an Analytical Chemistry LaboratorySergio Zappoli, Erika Scavetta. 446-458 [doi]
• Experience-Based Training in Computer Science Education via Online Multiplayer Games on Computational ThinkingGiorgio Delzanno, Luca Gelati, Giovanna Guerrini, Angela Sugliano, Daniele Traversaro. 459-470 [doi]
• Digital Wisdom Development and Self-reflection of Teacher CandidatesAlessandra La Marca, Elif Gulbay, Ylenia Falzone. 471-484 [doi]
• Promoting Leadership Skills in Teachers with CoachingLeonarda Longo, Valeria Di Martino, Federica Martino. 485-496 [doi]
• Coding Maps: A Distance Laboratory on Computational Thinking Inspired by Modal LogicGiorgio Delzanno, Angelo Ferrando 0001, Giovanna Guerrini, Matteo Pusceddu, Giovanni Zanone. 497-508 [doi]
• New Educational Scenarios in the Framework of Blended LearningGiusi Antonia Toto, Martina Rossi, Piergiorgio Guarini, Alessia Scarinci. 509-519 [doi]
• Brain Wave, Heart Rate, and Facial Expression Relationship Validation During Programming Learning Comprehension StudyKatsuyuki Umezawa, Makoto Nakazawa, Michiko Nakano, Shigeichi Hirasawa. 523-535 [doi]
• An Empirical Study to Predict Student Performance Using Information of the Virtual Learning EnvironmentLerina Aversano, Mario Luca Bernardi, Marta Cimitile, Martina Iammarino, Debora Montano, Chiara Verdone. 536-547 [doi]
• Do 5W+H Commute? Examples in Calculus and Communication of ScienceSandra Lucente, Franco Liuzzi, Massimo Trotta, Maurizio Dabbicco. 548-560 [doi]
• Harvesting Metadata for XR Digital Learning ObjectsGeorgia Psyrra, Eleni E. Mangina. 561-576 [doi]
• A Case Study of Teachers' First Designs Using ASYMPTOTE: A Tool for Teaching and Learning Mathematics OnlineMaria Flavia Mammana, Eugenia Taranto, Despoina Koutsomanoli Filippaki, Georgios Fesakis. 577-600 [doi]
• Augmented and Virtual Reality in Computer Science EducationGaetano Francesco Anastasi, Enzo Giuseppe Munna. 601-612 [doi]
• The Rational Numbers in a Pre-service Mathematics Teacher Educational Path Highlighting the Role of Feedback in the Formative AssessmentMichele Giuliano Fiorentino, Antonella Montone. 613-625 [doi]
• Evaluation of Pedagogical Strategies Based on Socio-Affective Scenarios in a Virtual Learning EnvironmentJacqueline Mayumi Akazaki, Leticia Rocha Machado, Patrícia Alejandra Behar, Magalí-Teresinha Longhi. 626-637 [doi]
• Online Asynchronous Mathematics Interactions: Similarities and Differences for Teachers and StudentsAnna Pierri, Eugenia Taranto. 638-649 [doi]
• Engaging Mathematics Teachers as Designers of Digital Educational Resources to Foster Their Awareness in CounselFrancesca Alessio, Chiara de Fabritiis, Agnese Ilaria Telloni. 650-662 [doi]
• A Digital Educational Path with an Interdisciplinary Perspective for Pre-service Mathematics Primary Teachers' Professional DevelopmentMichele Giuliano Fiorentino, Antonella Montone, Pier Giuseppe Rossi, Agnese Ilaria Telloni. 663-673 [doi]
• Incremental and Interpretable Learning Analytics Through Fuzzy Hoeffding Decision TreesGabriella Casalino, Pietro Ducange, Michela Fazzolari, Riccardo Pecori. 674-690 [doi]
• Psychological Outcomes and Effectiveness of a Collaborative Video-Based Learning Tool for Synchronous DiscussionsCarolin Straßmann, André Helgert, Andreas Lingnau. 691-705 [doi]
• Combining Augmented Reality and Fairy Tales to Teach Science to Primary School Students: Teachers' Experience from the Fairy Tale Science Augmented (FAnTASIA) ProjectGiuseppe Chiazzese, Crispino Tosto, Luciano Seta, Antonella Chifari, Paola Denaro, Doriana Dhrami, Dario La Guardia, Marco Arrigo, Mariella Farella, Christos Ioannides, Darya Yegorina, Eleni E. Mangina. 706-718 [doi]
• Thinking Groups and the Development of Affective Problem-Solving Competencies in Online Learning Environments at the University LevelAnnamaria Miranda. 719-732 [doi]
• Nussbaum's Lesson on Public Emotions: A Sociological Reading in an On-Line Academic EnvironmentFiorella Vinci. 733-747 [doi]
• The Digitization of Onboarding Processes of New Joiners Aimed at Enhancing Soft and Hard SkillsCristiana Zanuccoli. 748-759 [doi]
• The ARETE Ecosystem for the Creation and Delivery of Open Augmented Reality Educational Resources: The PBIS Case StudyMariella Farella, Marco Arrigo, Crispino Tosto, Luciano Seta, Antonella Chifari, Eleni E. Mangina, Georgia Psyrra, Ana Dominguez 0001, Guillermo Pacho, Fridolin Wild, Lisa Bowers, Robert Hillman, Sui Lin Goei, Paola Denaro, Doriana Dhrami, Giuseppe Chiazzese. 760-775 [doi]
• Flipping the Laboratory in an Academic Course on Object-Oriented ParadigmPasquale Ardimento, Michele Scalera. 776-788 [doi]
• Q&A Generation for Flashcards Within a Transformer-Based FrameworkBaha Thabet, Niccoló Zanichelli, Francesco Zanichelli. 789-806 [doi]