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ORCID20th EC-TEL 2025: Newcastle upon Tyne and Durham, UK - Part I
- Kairit Tammets
, Sergey A. Sosnovsky, Rafael Ferreira Mello, Gerti Pishtari, Tanya Nazaretsky:
Two Decades of TEL. From Lessons Learnt to Challenges Ahead - 20th European Conference on Technology Enhanced Learning, EC-TEL 2025, Newcastle upon Tyne and Durham, UK, September 15-19, 2025, Proceedings, Part I. Lecture Notes in Computer Science 16063, Springer 2026, ISBN 978-3-032-03869-2
Research
- Marshall An, John C. Stamper:
Detect and Remedy Deceptive Overgeneralization in Adaptive Learning. 3-17 - Miguel Arevalillo-Herráez, Aladdin Ayesh, Houman D. Rezakhanlou-Alarte, Pablo Arnau-González, Sergi Solera-Monforte, Naeem Ramzan:
Leveraging AI to Support Virtual Students in Intelligent Tutoring Systems. 18-30 - Álvaro Becerra, Roberto Daza, Ruth Cobos, Aythami Morales, Mutlu Cukurova, Julian Fierrez:
AI-Based Multimodal Biometrics for Detecting Smartphone Distractions: Application to Online Learning. 31-46 - Shambhavi Bhushan, Danielle R. Thomas, Conrad Borchers, Isha Raghuvanshi, Ralph Abboud, Erin Gatz, Shivang Gupta, Kenneth R. Koedinger:
Detecting LLM-Generated Short Answers and Effects on Learner Performance. 47-60 - Conrad Borchers, Ha Tien Nguyen, Paulo F. Carvalho, Kenneth R. Koedinger, Vincent Aleven:
Goal Setting Engages More Caregivers in Online Math Homework than Instructional Support. 61-75 - Conrad Borchers, Tomohiro Nagashima, Pinyang Liu, Martha W. Alibali, Vincent Aleven:
Is More Gamification Better? Evaluating Playful Interactions and Narratives for Algebra Learning. 76-90 - Jérôme Brender, Laila El Hamamsy, Kim Uittenhove, Francesco Mondada, Engin Bumbacher:
Structured Prompts, Better Outcomes? Exploring the Effects of a Structured Interface with ChatGPT in a Graduate Robotics Course. 91-106 - Francesco Cardia, Viviana Pentangelo, Stefano Lambiase, Carmine Gravino, Fabio Palomba, Mirko Marras:
Toward Realistic AI-Generated Student Questions to Support Instructor Training. 107-122 - Connie Claerhout, Nardie Fanchamps:
The Effect of Unplugged and Plugged-In Programming with Influencing Factor of Collaborative Versus Individual Work Regarding the Impact on Computational Thinking in Preschoolers. 123-137 - Nghia Duong-Trung, Xia Wang, Rahul Rajkumar Bhoyar, Angelin Mary Jose, Silke Wrede, Lars van Rijn, Theresa Panse, Claudia de Witt, Niels Pinkwart:
Knowledge Scaffolding Recommendation System for Supervising Term Papers. 138-152 - Fatemeh Fathi, Tao Wu, Stefan Decker:
CRAFT: A Course Recommendation Advisor for Future Talent. 153-167 - Valentina Ferraioli, Francesco Mondada, Victoria Abou Khalil:
Reframing Computational Thinking for AI Education. 168-182 - Rafael Ferreira Mello, Lenon Anthony, Jamilla Lobo, Fabíola Gonçalves Coelho Ribeiro, Cleon Xavier, Newarney Torrezão da Costa, Dragan Gasevic, Luiz A. L. Rodrigues:
Empowering Equitable Learning with LLMs: Enhancing Writing Skills in Low-Resource Contexts. 183-197 - Anahita Golrang, Kshitij Sharma:
Does Feedback Based on Gaze and Stress Indicators Help Novice Programmers? 198-213 - Luke Halpin, Phillip Benachour, Tracy Hall, Ann-Marie Houghton, Emily Winter:
Accessible Design in Integrated Development Environments: A Think Aloud Study Exploring the Experiences of Students with ADHD. 214-228 - Xinyuan Hao, Mutlu Cukurova:
Enhancing Engagement and Social Capital Through an AI-Generated Summary-Driven Learning Design in Online Discussion Forums. 229-243 - Shamya Karumbaiah, Ananya Ganesh, Shanglin Yang, Nora Tseng:
Prompt vs. Supervise: A Case of Using Language Models to Assess Students' Science Explanations. 244-258 - Jionghao Lin, Jiarui Rao, Sandy Yiyang Zhao, Yuting Wang, Ashish Gurung, Amanda Barany, Jaclyn Ocumpaugh, Ryan S. Baker, Kenneth R. Koedinger:
Automatic Large Language Models Creation of Interactive Learning Lessons. 259-274 - Vladimir Macko, Abdessalam Ouaazki, Natalia Bartlomiejczyk, Barbara Monteiro, Pascal Felber, Adrian Holzer:
Augmenting Active Learning with GenAI: Enhancement or Impairment? Evidence from a Data Visualization Course. 275-290 - Guilherme Pascoal, Marlinde van den Bosch, Olga Viberg, Jacqueline Wong, Carrie Demmans Epp:
Improving Text Readability to Support Student Comprehension and Learning: An LLM-Powered Approach. 291-305 - Cristiana Mergianian, Ninja Hienonen, Muhterem Dindar, Mari-Pauliina Vainikainen:
Assessing Computational Thinking Using Log Data: A Scoping Review. 306-320 - Christine Michel, Laëtitia Pierrot, Frédéric Oru, Olivier Vigneau:
Differences in VLE Adoption: Longitudinal and Large-Scale Analysis of Contextual Effects on French Teachers' TEL Practices. 321-336 - Valentin Midez, Audrey Serna, Florent Diet, Victor Oliva Torres, Élise Lavoué:
Impact of Immediate Feedback on Students' Learning in a Virtual Reality Environment for Chemical Education. 337-351 - Abrar Mohammed, Vania Dimitrova:
Generating Video Narratives for Learning Following Subsumption Links. 352-366 - Steven Moore, Lydia Eckstein, Christine Kwon, John C. Stamper:
Integrating Generative AI into Instructional Design Practice: Effects on Graduate Student Learning and Self-Efficacy. 367-381 - André C. A. Nascimento, Mar Pérez-Sanagustín, Jean-François Parmentier, Isabel Hilliger, Gabriel Ferrettini, Rafael Ferreira Mello:
Exploring the Impact of LLM-Based Scaffolding on Academic Performance and the Mediating Roles of AI Literacy and Prior Knowledge. 382-396 - Léo Nebel, François Bouchet, Vanda Luengo, Mathilde Couraud:
Towards Automated Characterization of Revision Events in Student Writing. 397-411 - Maciej Pankiewicz, Ryan S. Baker:
Enhancing Student Focus and Problem-Solving with Real-Time LLM Feedback on Compiler Errors. 412-426 - María Jesús Rodríguez-Triana, Mohamed Saban, Juan I. Asensio-Pérez, Luis Pablo Prieto, Inmaculada Haba-Ortuo, Cristina Villa-Torrano, Denis Gillet:
Code-Aware LLM Prompting in Deductive Qualitative Analysis: A Study in Multi-framework Analysis of Learning Designs. 427-441 - Merike Saar, Aleksandra Ljalikova, Emily Theophilou, Shatha N. Alkhasawneh, Davinia Hernández-Leo:
Empowering Teachers to Enhance Student High Order Thinking Skills with Artificial Intelligence Educational Tools. 442-456 - Katharina Teich, Conrad Borchers, Nikol Rummel:
Using Log Data to Analyze the Impact of Adaptive Support on Self-Regulated Learning in Adult Online Education. 457-472 - Carola Theißen, Davinia Hernández-Leo:
Evaluating the Impact of Debriefing Techniques on Student Outcomes After CSCL Activities. 473-488 - Danielle R. Thomas, Conrad Borchers, Shambhavi Bhushan, Erin Gatz, Shivang Gupta, Kenneth R. Koedinger:
LLM-Generated Feedback Supports Learning if Learners Choose to Use it. 489-503 - Laís Pisetta Van Vossen, Joice Luiz Jeronimo, Elaine Harada Teixeira de Oliveira, Isabela Gasparini:
Automated Approaches for Concept Map Assessment: A Systematic Review. 504-518 - C. Naomie Williams, Margaret Ellen Seehorn, Haiyi Zhu, Vincent Aleven:
Challenges and Design Opportunities for AI-Based Tutoring and Assessment Software in Special Education: An Interview Study with Teachers. 519-533 - Cleon Xavier, Newarney Torrezão da Costa, Ana Karoline Valdo, Gabriel Alves, Luiz Rodrigues, Luiz Fernando Rodrigues, Matheus Silva, José Rodrigues Lima Neto, Taciana Pontual Falcão, Dragan Gasevic, Rafael Ferreira Mello:
Human Teacher vs. LLM-Generated Feedback in Secondary Education: A Comparative Study on Student Perceptions. 534-548 - Meng Xia, Robin Schmucker, Conrad Borchers, Vincent Aleven:
Optimizing Mastery Learning by Fast-Forwarding Over-Practice Steps. 549-563
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