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20th 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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