Buch, Englisch, 643 Seiten, Format (B × H): 155 mm x 235 mm
7th International Conference, HELMeTO 2025, Naples, Italy, September 23–25, 2025, Revised Selected Papers, Part I
Buch, Englisch, 643 Seiten, Format (B × H): 155 mm x 235 mm
Reihe: Communications in Computer and Information Science
ISBN: 978-3-032-31849-7
Verlag: Springer
This two-volume set CCIS 2958 and 2959 constitutes the refereed post-conference proceedings of the 7th International Conference on Higher Education Learning Methodologies and Technologies Online, HELMeTO 2025, held in Naples, Italy, during September 23–25, 2025.
The 66 full papers presented in these proceedings were carefully reviewed and selected from 147 submissions. The papers are organized in the following topical sections:
Part I: Digital Pedagogy, Instructional Design and Creative Practices in Higher Education; Inclusion, Accessibility and Human Rights; Formative Assessment and Innovative Feedback; and Learning Technologies e Data Analytics.
Part II: Artificial Intelligence in Education; and AI Literacy.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
- Mathematik | Informatik EDV | Informatik Angewandte Informatik Computeranwendungen in Geistes- und Sozialwissenschaften
- Mathematik | Informatik EDV | Informatik Informatik Künstliche Intelligenz
- Mathematik | Informatik EDV | Informatik Informatik Mensch-Maschine-Interaktion
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
Weitere Infos & Material
.- Digital Pedagogy, Instructional Design and Creative Practices in Higher Education.
.- Digital Technologies in Physical Education: Insights from Italian Teachers and Implications for Training.
.- Play experiences with digital technologies: teaching strategies and learning opportunities in nursery school. The results of the systematic review.
.- Theatre and Technology in Teacher Education: Innovative Teaching and Productive Hybridizations.
.- The value of blended MOOCs: a return on investment perspective.
.- The A.C.A. MOOC Model: Integrating MOOCs into Blended University Teaching.
.- Situated Psychological Agents and Virtual Role-Play for Soft Skills Training in Pre-Service Teachers.
.- Digital Pathways to Inclusion: A Framework for Refugee and Migrant Students in Italian Higher Education.
.- Inclusion, Accessibility and Human Rights.
.- Virtual Museums as Inclusive Third Spaces in Online Higher Education.
.- Designing Equitable Adaptive Assessment: Psychometrics, Bayesian Reasoning, and Dynamic Models of Learning in Online Higher Education.
.- Examining the efficacy of UDL-oriented Intelligent Tutoring Systems in learning processes: A multidimensional approach to digital inclusion.
.- Unplugged Activities to Foster Active and Meaningful Learning of Computer Science for Primary School Children.
.- A Three-Dimensional Framework for AI-Enhanced Inclusion in Higher Education:
Integrating Functional, Experiential, and Equity Dimensions.
.- Engagement in teacher education: an exploratory study of simplexity and the Six
Thinking Hats.
.- AI against hate: smart tools and education for safer online spaces.
.- Countering Online Hate in Higher Education: Monitoring, Critical Digital Literacy, and Pedagogical Innovation.
.- Students’ Perspectives on the Ideal and Real University Professor: An International Comparative Survey.
.- Formative Assessment and Innovative Feedback.
.- Teacher-Aligned Grading of Open-Ended Questions Using Shot-Based and Rubric-Based LLM Evaluation.
.- Evaluating Formative and Innovative Assessment in Engineering Physics: Student Perspectives on Potentials and Challenges.
.- Focus Groups and Reflective Practice: A Methodological Proposal for Expanding Teachers' Perceptions of Large- Scale Assessments for Pedagogical Development.
.- AI as a Co-Designer in Teacher Education: The Moderating Role of Professional Agency on Feedback Uptake.
.- AI-driven formative assessment for learning (from re-search to action).
.- Dialoguing with Hattie&TimperlAI: a research based AI-feedback coach for math teacher training.
.- Peer assessment in the age of Artificial Intelligence: the ENGAGE Model at University.
.- AI-Mediated Formative Feedback in Open-Ended Mathematics Tasks.
.- From Anxiety to Agency: the DUE Learning Design Model for Pre-Service Teachers Facing Uncertainty.
.- Model, Mine, Mentor: AI for UML Modeling.
.- Learning by Editing: Teaching Scholarly Digital Methods through Fifteenth-Century Historical Account Books.
.- Educator as Co-pilot: Advancing Presentation Training with Teacher-guided Systems.
.- A narrative review of the role of Artificial Intelligence and Machine Learning in Physical Activity.
.- Evaluating the Application of the SPIRAL Model: Mapping Macro Learning Outcomes for Curriculum Coherence and Design Validation.
.- Assessment perception in Blended Learning pathway: An Exploratory study in Secondary School Teacher Training.
.- RiProvApp and the New Frontiers of AI Formative Feedback.
.- X-IDEA: A Framework for Explainable, Inclusive, and Equitable Code-Learning Assistants.
.- Memes in higher education: exploration of participatory learning and neuroeducational practices.
.- Assessment to learn: practice and perception of assessment and self-assessment in teacher education.
.- Learning Technologies e Data Analytics.
.- Designing for Retention: Mixed Reality Strategies to Support Learning.
.- The Challenge of Corporeality in Digital and Immersive Teacher Education: an Embodied and Motor-Expressive Perspective.
.- The BotBid Project: Data Education at Work.
.- Learning IN / WITH / ABOUT Motion: The 3D-IWA Motion-for-Learning Model for Personalized Support based on Human Motion Computing and its Application to Online Higher Education.
