Computer Supported Education

17th International Conference, CSEDU 2025, Porto, Portugal, April 1–3, 2025, Revised Selected Papers, Part II
Erscheinungsjahr 2026
ISBN: 978-3-032-39105-6
Verlag: Springer

Buch, Englisch, 362 Seiten, Format (B × H): 155 mm x 235 mm

Reihe: Communications in Computer and Information Science

This book constitutes the revised selected papers from the 17th International Conference on Computer Supported Education, CSEDU 2025, held in Porto, Portugal, during April 1–3, 2025.

The 20 full papers and 19 short papers included in this book were carefully reviewed and selected from 245 submissions.This book offer a valuable overview of the most recent developments and research directions in Computer Supported Education.

Zielgruppe

Research

Autoren/Hrsg.

Di Mascio, Tania

du Boulay, Benedict

Tovar, Edmundo

Meinel, Christoph

Fachgebiete

• Mathematik | Informatik EDV | Informatik Informatik Mensch-Maschine-Interaktion
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Mathematik | Informatik EDV | Informatik Daten / Datenbanken Data Mining
• Mathematik | Informatik EDV | Informatik Angewandte Informatik
• Mathematik | Informatik EDV | Informatik Informatik Künstliche Intelligenz Wissensbasierte Systeme, Expertensysteme
• Mathematik | Informatik EDV | Informatik Informatik Künstliche Intelligenz Computer Vision

Inhaltsverzeichnis

.- Two Years, Six Classes, One Question: Does the Flipped Classroom Make a Difference?.
.- Tree Edit Distance-Based Feedback: Impact on Student Interaction with Math Questions.
.- Enhancing Collaboration Quality in Adaptive Learning Systems:Perspectives on Human-Human and Human-AI Collaboration.
.- Attendance Matters Most for Complex Tasks: A Transparent Sensitivity Analysis in a Fully Online STEM Module.
.- The Post-Pandemic Recovery in a Software Engineering Course: A Quantitative and Qualitative Analysis.
.- Student Use of Generative AI in Higher Education: A Learning Strategy Typology and Instructional Design Implications.
.- Mapping Artificial Intelligence in Higher Education: A Cluster Analysis.
.- Representation Learning of Auxiliary Concepts for Improved Student Modeling and Exercise Recommendation.
.- Innovating Assessment in Higher Education in the Age of AI.
.- Teachers as Custodians of Trust: Linking Learning Analytics and Learning Design in the AI Era.
.- Computational Thinking with LLMs and Students: Evidence from the Bebras Challenge in Uruguay.
.- Learning with RAG-Enhanced Language Models: A Mixed-Methods Study.
.- From Margins to Models: Future-Proofing Small Schools with AI and Participatory Design.
.- From Capable to Trustworthy: Empowering Educators to Build Reliable AI Chatbots with Retrieval-Augmented Generation.
.- ReflexAI: Optimizing LLM Feedback with Prompt Engineering to Enhance Student Reflection and Learning Outcomes.
.- ChatGPT for Innovative Mathematics Teaching: A Mixed-Methods Study.
.- Programmers Aren’t Obsolete Yet: Observations from a Trial Edition of a Course on Responsible LLM-Based Software Development.
.- Customizing Educational Games Using Natural Language.