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
Erscheinungsjahr 2025
ISBN: 978-3-032-03869-2
Verlag: Springer

Buch, Englisch, 569 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 890 g

Reihe: Lecture Notes in Computer Science

The two-volume set LNCS 16063-16064 constitutes the proceedings of 20th European Conference on Technology Enhanced Learning, EC-TEL 2025, which took place in Newcastle upon Tyne and Durham, UK, September 2025.

The total of 43 full papers, including 37 research papers, 4 blue-sky and 2 industry papers, as well as 16 demos and 32 posters papers presented in EC-TEL 2025 proceedings was carefully reviewed and selected from 195 submissions. They focus on all aspects of dynamic interdisciplinary field, bridging pedagogy, educational psychology, and digital technology.

Zielgruppe

Research

Autoren/Hrsg.

Tammets, Kairit

Sosnovsky, Sergey

Ferreira Mello, Rafael

Pishtari, Gerti

Nazaretsky, Tanya

Fachgebiete

• Mathematik | Informatik EDV | Informatik Informatik Künstliche Intelligenz
• Mathematik | Informatik EDV | Informatik Informatik Mensch-Maschine-Interaktion
• Mathematik | Informatik EDV | Informatik Angewandte Informatik Computeranwendungen in Geistes- und Sozialwissenschaften
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie

Inhaltsverzeichnis

.- Research.

.- Detect and Remedy Deceptive Overgeneralization in Adaptive Learning.

.- Leveraging AI to Support Virtual Students in Intelligent Tutoring Systems.

.- AI-based Multimodal Biometrics for Detecting Smartphone Distractions: Application to Online Learning.

.- Detecting LLM-Generated Short Answers and Effects on Learner Performance.

.- Goal Setting Engages More Caregivers in Online Math Homework Than Instructional Support.

.- Is More Gamification Better? Evaluating Playful Interactions and Narratives for Algebra Learning.

.- Structured Prompts, Better Outcomes? Exploring the Effects of Structured Interface with ChatGPT in a Graduate Robotics Course.

.- Toward Realistic AI-Generated Student Questions to Support Instructor Training.

.- The Effect of Unplugged and Plugged-in Programming with Influencing Factor of Collaborative versus Individual Work regarding the Impact on Computational Thinking in Preschoolers.

.- Knowledge Scaffolding Recommendation System for Supervising Term Papers.

.- CRAFT: A Course Recommendation Advisor for Future Talent.

.- Reframing Computational Thinking for AI Education.

.- Empowering Equitable Learning with LLMs: Enhancing Writing Skills in Low-Resource Contexts.

.- Does feedback based on gaze and stress indicators help novice programmers?.

.- Accessible Design in Integrated Development Environments: A Think Aloud Study Exploring the Experiences of Students with ADHD.

.- Enhancing Engagement and Social Capital Through an AI-generated Summary-driven Learning Design in Online Discussion Forums.

.- Prompt vs. Supervise: A Case of Using Language Models to Assess Students’ Science Explanations.

.- Automatic Large Language Models Creation of Interactive Learning Lessons.

.- Augmenting Active Learning with GenAI: Enhancement or Impairment? Evidence from a Data Visualisation Course.

.- Improving Text Readability to Support Student Comprehension and Learning: An LLM-Powered Approach.

.- Assessing Computational Thinking Using Log Data: A Scoping Review.

.- Differences in VLE adoption: longitudinal and large-scale analysis of contextual effects on French teachers' TEL practices.

.- Impact of Immediate Feedback on Students’ Learning in a Virtual Reality Environment for Chemical Education.

.- Generating Video Narratives for Learning Following Subsumption Links.

.- Integrating Generative AI into Instructional Design Practice: Effects on Graduate Student Learning and Self-Efficacy.

.- Exploring the Impact of LLM-Based Scaffolding on Academic Performance and the Mediating Roles of AI Literacy and Prior Knowledge.

.- Towards Automated Characterization of Revision Events in Student Writing.

.- Enhancing Student Focus and Problem-Solving with Real-Time LLM Feedback on Compiler Errors.

.- Code-aware LLM prompting in deductive qualitative analysis: A study in multi-framework analysis of learning designs.

.- Empowering Teachers to Enhance Student High Order Thinking Skills with Artificial Intelligence Educational Tools.

.- Using Log Data to Analyze the Impact of Adaptive Support on Self-Regulated Learning in Adult Online Education.

.- Evaluating The Impact of Debriefing Techniques on Student Outcomes after CSCL Activities.

.- LLM-Generated Feedback Supports Learning If Learners Choose to Use It.

.- Automated Approaches for Concept Map Assessment: A Systematic Review.

.- Challenges and Design Opportunities for AI-based Tutoring and Assessment Software in Special Education: An Interview Study with Teachers.

.- Human Teacher vs. LLM-Generated Feedback in Secondary Education: A Comparative Study on Student Perceptions.

.- Optimizing Mastery Learning by Fast-Forwarding Over-Practice Steps.