EC-TEL2023: Posters

21. Transferring Digital Competences for Teaching from Theory into Practice Through Reflection

Angela Fessl, Monica Divitini and Katharina Maitz

Teachers must continuously develop their digital proficiency by acquiring digital competences and transferring them into practice. This requires to enhance teachers’ self-regulated learning skills and to foster reflective learning. In this work, we present the results of an evaluation that was conducted with six in-service teachers attending five workshops of a professional development training. The teachers used a learning platform called DIGIVIDget that offers micro-learning content related to basic digital competences for teaching. Reflective learning was induced by presenting different types of reflective questions in the DIGIVIDget and by conducting dedicated reflection sessions in the workshop series…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_41

35. Multimodal Analytics for Collaborative Teacher Reflection of Human-AI Hybrid Teaching: Design Opportunities and Constraints

Shamya Karumbaiah, Pinyang Liu, Alisa Maksimova, Lea De Vylder, Nikol Rummel and Vincent Aleven.

Past research shows that teachers benefit immensely from reflecting on their classroom practices. At the same time, adaptive and artificially intelligent (AI) tutors are shown to be highly effective for students, especially when teachers are involved in supporting students’ learning. Yet, there is little research on how to support teachers to reflect on their practices around AI tutors. We posit that analytics built on multimodal data from the classroom (e.g., teacher position, student-AI interaction) would be beneficial in providing effective scaffolding and evidence for teachers’ collaborative reflection on human-AI hybrid teaching. To better understand the design opportunities and constraints of a future tool for teacher reflection, we conducted storyboarding sessions with seven in-service teachers…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_45

47. Traceability by Design: Design of an Interactive System to Improve the Automatic Generation of Git Traces during a Learning Activity

Mika Pons, Jean-Michel Bruel, Jean-Baptiste Raclet and Franck Silvestre

Learning Analytics (LA) is collecting and analyzing traces of learners’ activities in order to understand and improve learning. This paper focuses on traces generated using the version control system Git. Existing works on the topic have limitations regarding the quality of the traces they analyze: (1) the quantity and content are not always sufficient for in-depth analysis of student behavior, (2) their limited reliability can lead to a loss of exploitable data, and (3) the method of generating these traces is not generic. We propose a new interactive system based on Git and the observation of file modifications to generate automatically reliable and rich traces…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_50

55. Enhancing Learning Mobility with A Community-Based Micro-Credential e-Portfolio Platform Service for Higher Education

Rika Ikeda and Andrey Ferriyan

This paper reports on the design of Inxignia: Community-Based Micro-Credential e-Portfolio Platform Service in collaboration with SOI Asia (School on Internet Asia). It aims to connect fragmented learning opportunities in the Landscape of Practice (LoP). Inxignia enables learners to navigate the three modes of the LoP framework: Engagement, Imagination, and Alignment. This research answers the research question: What are the focal elements for each mode in SOI Asia? Inxignia has three components corresponding to the modes: engage with communities of practice, reflect learning experiences on a continuous and overarching basis, and codesign learning pathways with multiple stakeholders…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_43

62. Exploring students’ problem-solving challenges in self-regulated learning through training video prompts

Guy Cohen and Anat Cohen

In the rapidly changing digital era, schools face the challenge of developing self-regulated learning (SRL) skills, particularly problem-solving, which is crucial for lifelong learning. Literature often discusses learners’ difficulties in problem-solving and measuring SRL strategies. This study explores students’ challenges during the problem-solving process. A video-assisted SRL training program was developed, including a digital toolkit with materials like checklists, interactive videos, and problem-solving tasks. Analyzing 1,417 responses from 13–16-year-old students, the study revealed difficulties in time planning, problem identification, exploration, providing solutions, and solution evaluation. Interestingly, there were significant differences between students’ pre-questionnaire reports and their video prompt responses…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_38

69. Computational Analysis of Audio Recordings of Piano Performance for Automatic Evaluation

Norihiro Kato, Eita Nakamura, Kyoko Mine, Orie Doeda and Masanao Yamada

We developed a computational evaluation method for piano performance with the goal of building a practice support system for beginners. We recorded students’ performances as audio data and applied several recent methods for audio-to-MIDI transcription based on deep neural networks to extract the pitch, onset time, and offset time of musical notes. To determine the correctness of the performance, we aligned the extracted MIDI data with the musical score using a hidden Markov model (HMM). We compared the audio-to-MIDI transcription methods and optimized the weight on different types of performance errors to conform to teacher’s assessment…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_46

72. “Feedback is not embarrassing but helpful :)” – an exploratory study on the applicability of constructive feedback checklists for lecturers in online learning settings

Robin Gleeson, Larissa Bartok and Carla Souta Barreiros

Feedback about students’ learning process and behaviour is one of the most effective strategies to immediately impact learning progress. Learning analytics and other educational technologies often provide automatic feedback to students. Therefore, it is critical to address automatic feedback’s potential positive and negative impacts on students’ well-being. This research paper discusses the development and implementation of a checklist for creating constructive and actionable feedback in online learning settings…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_42

89. Designing teacher professional development to address student stress in the post-pandemic educational ecosystem

Laia Albó and Marc Beardlsey

This research work seeks to better understand barriers and enablers in addressing student stress in school settings using a continuing professional development (CPD) approach informed by research on teacher needs in the post-pandemic educational ecosystem. A survey study was conducted in which 91 teachers from 3 countries (Spain, Denmark, and Cyprus) participated. Preliminary results indicate that teachers hold negative stress mindsets – which presents a barrier the CPD must address across regions. Secondly, an emphasis on stress management techniques emerges as a focal point for the program…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_36

92. Barrier-free dissemination of medical knowledge: Challenges and solutions for individuals with visual impairments

Sarah Langer, Iris Nemec and Andrea Balz

Visual impairments affect 60% of adults, 8% of whom suffer from color vision deficiencies. Furthermore, contrast sensitivity decreases with age. Accordingly, teaching and training materials must be adapted to these needs. Thus, a web-moodle course with medical content developed internally was used. The aim was to check whether this course is suitable for people with reduced color contrast sensitivity or color vision deficiencies. Furthermore, the usability was tested. For this purpose, 44 participants answered out a questionnaire. This showed that the preferred learning formats were videos and pictures, with drawn pictures being preferred. For checking knowledge, memory cards and self-checks are the preferred choices…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_47

98. Using accessible motion capture in educational games for sign language learning

Joshua Tobias and Daniele Di Mitri

Various studies show that multimodal interaction technologies, especially motion capture in educational environments, can significantly improve and support educational purposes such as language learning. In this paper, we introduce a prototype that implements finger tracking and teaches the user different letters of the German fingerspelling alphabet. Since most options for tracking a user’s movements rely on hardware that is not commonly available, a particular focus is laid on the opportunities of new technologies based on computer vision. These achieve accurate tracking with consumer webcams. In this study, the motion capture is based on Google MediaPipe…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_74

99. Support Mechanisms and Value Creation in Multi-Stakeholder Networks for Digital Innovation in Education: A Cross-Country Study

Pirgit Sillaots, Raquel Coelho, Kairit Tammets, Mutlu Cukurova, Linda Helene Sillat, ... and Cecilie Hansen

This study investigates the impact of support mechanisms on enhancing the participation of network members in diverse multi-stakeholder networks with a primary focus on digital innovation in education. The study was conducted in collaboration with national networks from partner countries of a H2020 project, which aims to accelerate digital innovation in and across schools. Twenty-six international stakeholders from various backgrounds, including teachers, school leaders, mentors, educational technologists, policy makers, and a researcher were interviewed (n = 14) or surveyed (n = 12). Using Wenger et al.’s [1] value creation framework, the study identified participants’ perceptions of various activities, interactions, and structures that enable network members to generate value…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_57

103. Towards Designing and Evaluating an Adaptable Assistance System for Technology-Enhanced Vocational Education

Antje Proske, Hermann Körndle, Kristin Drexler, Julia Kirsten, Klara Schröder, ... and Iris Braun

Intelligent tutoring systems collect learners’ traces in tech-nology-enhanced learning environments with the aim of guiding and improving their learning in real time. Research has succeeded in developing data models that optimize the prediction of learning outcomes. Accurate prediction, however, does not provide information on how to achieve the desired learning outcomes. Recent approaches emphasize an interdisciplinary design process using human-computer interaction and learning engineering methods. Accordingly, this paper introduces an adaptable assistance system for vocational education that is developed in an interdisciplinary collaboration between learning and computer science experts…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_51

108. Exploring barriers for the acceptance of Smart Learning Environment automated support

Sergio Serrano-Iglesias, Eduardo Gómez-Sánchez, Miguel L. Bote-Lorenzo, Víctor Alonso-Prieto and Vanesa Gallego-Lema

Smart Learning Environments (SLEs) can detect learning opportunities, personalized and contextualized for each student, both in traditional and out-of-class learning settings. This can help to promote learning that is more meaningful in a scalable fashion. However, instructors may be reluctant to loose control by letting SLEs autonomously decide this. Moreover, students may not accept to use learning systems in their free time, when they are out-of-class. This paper presents an exploratory study based on two learning experiences supported by an SLE. The findings show that the involved instructors desire a large degree of control over the recommendations made by the SLE, and that students are mostly (but not completely) positive about using such a system.

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_54

114. Pedagogically-informed Implementation of Reinforcement Learning on Knowledge Graphs for Context-aware Learning Recommendations

Hasan Abu-Rasheed, Christian Weber, Mareike Dornhöfer and Madjid Fathi

Context-aware recommender systems are important tools to address the learning context in technology enhanced learning. However, the contextual factors of learning, as well as the mechanisms of integrating them into the recommendation, are mostly defined from a technical perspective, rather than a pedagogical one. In this paper, we introduce a new approach for generating pedagogically informed, context-aware, learning recommendations. We build on the context definition in situated and subject-oriented learning theories. Then, we utilize a knowledge graph structure to build the environment for a path exploration and ranking algorithm, which is influenced by agent exploration in reinforcement learning (RL), for creating sequential learning-path recommendations…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_35

124. Process mining on students’ web learning traces: a case study with an ethnographic analysis

Roberto Nai, Emilio Sulis, Elisa Marengo, Manuela Vinai and Sara Capecchi

The study of learning processes can benefit from examining the digital traces left by students while browsing educational platforms. In this work, we propose an analysis of how process mining techniques can be combined with online educational technologies. In particular, we describe a process discovery experiment based on students’ movements between the web pages’ paragraphs of a tutorial specifically built for teaching the programming language Python. In addition, we explore the ethnographic and conceptual genealogy of a learning project focused on a programming tutorial. Observations of the digital traces are accompanied by qualitative reflections with three objectives: human-machine interactions in…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_48

150. Digitally supported learning processes in schools. Implicit theories on learning activities with digital media: An interview study with teachers on the implementation

Nadine Esterl, Sonja Berger and Nicolae Nistor

Technology is often not used profitably to promote teaching and learning processes. Implicit theories influence the use of technology in teaching. So far, these have been insufficiently explored against the background of the ICAP framework. This study addressed this research gap and investigated teachers’ implicit theories of quality use of technology. Semi-structured expert interviews were conducted with N = 12 teachers from different types of secondary schools in Germany. The results show that the use of technology for passive engagement is justified by the format of the technology, the active engagement by the learning outcome, the constructive engagement by information and communication technology (ICT) literacy promotion and the interactive engagement by students’ cooperation…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_40

162. “Learning with the School Library”: Mapping Technology Enhanced Learning Underpinnings

Eduarda Ribeiro Mota, Teresa Margarida Loureiro Cardoso, Ana Carolina Ferreira da Cruz and Filomena Pestana

Technology-enhanced learning has been at the center of any global educational agenda for the past decades. More recently, with the COVID-19 pandemics, it has (re)gained a wider interest. However, it has been at the core of the Portuguese School Libraries Network since its creation in 1996, with the mission of promoting learning scenarios that enhance essential literacy skills for 21st-century learners. Therefore, in Portugal, the school library plays an important role in fostering such technology-enhanced learning environments. But, which underpinnings on technology enhanced-learning are evidenced in the main documents of the Portuguese School Libraries Network, namely in its Learning with the School Library Referential? The objective of our study is to map the underpinnings of technology-enhanced learning present in this framework…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_52

176. Lateral Reading Against Misinformation: The Cognitive Processing Level Mediates the Intervention Effect on the News Credibility Assessment Performance

Benedikt Artmann, Christian Scheibenzuber, Marvin Fendt and Nicolae Nistor

Approaching the problem of fake news with media literacy and fake news training, lateral reading training improves the discernment between truthful and fake news. How this improvement is achieved remains to be proven. Assuming that the level of cognitive processing mediates the effect of news literacy training on news evaluation skills, changes in cognitive processing need to be examined. Addressing this gap, this poster paper presents the development of a category system as a content analysis tool, aiming to analyze the cognitive processing level applied to assessing news. The new instrument is tested with data from an information literacy training using the lateral reading training approach in three different training conditions including a control group…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_37

192. On Extended Reality Objective Performance Metrics for Neurosurgical Training

Alessandro Iop, Olga Viberg, Adrian Elmi-Terander, Erik Edström and Mario Romero

The adoption of Extended Reality (XR) technologies for supporting learning processes is an increasingly popular research topic for a wide variety of domains, including medical education. Currently, within this community, the metrics applied to quantify the potential impact these technologies have on procedural knowledge acquisition are inconsistent. This paper proposes a practical definition of standard metrics for the learning goals in the application of XR to surgical training. Their value in the context of previous research in neurosurgical training is also discussed. Objective metrics of performance include: spatial accuracy and precision, time-to-task completion, number of attempts…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_44

195. Learning Path Recommendation from an Inferred Learning Space

Madjid Sadallah and Grégory Smits

Defining a learning space of reference may be a challenging task for the concerned tutor(s). However, once formalized, such a representation of possible learning sequences may serve as a norm to evaluate the current state of a learner and to potentially derive recommendations about the next learning state to target. A pragmatic strategy is introduced in this article to ease the definition of a subjective learning space from a few tutor(s)-provided examples of representative learning paths. A measure is then also inferred from these representative paths that can then be used to evaluate an ongoing learning path. The learning space and the evaluation measure, combined together, are then used to suggest the learning activity the learner should address next…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_53

227. “TRINE 4D Pedagogical Model”: Designing Teaching Scenarios for Using Telepresence Robots in Education

Maria Perifanou

This paper proposes the “TRinE 4D Pedagogical Model” which is a 4-step design process that aims at guiding teachers, practitioners or instructional/course designers to design their own activities or lesson plans in which they will use one or more Telepresence Robots (TR). Our research has shown that there are specific pedagogical factors that have a major impact on the design of a teaching scenario or an activity in which a teacher integrates a TR that will facilitate the participation of one or more students or the lesson delivery by a teacher. These pedagogical factors are a) the Educational Context, b) the Educational TR Settings, and c) the Teaching Methods and Tools. A number of pilots have run during the period 2022–23 in order to test the validity of the “TRinE 4D Pedagogical Model”…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-031-42682-7_49

Participatory Design of an Application for Training Presentation Content Preparation Skills

Nina Mouhammad

Communication is the basis for human collaboration. Therefore, communication skills are crucial in a more and more connected world. However, students miss sufficient training due to a lack of resources. Technology-enhanced learning applications could jump in to fill this gap. In praxis, communication skills are trained mainly by training presentation skills. Therefore, previous research has mostly looked at supporting students when rehearsing a presentation and giving feedback for slide design. However, the preparation of the content of presentations has been neglected so far. Therefore, this PhD project aims at exploring how computer-based tools could support students in training the skills needed for preparing the content of a presentation.

Students’ competence using student-facing LA for self-regulated learning

Theo Nelissen

Students are increasingly offered autonomy in shaping their education. In these circumstances, self-regulation is important to learn effectively. However, self-regulated learning (SRL) is difficult for students. Learning analytics offer new possibilities to formulate and deliver rich external feedback in support of SRL. But how students actually engage with learning analytics in real-world settings and how this influences their learning is not clear. In a learning environment where feedback is directly presented to students, students seem to lack the necessary competencies to make sense of the information presented. This research further explores how students use student-facing learning analytics for SRL and what competencies would be beneficial. A mixed-method approach will be used to design an intervention to support the use of student-facing learning analytics for SRL.