On the Linguistic and Pedagogical Quality of Automatic Question Generation via Neural Machine Translation

T. Steuer, L. Bongard, J. Uhlig & G. Zimmer

Allowing learners to self-assess their knowledge through questions is a well-established method to improve learning. However, many educational texts lack a sufficient amount of questions for self-studying. Hence, learners read texts passively, and learning becomes inefficient. To alleviate the lack of questions, educational technologists investigate the use of automatic question generators. However, the vast majority of automatic question generation systems consider English input texts only. Therefore, we propose a simple yet effective multilingual automatic question generator based on machine-translation techniques. We investigate the linguistic and pedagogical quality of the generated questions in a human evaluation study.

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_22

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Developing a prototype of an Open Educational Resource on research methods for PhD candidates in Technology-Enhanced Learning

L. Sousa, L. Pedro & C. Santos

Open Educational Resources (OER) are teaching and learning materials that are licensed to provide everyone the access to engage with them in several manners, such as adapting and reusing it. This work aims at developing an OER to support PhD candidates’ learning of research methods in Technology-enhanced Learning (TEL) as part of the Doctoral Education in Technology-enhanced Learning (DE-TEL) project. A survey was conducted by the DE-TEL project to collect information on the practices and challenges of doctoral education in TEL and to find out the topics that are relevant to the area but have few educational materials available. Preliminary results reveal that 103 PhD candidates from 25 different countries answered the survey. The main topic of their research in TEL is computing or information technology applied to…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_23

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room



Comparing usage in and between primary and secondary schools for a blended TEL portal

S.M. Bhatt, L. De Bie & W. Van Den Noortgate

Blended learning has risen in primary and secondary schools due the COVID-19 pandemic, and is expected to remain after the pandemic. Despite this, the large majority of research into blended learning has studied university student populations. Thus, this paper seeks to research differences in usage between and in primary and secondary schools. Data were collected from a prototype learning portal, resulting in a dataset of 803 students from 12 schools with 45 teachers. Teachers and students could perform diverse actions on the platform, coded as 19 student features and 6 teacher features. These features were used to perform cluster analysis with k-means clustering on the entire dataset, split between teachers and students. Differences in primary and secondary schools were also analyzed. Clustering on the entire student dataset resulted in…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_24

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Investigating the Associations between Emotion, Cognitive Load and Personal Learning Goals: The Case for MOOCs

M. Henderikx, K. Kreijns & K.M. Xu

The purpose of this study was 1) to validate the measures for achievement emotion as well as the measures for perceived cognitive load and 2) to explore the relationships between achievement emotions, perceived cognitive load and personal goal achievement in MOOCs. Participants were 1361 students who completed a survey at the end of the MOOCs. Rasch analyses confirmed the construct validation and dimensionality of all measures. Results of the SEM analyses revealed no statistically significant relationships between any of the variables with personal goal achievement except for enjoyment. Enjoyment positively affected cognitive load in the sense that enjoyment resulted in 1) the investment of more mental effort rather than less mental effort and 2) the perception of low mental load rather than high mental load. Boredom also positively affected cognitive load but…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_25

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room



“I need more motivation”: Engaging Students in the Gamification Design Process

V. Barzola, H. Pichardo, J. Macías, D. Zambrano & V. Echeverria

Gamification in a technology-enhanced learning context has drawn much attention to increasing students’ motivation, engagement, and learning performance; however, past research points to a bag of mixed results from these. These results could be partially due to the lack of involvement of end-users (i.e., students and teachers) in the design process. To this end, this work reports a pilot study to explore students’ feelings, perceptions, and engagement with EasyNewton, a gamified application to practice physics-related problems. This pilot study gathered 1) students’ interactions with EasyNewton and 2) design workshops and interviews with students. We report design recommendations based on students’ engagement and perceptions to inform the next design iteration of EasyNewton. This work is…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_26

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room


Augmented Reality as Educational Tool: Perceptions, Challenges, and Requirements from Teachers

M. Heintz, E. Lai-Chong Law & P. Andrade

In the recent decade the number of augmented reality educational applications (AR-EAs) has increased, but their actual uptake in real-life contexts remains low. To identify reasons for the limited uptake and resolutions for this issue, we conducted a teacher survey. Based on the analysis of 65 valid responses, we derived teacher requirements that could improve the adoption of AR-EAs.

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_27

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Towards a self-assessment tool for teachers to improve LMS mastery based on Teaching Analytics

I. Bennacer, R. Venant & S. Iksal

While learning management systems have spread for the last decades, many teachers still struggle to fully operate an LMS within their teaching, beyond its role of a simple resources repository. To elicit these learning situations, we suggest a web environment based on teaching analytics to provide teachers with self and social awareness of their own practices on the LMS. This article focuses on the behavioral model we designed on the strength of (i) a qualitative analysis from interviews we had with several pedagogical engineers and (ii) a quantitative analysis we carried out on three years of teachers’ activities on an LMS at the scale of the University. This model describes teachers’ practices through six major explainable axes: evaluation, reflection, communication, resources, collaboration as well as interactivity and gamification. It can be used by the institution to detect particular teachers who may be in need of specific individual support or…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_28

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Uncovering Latent Profiles Based on How Students Review Paper-based Assessments

Y.V. Paredes & I-H. Hsiao

Blended learning environments offer a rich amount of data that encompasses various learning interactions. Despite advancements in technology, there have been several learning activities that remain offline, thus preventing us from fully understanding certain aspects of student learning. An example of this is how students review their paper-based assessments. Using a homegrown educational technology that addresses this gap, we analyzed students’ clickstream data to uncover latent profiles based on how they review these graded assessments. Such behavior could provide insight into their self-regulated learning strategies as they attempt to correct their misconceptions. We leveraged latent profile analysis and presented our preliminary findings and interpretations of the five student profiles we uncovered to understand the effects of their varying efforts to learn the course material.

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_29

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room



Orchestrating an ubiquitous learning situation about Cultural Heritage with Casual Learn

A. Ruiz-Calleja, S.L. Villagrá-Sobrino, M.L. Bote-Lorenzo, S. Serrano-Iglesias, P. García-Zarza, V. Alonso-Prieto & J.I. Asensio-Pérez

This paper presents a case study that analyzes the orchestration of a ubiquitous learning situation involving a teacher and 89 secondary-school students using Casual Learn. This case study allows us to illustrate how teachers can use Casual Learn to orchestrate ubiquitous learning situations to learn Cultural Heritage. During the case study, Casual Learn played a key role as it enabled to bridge in- and out-classroom activities across physical and virtual learning spaces.

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_30

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Bibliometric Analysis of the Last Ten Years of the European Conference on Technology-enhanced Learning

M.J. Gomez, J.A. Ruipérez-Valiente & F.J. García Clemente

Over the last decade, we have seen a large amount of research being performed in technology-enhanced learning. The European Conference on Technology-enhanced Learning (EC-TEL) is one of the conferences with the most extended trajectory in this area. The goal of this paper is to provide an overview of the last ten years of the conference. We collected all papers from the last ten years of the conference, along with the metadata, and used their keywords to find the most important ones across the papers. We also parsed papers’ full text automatically, and used it to extract information about this year’s conference topic. These results will shed some light on the latest trends and evolution of EC-TEL.

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_31

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room


Interactive screencasts as learning tools in introductory programming

K. Litherland, A. Kluge & A.I. Mørch

The purpose of this study was to investigate how interactive screencasts enhance learning in computer science education. We employed a socio-cultural perspective on learning, understanding interactive screencasts as mediating tools in elective introductory programming courses taught in secondary education in Norway. In this qualitative study, we used an interactive screencasting tool that captures a voice track and screen activity as two separate but conceptually connected processes. Based on audio–visual recordings of classroom interactions and student-produced screencasts, we suggest understanding screencast recording as an extended part of the learning process, where the students’ focus shift from technical development to collaborative knowledge development.

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_32

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Teachers’ Orchestration Needs During the Shift to Remote Learning

L. Lawrence, K. Holstein, S.R. Berman, S. Fancsali, B.M. McLaren, S. Ritter & V. Aleven

Transitioning from in-person to remote instruction has forced teachers to navigate unexpected constraints while providing meaningful learning experiences for their students. This transition has drastically changed how teachers orchestrate learning for their students. To explore these unique orchestration challenges, we used needs finding and validation activities to explore middle school teachers’ emergent needs and constraints during the unplanned shift to remote instruction. Our findings highlight the need for informative, real-time tools, issues with workload and burnout, and concerns with students feeling disconnected. The contribution of this work includes insights from the early stages of our design process and reflections on how we might support teachers during remote learning and in navigating future emergency shifts.

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_33

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room



Designing a Pre-service Teacher Community Platform: A Focus on Participants’ Motivations

N.F. Gutiérrez-Páez, P. Santos, D. Hernández-Leo & M. Carrió

Online communities (OC) have several applications in the domain of education with a special focus on teacher professional development. The development of OC of teachers enables knowledge exchange, reflection on teacher practice, sharing of educational resources, and emotional support. Nevertheless, several barriers have been found to affect community members’ participation such as their time constraints due to teachers’ busy schedules, the community moderation and social support, and their peripheral participation. This research aims to better understand teachers’ initial motivations to participate in such OCs, and how useful is this information to tackle and reduce the barriers that affect their participation. We present how a supporting platform for an OC of teachers is designed following a design-based research methodology within a…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_34

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Exploring Teachers’ Needs for Guidance While Designing for Technology-Enhanced Learning with Digital Tools

E. Zalavra, K. Papanikolaou, Y. Dimitriadis & C. Sgouropoulou

Supporting teachers to represent their teaching ideas has attracted researchers’ interest in developing digital learning design tools that provide some form of guidance around the design practice in a Technology-Enhanced Learning (TEL) environment. This paper reports on a study in a teacher education context utilising WebCollage as the learning design tool. The research focuses on teachers’ needs on determining resources and technologies while designing for TEL. Our findings convey that teachers’ needs converge towards a learning design tool providing flexibility to the designer to either (i) utilise a sound scaffolding mechanism incorporating a taxonomy that follows technology advancements or (ii) determine applying resources and technologies without providing any guidance. These findings may…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_35

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room


Measuring and Predicting Students’ Effort: A Study on the Feasibility of Cognitive Load Measures to Real-Life Scenarios

B. Moissa, G. Bonnin & A. Boyer

Students’ effort is often considered to be a key element in the learning process. As such, it can be a relevant element to integrate in learning analytics tools, such as dashboards, intelligent tutoring systems, adaptive hypermedia systems, and recommendation systems. A prerequisite to do so is to measure and predict it from learning data, which poses some challenges. We propose to rely on the cognitive load theory to infer the students’ perceived effort using subjective, performance, behavioral and physiological data collected from 120 seventh grade students. We also estimate students’ effort in future tasks using the data from previous tasks. Our results show a high relevance of interaction data to measure students’ effort, especially when compared to physiological data. Moreover, we also found that using the data collected on previous tasks allows us to achieve slightly higher accuracy values…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_36

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Educawood: A Socio-semantic Annotation System for Environmental Education

J. Andrade-Hoz, G. Vega-Gorgojo, I. Ruano, M.L. Bote-Lorenzo, J.I. Asensio-Pérez, F. Bravo & C. Ordóñez

Educawood is a socio-semantic annotation system intended for environmental learning in Secondary and Higher Education. It can be used to socially annotate trees and other ecosystem structures such as dead wood. Furthermore, Educawood allows the exploration of existing semantic datasets of land cover maps and forestry inventories as well as social tree annotations (all released as Linked Open Data). Teachers can browse these data to propose contextualized environmental education activities, e.g. finding and annotating singular trees. Students can go on a field trip and use Educawood with their mobile devices to submit tree annotations. Follow-up activities can exploit socially-created tree annotations, for example in virtual field trips.

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_37

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room



Understanding the Well-Being Impact of a Computer-Supported Collaborative Learning Tool: The Case of PyramidApp

E. Hakami, D. Hernández-Leo & I. Amarasinghe

The global efforts toward evaluating the impact of the use of data-driven technologies on humans’ well-being continue to establish societal guidelines for such systems to remain human-centric, serving humanity’s values and safeguarding well-being. In this paper, we apply the first activity of IEEE P7010 recommended practice, a methodology and a set of metrics, to understand the well-being impact of a web-based tool (PyramidApp) that allows teachers to design and deploy Pyramid-pattern based collaborative learning activities in classroom learning scenarios. The tool’s creators who are learning technology researchers (n = 2) and a sample of the tool’s users and stakeholders who are undergraduate students (n = 11), master students (n = 14) and instructors (n = 2) are engaged in surveys and interviews to investigate the tool’s well-being impact by…

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_38

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Atelier – Tutor Moderated Comments in Programming Education

A. Fehnker, A. Mader & A. Rump

In the programming course of our engineering design degree tutorials are the focal point of learning. This is especially so since we employ a tinkering based educational approach, in which students explore, from the very beginning, the material by self-defined projects. The assignment defines ingredients to use and sets expectations, but students are free to set their own design goals. In this setting tutorials are an important place of feedback and learning, and we developed an online platform that supports tutors during tutorials. This paper reports on the educational philosophy and underpinnings, and results from applying the tool in two first-year courses.

📄 Read more: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_39

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room



Design and Implementation of Accessible Open Source Augmented Reality Learning Authoring

Deogratias Mashinagwi Shidende

University of Hohenheim, Germany

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room


Where change begins: Teacher students’ professional development during internships on media and computer science education

Judit Martínez Moreno

Zurich University of Teacher Education, Switzerland
University of Zurich, Switzerland

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room


Sense the Classroom: AI-Supported Synchronous Online Education for a Resilient New Normal

Krist Shingjergji

Open University of the Netherlands, The Netherlands

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room


Detecting Emotions in a Learning Environment: A Multimodal Exploration

Sharanya Lal

University of Twente, The Netherlands

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room


Examining the impact of data augmentation for psychomotor skills training in human-robot interaction

Daniel Majonica

Cologne Game Lab (TH Köln), Germany
Open University of the Netherlands, The Netherlands

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Immersive Multimodal Environments for Psychomotor Skills Training

Khaleel Asyraaf Mat Sanusi

Cologne Game Lab (TH Köln), Germany
Open University of the Netherlands, The Netherlands

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Towards Using Pedagogical Agents to Orchestrate Collaborative Learning Activities Combining Music and Mathematics in K12

Eric Roldan Roa

University of Tartu, Estonia

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


Competency model for open data literacy in professional learning within the context of Open Government Data (OGD)

Eugenia Loria Solano

Universitat Oberta de Catalunya, Spain

🎤 2-Min Pitch Presentation: Poster Session A, Wednesday 22/09, 15:30h @ Poster & Demo Room


Adopting Creative Pedagogies for STEAM Education in Technology Enhanced Environments

Yagmur Cisem Yilmaz

Tallinn University, Estonia

🎤 2-Min Pitch Presentation: Poster Session B, Thursday 23/09, 9:00h @ Poster & Demo Room


The voting form for the “Best Poster Award” will be only available during the conference.