Technology Enhanced Learning for Inclusive and Equitable Quality Education: 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16–20, 2024, Proceedings, Part I | SpringerLink
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Technology Enhanced Learning for Inclusive and Equitable Quality Education

19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16–20, 2024, Proceedings, Part I

  • Conference proceedings
  • © 2024

Overview

Editors:
  1. Rafael Ferreira Mello

    1. Universidade Federal Rural de Pernambuco, Recife, Brazil

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  2. Nikol Rummel

    1. Ruhr University Bochum, Bochum, Germany

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  3. Ioana Jivet

    1. FernUniversität in Hagen, Hagen, Germany

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  4. Gerti Pishtari

    1. University for Continuing Education Krems, Krems an der Donau, Austria

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  5. José A. Ruipérez Valiente

    1. University of Murcia, Murcia, Spain

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Part of the book series: Lecture Notes in Computer Science (LNCS, volume 15159)

Included in the following conference series:

Conference proceedings info: EC-TEL 2024.

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About this book

The two-volume set LNCS 15159 and 15160 constitutes the proceedings of 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, which took place in Krems, Austria, in September 2024.

The 37 full papers, 25 poster papers, and 10 demo papers presented in the proceedings were carefully reviewed and selected from 140 submissions for research papers, and 26 poster and 19 demo submissions. They focus on effective technology adoption in educational settings, ethical concerns, and the possible digital divide these technologies could create. The theme for the 2024 conference aimed to explore the role of Technology-Enhanced Learning (TEL) in this critical context and in achieving the United Nations’ Sustainable Development Goal for education: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

Keywords

Table of contents (34 papers)

  1. Front Matter

    Pages i-xxv
    Download chapter PDF

  2. Research

    1. Front Matter

      Pages 1-1
      Download chapter PDF

    2. The Impact of Connecting Worked Examples and Completion Problems for Introductory Programming Practice

      • Kamil Akhuseyinoglu, Aleksandra Klašnja-Milicevic, Peter Brusilovsky
      Pages 3-18

    3. Exploring Design Options for Promoting Equal Participation in Hybrid Collaboration Settings in Higher Education

      • Arlind Avdullahu, Nikol Rummel, Thomas Herrmann
      Pages 19-33

    4. Investigating Learning Dashboards Adaptation

      • Rémi Barbé, Benoît Encelle, Karim Sehaba
      Pages 34-48

    5. A Systematic Review of Studies on Decision-Making Systems for Teaching and Learning in K-12

      • Abhinava Barthakur, Rebecca Marrone, Shadi Esnaashari, Vitomir Kovanovic, Shane Dawson
      Pages 49-63

    6. A Study of LLM Generated Line-by-Line Explanations in the Context of Conversational Program Comprehension Tutoring Systems

      • Jeevan Chapagain, Mahmudul Islam Sajib, Radu Prodan, Vasile Rus
      Pages 64-74

    7. A Picture Is Worth a Thousand Words: Exploring Diagram and Video-Based OOP Exercises to Counter LLM Over-Reliance

      • Bruno Pereira Cipriano, Pedro Alves, Paul Denny
      Pages 75-89

    8. Synchrony Between Facial Expressions and Heart Rate Variability During Game-Based Learning: Insights from Cross-Wavelet Transformation

      • Elizabeth B. Cloude, Muhterem Dindar, Manuel Ninaus, Kristian Kiili
      Pages 90-104Open Access

    9. An Experimental Study of Facial Expressions in Collaborative Teams that Quit a Game-Based Learning Task: Within-Team Competition vs. No Within-Team Competition

      • Muhterem Dindar, Elizabeth B. Cloude, Kristian Kiili
      Pages 105-119

    10. Addressing Mind Wandering in Video-Based Learning: A Comparative Study on the Impact of Interpolated Testing and Self-explanation

      • Daniel Ebbert, Alrike Claassen, Natasha Wilson, Srecko Joksimovic, Negin Mirriahi, Shane Dawson
      Pages 120-134

    11. Exploring Learners’ Self-reflection and Intended Actions After Consulting Learning Analytics Dashboards in an Authentic Learning Setting

      • Tornike Giorgashvili, Ioana Jivet, Cordula Artelt, Daniel Biedermann, Daniel Bengs, Frank Goldhammer et al.
      Pages 135-151

    12. Students’ Experiences and Challenges During the COVID-19 Pandemic: A Multi-method Exploration

      • Faiz Hayat, Safwan Shatnawi, Ella Haig
      Pages 152-167

    13. Evaluating Productivity of Learning Habits Using Math Learning Logs: Do K12 Learners Manage Their Time Effectively?

      • Chia-Yu Hsu, Izumi Horikoshi, Huiyong Li, Rwitajit Majumdar, Hiroaki Ogata
      Pages 168-178

    14. Exploring Situation-Specific Skills to Boost Teachers’ Use of Analytics

      • Reet Kasepalu, Merike Saar, Kairit Tammets
      Pages 179-192

    15. Development and Evaluation of Learning Scenarios for Technostress in Schools

      • Seyma Kocak, Jan Pawlowski
      Pages 193-207

    16. Integration of a Teacher Dashboard in a Hybrid Support Approach for Constructing Qualitative Representations

      • Marco Kragten, Tessa Hoogma, Bert Bredeweg
      Pages 208-221

    17. FairytaleQA Translated: Enabling Educational Question and Answer Generation in Less-Resourced Languages

      • Bernardo Leite, Tomás Freitas Osório, Henrique Lopes Cardoso
      Pages 222-236

    18. A Framework for Generators of Varied and Adapted Training Game Activities

      • Bérénice Lemoine, Pierre Laforcade, Sébastien George
      Pages 237-252

    19. Teacher-Mediated and Student-Led Interaction with a Physics Simulation: Effects on the Learning Experience

      • Maria Ioanna Magkouta, Jérémy La Scala, Juan Carlos Farah, Emily Michailidi, Denis Gillet
      Pages 253-267
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Other volumes

  1. Technology Enhanced Learning for Inclusive and Equitable Quality Education

  2. Technology Enhanced Learning for Inclusive and Equitable Quality Education

Editors and Affiliations

  • Universidade Federal Rural de Pernambuco, Recife, Brazil

    Rafael Ferreira Mello

  • Ruhr University Bochum, Bochum, Germany

    Nikol Rummel

  • FernUniversität in Hagen, Hagen, Germany

    Ioana Jivet

  • University for Continuing Education Krems, Krems an der Donau, Austria

    Gerti Pishtari

  • University of Murcia, Murcia, Spain

    José A. Ruipérez Valiente

Bibliographic Information

  • Book Title: Technology Enhanced Learning for Inclusive and Equitable Quality Education

  • Book Subtitle: 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16–20, 2024, Proceedings, Part I

  • Editors: Rafael Ferreira Mello, Nikol Rummel, Ioana Jivet, Gerti Pishtari, José A. Ruipérez Valiente

  • Series Title: Lecture Notes in Computer Science

  • DOI: https://doi.org/10.1007/978-3-031-72315-5

  • Publisher: Springer Cham

  • eBook Packages: Computer Science, Computer Science (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

  • Softcover ISBN: 978-3-031-72314-8Published: 19 September 2024

  • eBook ISBN: 978-3-031-72315-5Published: 12 September 2024

  • Series ISSN: 0302-9743

  • Series E-ISSN: 1611-3349

  • Edition Number: 1

  • Number of Pages: XXV, 516

  • Number of Illustrations: 12 b/w illustrations, 97 illustrations in colour

  • Topics: Computers and Education, Artificial Intelligence, Computer Applications, User Interfaces and Human Computer Interaction

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