Two Decades of TEL. From Lessons Learnt to Challenges Ahead
Springer International Publishing (Verlag)
9783032038692 (ISBN)
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.
.- 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.
| Erscheinungsdatum | 01.09.2025 |
|---|---|
| Reihe/Serie | Lecture Notes in Computer Science |
| Zusatzinfo | XXVI, 569 p. 111 illus., 93 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Themenwelt | Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen |
| Mathematik / Informatik ► Informatik | |
| Schlagworte | Artificial Intelligence • augmented and virtual reality • Collaborative Learning • computer-assisted instruction • Computer systems • digital libraries and archives • Distance Learning • educational data mining • E-Learning • Game-based Learning • generative AI • higher education and k12 • Human-Computer interaction • immersive learning • information systems • Learning Analytics • Learning environment • Online Learning • Technology-Enhanced Learning • workplace learning |
| ISBN-13 | 9783032038692 / 9783032038692 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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