| 2022 | "Digital? Sicher!" - An Educational Game to Build Digital Competences. Kathrin Otrel-Cass, Stefan Thalmann, Viktoria Pammer-Schindler, Michael Fasching, Analía Cicchinelli, Eva Griesbacher, Christine Malin, Julia Mayr, Alfred Wertner, Thomas Doppelreiter |
| 2022 | A Conceptual Framework for Creating Mobile Collaboration Tools. Sebastian Simon, Iza Marfisi-Schottman, Sébastien George |
| 2022 | A Dashboard to Support Teachers During Students' Self-paced AI-Supported Problem-Solving Practice. Vincent Aleven, Jori Blankestijn, LuEttaMae Lawrence, Tomohiro Nagashima, Niels Taatgen |
| 2022 | Adapting Learning Analytics Dashboards by and for University Students. Katia Oliver-Quelennec, François Bouchet, Thibault Carron, Kathy Fronton Casalino, Claire Pinçon |
| 2022 | An Educational Conversational Agent for GDPR. Behzad Mirzababaei, Viktoria Pammer-Schindler |
| 2022 | An Empirical Study of the Effects of Virtual Currency on Learners in Out of Class Practicing. Darina Dicheva, Lillian N. Cassel, Robert Styer, Christo Dichev, Breonte Guy, Keith Irwin |
| 2022 | Assessing the Quality of Student-Generated Short Answer Questions Using GPT-3. Steven Moore, Huy Anh Nguyen, Norman L. Bier, Tanvi Domadia, John C. Stamper |
| 2022 | CHEST: A Linked Open Data-based Application to Annotate and Carry Out Learning Tasks About Cultural Heritage. Pablo García-Zarza, Miguel L. Bote-Lorenzo, Guillermo Vega-Gorgojo, Juan I. Asensio-Pérez |
| 2022 | CLP: A Platform for Competitive Learning. Arpita Vats, Gheorghi Guzun, David C. Anastasiu |
| 2022 | Computational Thinking: Focus on Pattern Identification. Marielle Léonard, Yvan Peter, Yann Secq, Cédric Fluckiger |
| 2022 | Deliberate Practice of Handwriting: Supervision Under the Ghost of an Expert. Olivier Dikken, Bibeg Limbu, Marcus Specht |
| 2022 | Design Pattern for Exploration and Experimentation: Result of Field Study on a Toy-Based Serious Game Design Method. Bertrand Marne |
| 2022 | Design a Dashboard for Secondary School Learners to Support Mastery Learning in a Gamified Learning Environment. Xinying Hou, Tomohiro Nagashima, Vincent Aleven |
| 2022 | Designing LADs That Promote Sensemaking: A Participatory Tool. Madjid Sadallah, Jean-Marie Gilliot, Sébastien Iksal, Katia Quelennec, Mathieu Vermeulen, Laurent Neyssensas, Olivier Aubert, Rémi Venant |
| 2022 | Designing Playful Intelligent Tutoring Software to Support Engaging and Effective Algebra Learning. Tomohiro Nagashima, John Britti, Xiran Wang, Bin Zheng, Violet Turri, Stephanie Tseng, Vincent Aleven |
| 2022 | Designing a Moodle Plugin for Promoting Learners' Self-regulated Learning in Blended Learning. Mar Pérez-Sanagustín, Ronald Pérez-Álvarez, Jorge Maldonado-Mahauad, Esteban Villalobos, Cédric Sanza |
| 2022 | Development of Actionable Insights for Regulating Students' Collaborative Writing of Scientific Texts. Christian Hoffmann, Nadine Mandran, Cédric D'Ham, Sébastien Rebaudo, Anis Mohamed Haddouche |
| 2022 | Digital Media in Schools During the Covid-19 Lockdown: Teachers' Experiences with Choosing Teaching Strategies. Nadine Esterl, Sonja Berger, Nicolae Nistor |
| 2022 | Does Deliberately Failing Improve Learning in Introductory Computer Science? Sverrir Thorgeirsson, Tanmay Sinha, Felix Friedrich, Zhendong Su |
| 2022 | Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12-16, 2022, Proceedings Isabel Hilliger, Pedro J. Muñoz-Merino, Tinne De Laet, Alejandro Ortega-Arranz, Tracie Farrell |
| 2022 | Effects of Course, Gender, and Remediation on both Success Rate and Realism of Undergraduates on Pre-requisites Testing. Julien Douady, Christian Hoffmann, Nadine Mandran |
| 2022 | Enhancing Instructors' Capability to Assess Open-Response Using Natural Language Processing and Learning Analytics. Rafael Ferreira Mello, José Rodrigues Lima Neto, Giuseppe Fiorentino, Gabriel Alves, Verenna Arêdes, João Victor Galdino Ferreira Silva, Taciana Pontual Falcão, Dragan Gasevic |
| 2022 | Exploring Teacher's Orchestration Actions in Online and In-Class Computer-Supported Collaborative Learning. Lubna Hakami, Ishari Amarasinghe, Eyad Hakami, Davinia Hernández Leo |
| 2022 | Exploring the Connections Between the Use of an Automated Feedback System and Learning Behavior in a MOOC for Programming. Hagit Gabbay, Anat Cohen |
| 2022 | Instant or Distant: A Temporal Network Tale of Two Interaction Platforms and Their Influence on Collaboration. Mohammed Saqr, Sonsoles López-Pernas |
| 2022 | Integrating Digital Learning Resources in Classroom Teaching: Effects on Teaching Practices and Student Perceptions. Kairit Tammets, Edna Milena Sarmiento-Márquez, Manisha Khulbe, Mart Laanpere, Tobias Ley |
| 2022 | Integrating Podcasts into MOOCs: Comparing Effects of Audio- and Video-Based Education for Secondary Content. Daniel Köhler, Sebastian Serth, Hendrik Steinbeck, Christoph Meinel |
| 2022 | Learners' Strategies in Interactive Sorting Tasks. Norbert Noster, Arnon Hershkovitz, Michal Tabach, Hans-Stefan Siller |
| 2022 | Learning to Give a Complete Argument with a Conversational Agent: An Experimental Study in Two Domains of Argumentation. Behzad Mirzababaei, Viktoria Pammer-Schindler |
| 2022 | Measuring Learners' Self-regulated Learning Skills from Their Digital Traces and Learning Pathways. Marie-Luce Bourguet |
| 2022 | Medical Students' Perception of a Serious Game (ECOGAME) of Simulating an OSCE Station: Case of Mohammed VI University of Health Sciences (UM6SS). Marouane Talaa, Mohammed Chahbouni, Mounir Sadiq, Mohamed Radid, Ghizlane Chemsi |
| 2022 | Miranda: A Chatbot for Supporting Self-regulated Learning. Jorge Maldonado-Mahauad, Mar Pérez-Sanagustín, Juan Pablo Carvallo, Edwin Narvaez, Mauricio Calle |
| 2022 | Mobile Telepresence Robots in Education: Strengths, Opportunities, Weaknesses, and Challenges. Maria A. Perifanou, Anastasios A. Economides, Polina Häfner, Thomas Wernbacher |
| 2022 | Personalizing the Sequencing of Learning Activities by Using the Q-Learning and the Bayesian Knowledge Tracing. Amel Yessad |
| 2022 | Privacy-Preserving Synthetic Educational Data Generation. Jill-Jênn Vie, Tomas Rigaux, Sein Minn |
| 2022 | Privacy-Preserving and Scalable Affect Detection in Online Synchronous Learning. Felix Böttger, Ufuk Cetinkaya, Daniele Di Mitri, Sebastian Gombert, Krist Shingjergji, Deniz Iren, Roland Klemke |
| 2022 | Process and Self-regulation Explainable Feedback for Novice Programmers Appears Ineffectual. Esther Félix, Franck Amadieu, Rémi Venant, Julien Broisin |
| 2022 | Promoting Universal Design for Learning Through Digital Assistive Tools in GamesHUB. Lionel Alvarez, Aous Karoui, Thierry Geoffre, Mireille Rodi, Nathalie Dherbey Chapuis |
| 2022 | Pyrates: A Serious Game Designed to Support the Transition from Block-Based to Text-Based Programming. Matthieu Branthôme |
| 2022 | Representation-Driven Mixed Initiative in Computer Supported Collaborative Learning in Secondary Education. Marco Kragten, Monique Pijls, Emile Jaspar, Malou Sprinkhuizen, Bert Bredeweg |
| 2022 | Studying Cohort Influence on Student Performance Prediction in Multi-cohort University Courses. Pavani Vemuri, Stephan Poelmans, Hershal Pandya, Monique Snoeck |
| 2022 | Superpowers in the Classroom: Hyperchalk is an Online Whiteboard for Learning Analytics Data Collection. Lukas Menzel, Sebastian Gombert, Daniele Di Mitri, Hendrik Drachsler |
| 2022 | Supporting Self-regulated Learning in BL: Exploring Learners' Tactics and Strategies. Esteban Villalobos, Mar Pérez-Sanagustín, Cédric Sanza, André Tricot, Julien Broisin |
| 2022 | The Digitalization of Teaching Practices in K-12 Education: Insights from Teachers' Perspective. Panagiotis Kosmas, Demos Michael, Efi A. Nisiforou, Charalambos Vrasidas |
| 2022 | The Disciplinary Learning Companion: The Impact of Disciplinary and Topic-Specific Reflection on Students' Metacognitive Abilities and Academic Achievement. Elien Sijmkens, Mieke De Cock, Tinne De Laet |
| 2022 | The Enablers and Barriers of Using Slack for Computer-Mediated Communication to Support the Learning Journey: A Case Study at a University of Applied Sciences. Tina Papathoma |
| 2022 | The Evaluation of One-to-One Initiatives: Exploratory Results from a Systematic Review. Gerti Pishtari, Edna Milena Sarmiento-Márquez, Kairit Tammets, Jaan Aru |
| 2022 | Towards Effective Blended Learning Through the Eyes of Students: A Survey Study in Transition into Face-to-Face Education. Gabriel Astudillo, Isabel Hilliger, Fernanda Rodríguez, Jorge A. Baier |
| 2022 | Towards Generalized Methods for Automatic Question Generation in Educational Domains. Huy Anh Nguyen, Shravya Bhat, Steven Moore, Norman L. Bier, John C. Stamper |
| 2022 | Towards Modelling the Technology Integration in Elementary School. A Diachronic Study of Teachers' Digital Practices During and After Covid-19 Lockdown. Christine Michel, Laëtitia Pierrot |
| 2022 | Towards an Authoring Tool to Help Teachers Create Mobile Collaborative Learning Games for Field Trips. Iza Marfisi-Schottman, Aurélie Laine, Pierre Laforcade, Sébastien George, Sebastian Simon, Madeth May, Moez Zammit, Ludovic Blin |
| 2022 | Towards an Automated Adaptive Learning Web Platform Through Personalization of Language Learning Pathways. Aous Karoui, Lionel Alvarez, Thierry Geoffre, Nathalie Guin, Marie Lefèvre, Valentin Lachand-Pascal, Mário Ramalho |
| 2022 | Uncovering Student Temporal Learning Patterns. Daniela Rotelli, Anna Monreale, Riccardo Guidotti |
| 2022 | Using Dialogic Feedback to Create Learning Communities During COVID-19: Lessons for Future Teacher Development. Ana Hibert, Michael Phillips, Dragan Gasevic, Natasa Pantic, Justine MacLean, Yi-Shan Tsai |
| 2022 | Video Segmentation and Characterisation to Support Learning. Abrar Mohammed, Vania Dimitrova |
| 2022 | Video-Assisted Self-Regulated Learning (SRL) Training: COVID-19 Edition. Guy Cohen, Afrah Assi, Anat Cohen, Alla Bronshtein, Danny Glick, Hagit Gabbay, Orit Ezra |
| 2022 | What Kind and How Many?: Exploring Feedback in Remote Training of Procedural Skills in Physiotherapy. Ignacio Villagrán, Rocío Hernández, Javiera Fuentes, Gustavo Torres, Diego Silva, Nicolás Araya, Mauricio Delgado, Constanza Miranda, Andrés Neyem, Julián Varas, Isabel Hilliger |
| 2022 | What Teachers Would Expect from a Pedagogical Agent System Working at a Classroom Level: A Focus Group Study. Eric Roldán Roa, Doris Kristina Raave, Irene-Angelica Chounta, Margus Pedaste |
| 2022 | When and How to Update Online Analytical Models for Predicting Students Performance? Chahrazed Labba, Anne Boyer |
| 2022 | Who are My Peers? Learner-Controlled Social Comparison in a Programming Course. Kamil Akhuseyinoglu, Aleksandra Klasnja-Milicevic, Peter Brusilovsky |
| 2022 | e-FeeD4Mi: Automating Tailored LA-Informed Feedback in Virtual Learning Environments. Alejandro Ortega-Arranz, Paraskevi Topali, Juan I. Asensio-Pérez, Sara L. Villagrá-Sobrino, Alejandra Martínez-Monés, Yannis A. Dimitriadis |
| 2022 | iTeachApp, A Teaching Analytics Tool for Providing Self-assessment and Recommendations to Teachers. Ibtissem Bennacer, Rémi Venant, Sébastien Iksal |