Higher Education Learning Methodologies and Technologies Online: 4th International Conference, HELMeTO 2022, Palermo, Italy, September 21–23, 2022, ... in Computer and Information Science, 1779)

Preface
Organization
Learning Methodologies and Technologies Online. HELMeTO 2022 Editorial: Introduction to the Scientific Contributions (Editorial)
Contents
General
The Psychological Impact of Online Learning During the COVID-19 Pandemic. A Survey on a Sample of Italian Undergraduates
	1 Introduction
	2 Method
	3 Results
		3.1 The Effect of OL on Learning Habits
		3.2 The Effect of OL on Learning Strategies
		3.3 The Effect of OL on Academic Achievement
		3.4 The Effect of OL on Academic Achievement
	4 Conclusion and Discussion
	References
Machine-Learning-Based Software to Group Heterogeneous Students for Online Peer Assessment Activities
	1 Introduction
	2 Methodology
		2.1 Description of the Activities
		2.2 Participants
		2.3 Machine Learning Approach
		2.4 Data Collection and Methodology
		2.5 Data Analysis
	3 Results
		3.1 Realization of Heterogeneous Group
		3.2 Results of Peer Assessment
	4 Conclusions and Future Perspective
	References
Analysis of MOOC Features in a Regional Platform: Design and Delivery of Courses
	1 Introduction
	2 Method
		2.1 Data
		2.2 Variables
		2.3 Analysis Method
	3 Results and Discussion
	4 Conclusion
	References
Social Learning for Professional Development. A In-House Experimentation in Initial Teachers Training
	1 The Project in a Nutshell
	2 The Research
	3 Analysis
		3.1 Cluster 1Traineeship Tutor
		3.2 Cluster 2Documents
		3.3 Cluster 3Problems
		3.4 Cluster 1Sharing
		3.5 Cluster 2Response
		3.6 Cluster 3Help
	4 Interviews Excerpts
	5 Artefacts Selection
	6 Conclusions
	References
Audiovisual as an Atelier. Theoretical Framework and Educational Applications
	1 A Theoretical Framework
	2 Video as a Form of Epistemic Writing
	3 Audiovisual as an Atelier
	4 Audiovisual Atelier as a Method of Knowledge
	5 Process, Product and Educational Design
	References
Supporting Instructors with Course Attendance and Quality Prediction in Synchronous Learning
	1 Introduction
	2 Methodology
		2.1 Data Collection
		2.2 Feature Extraction
		2.3 Models Creation
		2.4 Model Evaluation
	3 Experimental Results
		3.1 Course Quality Prediction (RQ1)
		3.2 Predicting Attendance to the Next Lecture (RQ2)
		3.3 Predicting Attendance to a Course Lectures Percentage (RQ3)
	4 Discussion and Conclusions
	References
Learning Analytics to Predict Students’ Social-Relational Skills in an Online University Course
	1 Introduction
	2 LA for Predicting Students’ Success
	3 Online Collaboration and Soft Skills Development
	4 Methodology
		4.1 Participants
		4.2 Tools
		4.3 Data Analysis Procedures
	5 Results
	6 Discussion
	7 Conclusions
	References
How Did University Students Adapt to the “New Normal” of Teaching and Learning During the Pandemic? Preliminary Indications from Semi-structured Interviews
	1 Introduction
	2 Material and Methods
		2.1 Candidate Selection Criteria
		2.2 Semi-structured Interview Protocol
		2.3 Realization of the Interviews, Data Acquisition and Treatment
	3 Preliminary Findings from Content Analysis
	4 Discussion and Future Developments
	References
Methodology and Education
Two years of Blended Synchronous Mode Learning in Higher Education. The Students’ Experience Told Through Their Metaphors
	1 Background
	2 Materials and Methods
	3 Results
		3.1 Metaphors and Conceptual Categories
		3.2 Motivations Underlying the Metaphors
	4 Discussion
	5 Conclusion
	References
An Autoethnographic Approach to Faculty Development Through a Longitudinal Analysis of a Co-taught Workshop
	1 Introduction
	2 The Context of the Study
	3 Research Approach
	4 Data Collection
	5 Data Analysis and Interpretation
	6 Conclusions
	References
Teaching Cybersecurity: The Evaluation of Nabbovaldo and Blackmail from Space
	1 Introduction
		1.1 Serious Game on Cybersecurity: State of Art and the Novelty of Nabbovaldo
		1.2 Ludoteca del Registro.it
		1.3 Design Implementation and Development of “Nabbovaldo and Blackmail from Cyberspace”
	2 Methodology
		2.1 Procedure
		2.2 Self-report Questionnaire
		2.3 Sample
		2.4 Data Analysis
	3 Results
		3.1 Descriptive
		3.2 Video Games
		3.3 “Nabbovaldo and Blackmail from Space”: Satisfaction and Usability
		3.4 Ex-Ante Results
		3.5 Ex-Post Results
	4 Conclusion
		4.1 Theoretical and Practical Implications
		4.2 Limits and Future Directions
	References
Self-efficacy and Digital Skill of University Teachers
	1 Digital Worlds
		1.1 Culture Change, Transformation and Transition
		1.2 Digital Transition Processes
	2 Digital University Education
		2.1 21st Century Skills and Digital Skills
		2.2 21st Century Teachers’ Digital Skills
	3 Digital University Teachers
		3.1 University Teachers’ Technology Acceptance
		3.2 Digital University Teachers and Students
	4 Methodology
		4.1 Research Questions
		4.2 Experimental Plan
		4.3 Data Analysis
	5 Discussion
		5.1 Cognitive Questions
		5.2 Emotional Question
		5.3 Teachers’ Digital Competence Belief
		5.4 Work in Progress
	References
Differences in the Comprehension of the Limit Concept Between Prospective Mathematics Teachers and Managerial Mathematicians During Online Teaching
	1 Introduction
	2 Objectives and Literature Review
	3 Methodology
		3.1 The Sample and Stating of the Research Questions
		3.2 Preparation and Learning Phase: Lessons Descriptions
		3.3 Testing Phase
		3.4 Analysis of the Obtained Data
	4 Results and Discussion
		4.1 Pre-service Mathematics Teachers Group Results
		4.2 Managerial Mathematics Students Group Results
		4.3 Discussion
	5 Conclusion
	Appendix 1
	Appendix 2
	References
Students\' Difficulties with Mathematics: Insights from Secondary-Tertiary Transition in a STEM Program
	1 Introduction
	2 The Context of the Research
	3 Theoretical Background
	4 Results
	5 Conclusions
	References
Framework for Technical Elements in Collaborative E-Learning Platforms
	1 Introduction
	2 Related Work
	3 Methodology
	4 Framework for Analysing Collaborative E-Learning Platforms
		4.1 Learning Element
		4.2 Communication
		4.3 Collaboration
	5 E-learning Platforms in Collaborative Learning
		5.1 Platforms Selection
		5.2 A Comparison of Collaborative E-Learning Platforms
	6 Future Steps
	7 Conclusion
	References
Digital Tools to Enhance Interdisciplinary Mathematics Teaching Practices in High School
	1 Introduction
	2 Theoretical Framework
	3 The Interdisciplinary Teaching Practice with Digital Tools
		3.1 Observation and Description of the Physical Phenomenon
		3.2 From the Physical Phenomenon to the Mathematical Model
		3.3 The Interference Phenomenon
	4 Conclusions
	References
Capability Approach and Sustainability, a Survey for the Faculty Development in Higher Education
	1 Theoretical Framework
		1.1 Capability Approach and Sustainability
		1.2 Capability Approach and Agenda 2030
		1.3 Faculty Development
	2 Research Section
		2.1 The Recipients
		2.2 The Tool
		2.3 Data Analysis
	3 Conclusion
	References
Quality and Accessibility in Blended Learning and Hybrid Solutions at Higher Education Level: A Word from the Students
	1 Introduction
	2 Literature Background
	3 The Present Study
		3.1 Participants
		3.2 Methodology
	4 Findings
		4.1 HE Students’ Experience with HBLS
		4.2 Patterns of HBLS Appreciation for Accessibility and Quality
	5 Discussion and Conclusions
	References
The Inclusive Design of a Learning Path with Integrated Digital Teaching in the Education Science Degree Course at the University of Genoa
	1 Introduction
	2 Theoretical Framework
		2.1 Designing the Technological Learning Environment
		2.2 Self-regulation in Remote Technological Environments
	3 Methodology and Data Analysis Tools
		3.1 Technological Environments Used
		3.2 The Organization of the Course
		3.3 Data Collection Tools
	4 Results
	5 Conclusion
	References
A Methodological Framework to Cultivate Transformative Learning in Faculty Development
	1 Crossing the Crisis. The Disorienting Dilemma Produced by the Covid-19 Outbreak
	2 The Transformative Learning Theory and Faculty Development
	3 Materials and Methods
		3.1 The Method
	4 Findings and Discussion: How to Encourage Faculty Sense of Belonging
		4.1 Changes Brought by Emergency Remote Teaching
		4.2 The 4S Model
	5 Relevance to the Field
	References
What Technology Enhanced Assessment and Feedback Practices do Italian Academics Declare in Their Syllabi? Analysis and Reflections to Support Academic Development
	1 Theoretical Framework
		1.1 Academics’ Digital Competences
		1.2 Technology-Enhanced Assessment and Feedback
	2 Methods
		2.1 Research Aims and Questions
		2.2 Sampling Methodology
		2.3 Analysis Procedure
	3 Results
	4 Discussion
	5 Conclusions and Future Perspectives
	References
Academic Development Strategies to Support Teaching and Learning Processes Integrated with Technologies: Lessons Learnt at University of Trento
	1 Introduction and Theoretical Framework
	2 Methods
	3 Results
	4 Conclusions and Future Directions
	References
A Phenomenological Study About the Effect of Covid-19 Pandemic on the Use of Teaching Resources in Mathematics
	1 Introduction
	2 Methodology
		2.1 Design
		2.2 Participants and Questionnaire
	3 Data Analysis and Results
	4 Discussion
	5 Conclusion
	Appendix
	References
Training Faculty Developers in Hybrid Mediation: Organisational-Didactic Changes in the TLC Uniba
	1 Changes in Higher Education: Qualification of Teaching and Hybrid Learning Environments
	2 The Faculty Developer as a Change Agent in University Teaching
		2.1 What Hybrid Mediation for Faculty Developers?
	3 Conclusion
	References
The Role of Educational Interventions in Facing Social Media Threats: Overarching Principles of the COURAGE Project
	1 Introduction
	2 The Severity of Cyber Aggression for Social Media Users
	3 The Role of Educators to Increase Students’ Social Media Awareness
	4 The Courage Project
		4.1 AI, Media Literacy, and Societal Changes in the COURAGE Project
		4.2 Transfer of the Virtual Learning Companion into Practice
	5 Impact of the COURAGE project
	6 Conclusion
	References
Yes, Echo-Chambers Mislead You Too: A Game-Based Educational Experience to Reveal the Impact of Social Media Personalization Algorithms
	1 Introduction
		1.1 Why Wisdom of Crowds
	2 Related Work
		2.1 Digital Media Literacy and Teenagers
		2.2 Recommender Systems and Social Media
		2.3 Wisdom of Crowds
	3 Experimental Methodology
		3.1 Digital Media Literacy Talk
		3.2 Wisdom of Crowds Game Experience
	4 Results and Discussion
	5 Conclusion and Future Works
	References
Empirically Investigating Virtual Learning Companions to Enhance Social Media Literacy
	1 Introduction
	2 Social Media Literacy Interventions
	3 Virtual Learning Companions
	4 The COURAGE Project and Its Contributions
		4.1 COURAGE Browser Plugin
		4.2 The Narrative Scripts
		4.3 Future Features Studies
	5 Discussion
	6 Conclusion
	References
Concept of Quality in Online Environments: The Actual Role of Teaching and Learning Centers
	1 Introduction
	2 The Concept of Quality in Higher Education and Its Link to Motivation
	3 Models of Teaching and Learning Centers (TLCs) in Online Learning: Current and Developing Good Practices
	4 Conclusions
	References
How Covid-19 Affected the Slovak and Czech Mathematics and Physics Teachers’ Use of Resources
	1 Introduction
	2 Methodology
		2.1 Basis for the Questionnaire B
		2.2 Change in Use of Resources Due to Covid-19 (Questionnaire B)
	3 Results and Conclusions
		3.1 Teachers of Mathematics
		3.2 Teachers of Physics
		3.3 Discussion
	4 Conclusion
	References
The “Courage Companion” – An AI-Supported Environment for Training Teenagers in Handling Social Media Critically and Responsibly
	1 Introduction
	2 Related Work
		2.1 ITS and Companion
		2.2 Fake News and Challenges
		2.3 Integrating Machine Learning and Gamification into Learning Environments
	3 Architecture
	4 Implementations
	5 VLC Technical Architecture
		5.1 Natural Language Processing and Machine Learning API
	6 Educational Scenarios
	7 Conclusion
	References
In-Person/Online Attendance at an Educational Technology Workshop. A Study on Student Teachers’ Perceptions at UniBg
	1 Introduction
	2 Background, Objectives and Participants in the Study
	3 Data Collection and Data Analysis
		3.1 Data Collection
		3.2 Data Analysis
	4 Results, Limitation and Discussion
	5 Conclusion
	References
Intrinsic Motivation for Social Media Literacy, a Look into the Narrative Scripts
	1 Introduction
	2 Intrinsic Motivation and the Design of Learning Activities
	3 Narrative Scripts (NS)
	4 Method
		4.1 Study Design and Participants
		4.2 Instruments and Measurements
		4.3 Procedure
	5 Results
		5.1 Students’ Intrinsic Motivation
		5.2 Qualitative Analysis
	6 Conclusion
	References
Online/Hybrid Course Design for Programming Languages in Engineering Education
	1 Introduction
	2 Methods
	3 Results
	4 Discussion and Conclusion
	References
Facing the Didactic Emergency During Covid-19 Pandemic in an Analytical Chemistry Laboratory
	1 Introduction
		1.1 The Theoretical Framework: Teaching
		1.2 The Theoretical Framework: Analytical Technique
	2 The Conductometry Experience Learning Cycle
		2.1 Academic Years (Before Covid-19)
		2.2 Academic Year in Full Lockdown (2019–2020)
		2.3 Academic Year 2020–2021 (After Covid-19)
	3 Results and Conclusions
	References
Experience-Based Training in Computer Science Education via Online Multiplayer Games on Computational Thinking
	1 Introduction
	2 An Overview of the Italian Coding League 2022 (ICL 22)
	3 Behind the Scenes of ICL 2022
	4 Assessment Using Data Collected During the Competition
	5 Reflection Phase for University Students
	6 Conclusions
	References
Digital Wisdom Development and Self-reflection of Teacher Candidates
	1 Introduction
	2 Theoretical Framework
		2.1 The Importance of Self-reflection in Teaching
		2.2 Digital Citizenship and Wisdom Development in Initial Teacher Education
	3 Methods
		3.1 Sample
	4 Data Gathering Tools
		4.1 Wisdom Development Scale (WDS)
		4.2 SELFIE for Teachers
	5 Results and Discussions
		5.1 Wisdom Development Scale
		5.2 SELFIE for Teachers
	6 Conclusion
	References
Promoting Leadership Skills in Teachers with Coaching
	1 Introduction
	2 Theoretical Framework
		2.1 Teachers’ Leadership Skills
		2.2 Coaching for Developing Teachers’ Leadership Skills
	3 Methods
		3.1 Sample
		3.2 Measurement
	4 Preliminary Results
	5 Conclusions
	References
Coding Maps: A Distance Laboratory on Computational Thinking Inspired by Modal Logic
	1 Introduction
	2 The Platform
	3 The Concept
	4 Planets and Systems
		4.1 Logic
		4.2 Control Flow
		4.3 Variables
		4.4 Input/Output
	5 Coding Maps in Action: The Digilab at the Science Festival
		5.1 Feedback and Results
	6 Conclusions
	References
New Educational Scenarios in the Framework of Blended Learning
	1 Introduction
	2 Digital Culture and New Learning Environments
	3 Blended Learning: Theoretical Framework
	4 A New Blended Model: Future Scenarios
	5 New Blended Models: The Scenario of the University of Foggia
	6 Conclusion
	References
Technology and Digital
Brain Wave, Heart Rate, and Facial Expression Relationship Validation During Programming Learning Comprehension Study
	1 Introduction
	2 Previous Work
		2.1 Application of Brain Wave to Learning
		2.2 Other Biometric Applications for Learning
		2.3 Previous Work on Estimating Task Difficulty Using EEG
	3 Experiment
		3.1 Questions to Use for the Experiment
		3.2 Biological Equipment Used for Experiments
		3.3 Experiment Participants
		3.4 Experimental Method
	4 Experimental Results and Analysis
		4.1 Analysis of the Difference ch40IEEESMC2022
		4.2 Analysis Using Cross-validation
	5 Consideration
	6 Conclusion and Future Work
	References
An Empirical Study to Predict Student Performance Using Information of the Virtual Learning Environment
	1 Introduction
	2 Related Work
	3 Background
	4 Approach
		4.1 Raw Data Description and Pre-processing
		4.2 Features Model Description
		4.3 Evaluation Metrics
	5 Empirical Study Results
	6 Threats to Validity
	7 Conclusions and Future Work
	References
Do 5W+H Commute? Examples in Calculus and Communication of Science
	1 Introduction
	2 Do 5W+H Commute? - An Example from Calculus Course
	3 Do 5W+H Commute? - The Example of Communication of Science Course
		3.1 Motivation of the Case Study at University of Bari
		3.2 Data Analysis of the Case Study
		3.3 Implications
	4 Conclusion
	References
Harvesting Metadata for XR Digital Learning Objects
	1 Introduction
	2 Applicable Standards
	3 ARETE\'s Digital Repository
		3.1 Learning Objects
	4 LOM and OAI-PMH Moodle Integration Plugins
		4.1 Previous Work
		4.2 LOM Integration into Moodle
		4.3 OAI-PMH Integration into Moodle
	5 Conclusions and Future Work
	References
A Case Study of Teachers’ First Designs Using ASYMPTOTE: A Tool for Teaching and Learning Mathematics Online
	1 Introduction and State of the Art
	2 The ASYMPTOTE System
		2.1 Tasks
		2.2 The Learning Graph
	3 Research Question
	4 Methodology and Data Source
	5 Findings
		5.1 The LG from the University of Aegean
		5.2 The LG from the University of Catania
	6 Discussion and Conclusion
	References
Augmented and Virtual Reality in Computer Science Education
	1 Introduction
	2 Related Work
	3 Experiences
		3.1 Market Exhibition
		3.2 Academic Museum of Technology
		3.3 Arduino Day
	4 Learning Methodologies
		4.1 Project-Based Learning
		4.2 Peer Education
	5 Analysis and Assessment
	6 Conclusion
	References
The Rational Numbers in a Pre-service Mathematics Teacher Educational Path Highlighting the Role of Feedback in the Formative Assessment
	1 Introduction
	2 Theoretical Framework
		2.1 Formative Assessment and Feedback
		2.2 Digital Resources: The FA Workshop Online
	3 Research Methodology: The Workshop Online
	4 Discussion and Results
	5 Conclusion
	References
Evaluation of Pedagogical Strategies Based on Socio-Affective Scenarios in a Virtual Learning Environment
	1 Introduction
	2 Socio-Affective Scenarios
	3 Pedagogical Strategies
	4 Methodology
	5 Results
		5.1 Category I - Profile of Participants: Professors and Monitors
		5.2 Category II - Analysis and Evaluation of PS Based on Socio-Affective Scenarios by Professors and Monitors
	6 Conclusions
	References
Online Asynchronous Mathematics Interactions: Similarities and Differences for Teachers and Students
	1 Introduction
	2 Theoretical Background
	3 Motivation and Research Question
	4 Methodology and Data Source
	5 Findings
		5.1 Example of Plasticity and Technological Multi-Modality in the MOOC
		5.2 Example of online resources for freshmen students
		5.3 Similarities and differences among the two contexts
	6 Conclusion
	References
Engaging Mathematics Teachers as Designers of Digital Educational Resources to Foster Their Awareness in Counsel
	1 Introduction
	2 Theoretical Framework
	3 Research Context and Methodology
	4 Results
	5 Discussion and Conclusion
	References
A Digital Educational Path with an Interdisciplinary Perspective for Pre-service Mathematics Primary Teachers’ Professional Development
	1 Introduction
	2 Theoretical Framework
	3 The Research Methodology and the Educational Path
		3.1 Research Questions
	4 The Project and the Structure of the Educational Path
	5 Results
	6 Conclusion
	References
Incremental and Interpretable Learning Analytics Through Fuzzy Hoeffding Decision Trees
	1 Introduction
	2 Data
	3 Models
	4 Results and Discussion
		4.1 Experimental Setup
		4.2 Quantitative Evaluation
		4.3 Semantic Analysis
	5 Conclusions
	References
Psychological Outcomes and Effectiveness of a Collaborative Video-Based Learning Tool for Synchronous Discussions
	1 Introduction
	2 Related Work
	3 The vGather2Learn Tool
	4 Methods of the Evaluation Study
		4.1 Sample
		4.2 Measures
		4.3 Procedure
	5 Results of the Evaluation Study
		5.1 Quantitative Results
		5.2 Qualitative Results
	6 Discussion
		6.1 RQ 1: Which Psychological Effects Drive the Learning Process and Usage of a Collaborative Video Learning Tool?
		6.2 RQ 2: What Drives Learners\' Intention to Use the Collaborative Video Learning Tool in Higher Education?
	7 Conclusion
	References
Combining Augmented Reality and Fairy Tales to Teach Science to Primary School Students: Teachers’ Experience from the Fairy Tale Science Augmented (FAnTASIA) Project
	1 Introduction
	2 The FAnTASIA Project and Its Educational Package
		2.1 The Fairy Tale
		2.2 The AR Application
		2.3 The User Manual
	3 The Pilot Study: Evaluation of the FAnTASIA Educational Package
		3.1 Research Design
		3.2 Measures
		3.3 Implementation of Impact Assessment
	4 Results: Evaluation of Teachers’ Experience
		4.1 Results the Likert-Type Questionnaire
		4.2 Results from Open-Ended Question
	5 Conclusions
	References
Thinking Groups and the Development of Affective Problem-Solving Competencies in Online Learning Environments at the University Level
	1 Introduction and Research Context
	2 Theoretical Framework and Research Questions
	3 Design and Methodology
	4 Preliminary Findings
		4.1 Some Students’ Affective Improvements During the Cooperative Working Experience
		4.2 Some Students’ Perceptions of the Affective Potentialities of the Miro Online Learning Board
	5 Discussion and Conclusions
	References
Nussbaum’s Lesson on Public Emotions: A Sociological Reading in an On-Line Academic Environment
	1 Introduction
	2 The Sociological Relevance of Nussbaum\'s Approach to Public Emotions
		2.1 Public Emotions and Social Participation
		2.2 Historicity of Social Participation
		2.3 The Transformation of Social Participation into Human Participation
	3 An Experimental Teaching Practice: The Semi-face-To-Face Intensive week
		3.1 Research Design
		3.2 First Evidence: Some Emergent Effects
		3.3 From the Emergent Effects to the First Analysis
	4 Conclusions
	References
The Digitization of Onboarding Processes of New Joiners Aimed at Enhancing Soft and Hard Skills
	1 Introduction
	2 Research Objectives and Hypotheses
	3 Methodology
	4 The Case Study
	5 Statistics
	6 Main Results
	7 Conclusions
	References
The ARETE Ecosystem for the Creation and Delivery of Open Augmented Reality Educational Resources: The PBIS Case Study
	1 Introduction
	2 Related Works
	3 ARETE PBIS Ecosystem
		3.1 Standard Used to Share AR Educational Content
		3.2 MirageXR in a Teacher\'s Perspective
		3.3 ARETE Moodle
		3.4 PBIS-AR App
	4 ARETE PBIS Pilot
	5 Conclusion
	References
Flipping the Laboratory in an Academic Course on Object-Oriented Paradigm
	1 Introduction
	2 Background
	3 Related Work
	4 Experiment
		4.1 Goal
		4.2 Context
		4.3 Hypothesis Formulation
		4.4 Variables Selection
		4.5 Experimental Design
		4.6 Experimental Procedure and Material
		4.7 Analysis Method
	5 Results and Discussion
		5.1 Testing Hypotheses on Programming Performances
		5.2 Threats to Validity
	6 Concluding Remarks
	References
Q&A Generation for Flashcards Within a Transformer-Based Framework
	1 Introduction
	2 Related Work
	3 Transformer-Based Recommender
		3.1 Recommendation and Filtering Context
		3.2 Transformer-Based Recommender Architecture
		3.3 Transformer-Based Flashcards Generation Framework
	4 Experiments and Results
		4.1 Datasets
		4.2 Evaluation Metrics
		4.3 Results
	5 Conclusions and Future Work
	References
Author Index