Smart Learning Ecosystems as Engines of the Green and Digital Transition: Proceedings of the 8th Conference on Smart Learning Ecosystems and Regional ... in Sustainability Science and Technology)

Preface
Contents
About the Editors
Fostering Intelligent Education and Smart Cities
Academic Staff Perceptions and Attitudes Towards Learning Analytics
	1 Introduction
	2 Literature Review
		2.1 The Origins of Learning Analytics
		2.2 The Definition of Learning Analytics and Related Concepts
		2.3 Learning Analytics-Related Activities
		2.4 Learning Analytics in Higher Education
		2.5 Challenges and Barriers of Learning Analytics in Higher Education
	3 Methodology
		3.1 Data Collection and Analysis
	4 Results
	5 Discussion and Conclusions
	References
Enhancing Load Evaluation in Intelligent Tutoring Systems Through Velocity-Based Training
	1 Introduction
	2 Strength Training Monitoring
	3 Velocity-Based Training in Monitoring Resistance Training
	4 Experiment—Evaluating the Relevance of Velocity-Based Training in Strength Training Monitoring
		4.1 Computer Vision-Based Movement Speed Estimation
		4.2 Movement Speed-Based Training Monitoring
		4.3 Lessons Learnt From the Study
	5 Integrating Velocity-Based Training Within Selfit ITS
		5.1 Domain Model Updates
		5.2 Student Model Updates
		5.3 Tutoring Model Updates
		5.4 User Interface Model Updates
		5.5 Limitations
	6 Conclusions
	References
Intelligent Tutoring System and Learning: Complexity and Resilience
	1 Introduction
	2 Communication, Behavior, Learning
	3 EarMaster
	4 Application and Analysis: Research Method
		4.1 Participants
		4.2 Methodology
	5 Discussion and Conclusions
	References
How Cities Can Learn: Key Concepts, Role of ICT and Research Gaps
	1 Introduction
	2 Methods
		2.1 Step I—Searching
		2.2 Step II—Analysing
		2.3 Step III—Synthesising
	3 Results from the Literature Review
		3.1 Overview of the Selected Studies
	4 Analysis
	5 Key Findings
		5.1 Main Concepts
		5.2 Use of ICT
		5.3 Research Gaps in Addressing How Cities Can Learn
	6 Conclusion
	References
Smart Cities and Smart Regions Roadmap
	1 Introduction
		1.1 Smart Cities and Smart Regions ‘Movement’
	2 Challenges and Opportunities of Smart Cities and Smart Regions
		2.1 Novel Technologies (E.G. AI, IoT): Risks and Opportunities
		2.2 Example Cases Across Europe
	3 Framework for Human-Centred Smart City and Smart Regions
		3.1 Challenge-Based Innovation
		3.2 Citizen Participation and Involvement (Including Alleviation) and Digital Divide
	4 Summary and Recommendations for European Municipalities
		4.1 Recommendations for Cities and Regions
	References
Telepresence Technology in Education
Telepresence—Social Justice for the Online “Other”? Understanding Inclusive Hybrid Learning Environment in Higher Education
	1 Higher Education as Innovative Learning Environment
		1.1 Widening Access: Nontraditional Students, Internationalisation, Digitalisation
		1.2 Accelerated Hybrid Learning in Higher Education
	2 Methodological Notes on Case Study
	3 Empirical Results
		3.1 Teacher’s Account: Hybrid Against Better Judgement
		3.2 Learner Account: Hybrid Learning as Means of Accessibility
	4 Discussion and Conclusions
	References
HoloLearn: Towards a Hologram Mediated Hybrid Education
	1 Introduction
		1.1 HoloLearn Infrastructure
	2 Methods
		2.1 Participants
		2.2 Procedure
		2.3 Materials and Measures
	3 Results
		3.1 Presence
		3.2 Information Retention
		3.3 Cognitive Load
		3.4 Zoom Exhaustion and Fatigue
		3.5 Flow Experience
	4 Discussions
	5 Limitations and Future Work
	References
Using Telepresence Robots for Remote Participation in Technical Subjects in Higher Education
	1 Introduction
		1.1 Problem
	2 Theoretical Background
		2.1 History and Development of TPRs in Higher Education
		2.2 Methods of Using TPRs in Technical Subjects
		2.3 Methods of Using TPRs in Higher Education
		2.4 Summary of Theoretical Background
	3 Methodology
	4 Results
		4.1 Demonstrating Lab-Work Results Via TPR
		4.2 Evaluating Students’ Lab-Work Results Via a TPR
		4.3 Exam Supervision Via a TPR
		4.4 Lab-Work Supervision Via a TPR
	5 Discussion and Conclusions
	References
Digital Transformation in Education
The Transformation of Art Teaching Process: A Qualitative Study of Digitally Mediated Teaching
	1 Introduction
		1.1 Background
		1.2 Research objectives
	2 Methods
		2.1 Sample
		2.2 Data Collection
		2.3 Data Analysis
		2.4 Ethical Considerations
	3 Findings
		3.1 Challenges Art Educators Face in Digitally Mediated Teaching
		3.2 Strategies for Adjusting to Digitally Mediated Teaching
	4 Discussion
		4.1 Adaptation to Online Teaching
		4.2 Cultural Loop
		4.3 Methodological Limitations
	5 Conclusion
	References
The Digital Turn in Social Work Education and Practice
	1 Introduction
	2 Digital Technology in Social Work and the Interconnection of Education and Practice
	3 Methods
		3.1 Search Strategy
		3.2 Screening
		3.3 Data Analysis
	4 Findings
		4.1 Type of Learning Tools as Intervention
		4.2 Impact on the Learning Process
		4.3 Impact on Professional Competence
		4.4 Value in the Context of Preparing Students for Practice
	5 Discussion and Concluding Thoughts
		5.1 Limitations
		5.2 Implications for Practice and Education
	References
Sustainable Digital Transition with Students’ Experience and Smartphones at the D. Maria II School Cluster
	1 Introduction
	2 Related Work and Concepts
	3 Methodological Approach
	4 Data Analysis
	5 Conclusions
	References
A Case Study of Participatory Video as Teaching Digital Storytelling Against Climate-Driven Inequalities
	1 Introduction to Participatory Video (PV)
	2 PV as Technology-Enhanced Learning (TEL)
	3 Design Case and Project Methodology
		3.1 Evaluation Methods
	4 Results
		4.1 Learning During the PV Workshops
		4.2 Tracing PV as a Collaborative, Technology-Enhanced Process for Empowering Socially Excluded Groups
		4.3 Limitations of PV as a Technology-Enhanced Learning Method
	5 Discussion
	6 Conclusion
	References
Exploring Game-Based Learning and Gamification in Education
Implementation of Minecraft in Education to Introduce Sustainable Development Goals: Approaching Renewable Energy Through Game-Based Learning
	1 Introduction
	2 Minecraft as an Innovative Educational Tool
	3 Developing and Testing Minecraft
		3.1 Summer Children\'s University, with Modified Minecraft Software
	4 Evaluation of the Innovative Educational Experiment
		4.1 The Measurement Tools
		4.2 Camp Participants
		4.3 Results
	5 Conclusions
	References
A Systematic Mapping Review of Research Concerning the Use of Games in Teacher Training
	1 Introduction
	2 Methods
	3 Results
		3.1 Results for RQ1—What is the State-of-the-Art of Research Regarding the Use of Games in Teacher Training?
		3.2 Results for RQ2—What are the Main Features of the Experiences of Game Usage in Teacher Training?
	4 Discussion
	5 Conclusions
	References
Unplugging Math: Integrating Computational Thinking into Mathematics Education Through Poly-Universe
	1 Introduction
	2 Conceptual Framework
		2.1 Computational Thinking
		2.2 Unplugged Programming Activities in Mathematics Education
		2.3 Poly-Universe
	3 Method
		3.1 Participants
		3.2 Design and Implementation of the Activity
		3.3 Data Collection and Analysis
	4 Findings and Discussion
		4.1 The Pre-service Teachers’ Opinions on the Activity
		4.2 The Pre-service Teachers’ Opinions on Collaboration
		4.3 The Pre-service Teachers’ Opinions on Dealing with Problems (Problem-Solving and Debugging)
		4.4 The Pre-service Teachers’ Perceptions of Benefits of the Activity
	5 Conclusion and Limitations
	References
Design of an Adaptive Hybrid Gamification Teaching Method and Its Practice in Computer Science and Animation Teaching
	1 Introduction
	2 Adaptive Hybrid Gamification Teaching Method Model
	3 Design and Analysis of Adaptive Hybrid Gamification Teaching Methods
		3.1 Basic Evaluation
		3.2 Teaching Objectives Are Closely Combined with Game Objectives
		3.3 Application Scenario for Adaptive Hybrid Gamification Teaching Method
	4 Analysis of Adaptive Hybrid Gamification Teaching Methods
	5 Teaching Experiment and Result Analysis
		5.1 Basic Comparative Experiment
		5.2 Value-Added Comparative Experiment
	6 Conclusion
	References