Technology and Innovation in Learning, Teaching and Education: Third International Conference, TECH-EDU 2022 Lisbon, Portugal, August 31 – September 2, 2022 Revised Selected Papers

Preface
Organization
Contents
Emergent Technologies in Education
Structuring Collaborative Setting in the Learner Centered Learning Environment
	1 Introduction
	2 Structuring Collaboration and Communication
		2.1 The LcL Environment
		2.2 Model of Collaborative Activities
		2.3 Communication Tool
		2.4 Empirical Study
	3 Conclusion
	References
Adaptation and Personalization of Learning Management System, Oriented to Employees’ Role in Enterprise Context - Literature Review
	1 Introduction
	2 Literature Review
		2.1 Planning the Review
		2.2 Conducting the Review
		2.3 Reporting the Review
	3 Conclusion and Future Research
	References
Augmented Reality in Education: Exploring Greek Teachers’ Views and Perceptions
	1 Introduction
	2 Related Work
	3 Research Method
		3.1 Data Collection and Participants
		3.2 The Teacher Training Program
		3.3 Data Analysis
	4 Results
		4.1 Benefits of AR in Teaching and Learning
		4.2 Affordances of AR in Teaching and Learning
		4.3 Factors Affecting the Integration of AR in Teaching and Learning
	5 Conclusions
	References
An Initial Framework for Adaptive Serious Games Based on a Systematic Literature Review
	1 Introduction
		1.1 Framing
	2 Methodology
	3 Proposed Framework
		3.1 Purposes
		3.2 Framework for Adaptive Serious Games (FA-SG)
		3.3 Learning Dimensions
		3.4 Game Dimensions
	4 Conclusions and Future Work
	References
Student Engagement Detection Using Emotion Analysis, Eye Tracking and Head Movement with Machine Learning
	1 Introduction
	2 Related Works
	3 System Architecture
		3.1 Distraction Detector
		3.2 Facial Emotion Recognition
		3.3 Engagement Classification
		3.4 Haar Cascade Algorithm
		3.5 Convolution Neural Network (CNN)
		3.6 Concentration Index
		3.7 Categories of Engagement
	4 Experimental Results and Discussion
	5 Conclusion and Future Work
	References
Online Learning and Blended Learning
Teacher Readiness to Adopt the Flipped Learning Model: Exploring Greek Teachers’ Views and Perceptions
	1 Introduction
	2 Rationale for the Present Study
		2.1 Research Context and Research Questions
	3 Research Method
		3.1 The Sample
		3.2 The Instrument
		3.3 Data Analysis
	4 Results
		4.1 Pedagogical Features of Flipped Learning
		4.2 Challenges and Concerns About the Flipped Learning Model
		4.3 Teachers’ Difficulties in Designing Flipped Learning Interventions
	5 Final Considerations
	References
Designing, Deploying and Evaluating an Undergraduate Course on the “Didactics of Informatics”
	1 Introduction
	2 Course Design
		2.1 Learning Objectives
		2.2 Course Syllabus
		2.3 Assignments
	3 Course Deployment
	4 Course Evaluation
		4.1 Student Performance
		4.2 Course Evaluation by Students
	5 Conclusions
	References
On Enhancing the Conversation Skills: The Dealogos Prototype
	1 Introduction
	2 The Proposed Dealogos Prototype
		2.1 Methodology
		2.2 Design and Development of the Dealogos Prototype
		2.3 Pilot Evaluation of the Dealogos Prototype
	3 Discussion
	4 Conclusions
	References
Learning Analytics Framework Applied to Training Context
	1 Introduction
	2 Research Background
		2.1 E-Learning
		2.2 Learning Organization (LO)
		2.3 Learning Management System (LMS)
		2.4 Learning Analytics (LA)
		2.5 Framework
	3 Systematic Literature Review
		3.1 Systematic Literature Review
	4 Discussion
	5 Research Problem
	6 Methodology to be Applied in Future Work
	7 Conclusion and Future Work
	References
Towards an Accessibility Evaluation of eLearning Tools in Emerging 3D Virtual Environments Like Metaverse: Taking Advantage of Acquired Knowledge in Moodle and Second Life
	1 Introduction
	2 Web Content Accessibility Guidelines
	3 Accessibility Evaluation
	4 Analysis
	5 Conclusions
	References
On Modeling LMS Users’ Quality of Interaction Using Temporal Convolutional Neural Networks
	1 Introduction
	2 Literature Review
	3 Methodology
		3.1 Dataset
		3.2 Developing Deep Learning Models
		3.3 Evaluation of Models
	4 Results
		4.1 Results for 90:10 Split
		4.2 Results for 75:25 Split
	5 Discussion
	6 Conclusion
	References
Computer Science Education and STEM
From Stories to Science: An Exploration Guide to Promote Epistemic Practices in Primary School
	1 Introduction
		1.1 Research Focus
	2 Methodology
		2.1 Development of the Exploration Guide
		2.2 Participants
		2.3 Data Collection and Procedures
		2.4 Data Analysis
	3 Results
		3.1 Changes in Teachers’ Mediation and Students’ EP Through the Three Lessons
		3.2 Relation Between TM and the Students’ EP Across the Three Lessons
	4 Discussion
	5 Conclusion
	References
Teacher Training in the Fields of STEAM: From Physical to Digital Tools
	1 Teacher Training
	2 Methodology
	3 Study Description
		3.1 Poly-Universe: Mathematics Education
		3.2 Technologies: GeoGebra Apps Inspired by Poly-Universe
		3.3 Technologies: Stop Motion App Inspired by Poly-Universe
	4 Conclusions
	References
Virtual Laboratory in Electromagnetism: A Study of Instrumental Orchestration
	1 Introduction
	2 Literature Review
		2.1 Instrumental Orchestration (IO)
		2.2 The Moodle Platform
		2.3 PhET Interactive Simulations
		2.4 Research Question
	3 Methodological Aspects
		3.1 Data Characterization
		3.2 Analysis Instrument
	4 Results
	5 Discussions
	6 Conclusions
	References
Instrumental Orchestration in the Primary School and the Use of Digital Resources to Link STEM and Art: Systematic Literature Review
	1 Introduction
	2 Methods
		2.1 Search Strategy
		2.2 Eligibility Criteria
		2.3 Data Extraction Procedure
		2.4 Description of the Articles Under Analysis
	3 Results and Discussion
		3.1 Summary of the Selected Studies
	4 Conclusions
	References
Digital Tools and STEM Learning
Know Me: Promoting Gender Equality in Education Through an Interactive Digital Narrative
	1 Introduction and Context
	2 Methodology
	3 Development of Narrative Game for the Promotion of Gender Equality
		3.1 Focus Group: Exploration of Concepts and Game Idea
		3.2 Concept of the Video Game
		3.3 Interactive Digital Game Narrative
		3.4 Prototype and Game Mechanics
	4 User Experience Assessments and Usability Tests
	5 Conclusion and Future Work
	References
Enabling Educators to Self-assess their STEAM Readiness
	1 Introduction
	2 Development of the STEAMEdu SAT Tool
		2.1 The STEAM Educators Competence Framework
		2.2 Development Methodology
	3 The STEAMEdu SAT Tool
	4 User Evaluation of the STEAMEdu SAT Tool
		4.1 Evaluation Methods
		4.2 Evaluation Results
	5 Conclusion and Next Steps
	References
A Systematic Literature Review on the Learning Technologies Implemented in Organizations
	1 Introduction
	2 State of the Art
		2.1 Learning Culture
		2.2 Learning Technologies
	3 Systematic Literature Review
		3.1 Planning
		3.2 Conducting
		3.3 Reporting
	4 Conclusion
	References
Integrating Video Production in Early Ages to Promote Motivation for Mathematics and Transversal Competences: Examples from ViduKids Project
	1 A Whole Approach to Education
	2 Searching for a Whole Approach for Mathematics Education
	3 ViduKids Erasmus Project Aims and Scope
	4 Examples from ViduKids Erasmus Project
		4.1 Example 1: An Explorer Mission
		4.2 Example 2: A Story with Mathematical Content
		4.3 Example 3: Problem Solving with Stop-Motion
		4.4 Playing a Game and Reporting
	5 Conclusions
	References
ICT and Critical Thinking in Higher Education
Teaching Critical Thinking– A Task-Based Approach: Work in Progress
	1 Introduction
		1.1 Definition of Critical Thinking and Its Importance
		1.2 Challenges of Teaching Critical Thinking in Domain Specific Courses
	2 The Proposed Educational Approach
	3 Evaluation of the Approach
		3.1 Research Methodology
		3.2 Educational Experiments
	4 Conclusion and Future Work
	References
Developing Critical Thinking Skills Through Work-Based, Blended Apprenticeship Curriculum for Business Communication
	1 Introduction
	2 Literature Review
	3 Description of the Course
	4 Discussion
	5 Conclusions
	References
Better Teacher — Better Critical Thinker. Good Practices for Pre-service Teacher Training Students in Economics in Synchronous Online Classes
	1 Introduction
	2 Grounding. Literature Review
		2.1 Critical Thinking Definition
		2.2 Critical Thinking in Economics Classes
	3 Description of the Course
		3.1 Social- Constructivist and Metacognitive Teaching Strategy. Higher Education and Labour Market Collaboration
		3.2 Inquiry-Based CT Teaching Approach
		3.3 Feedback and Assessment for Inquiry-Based Learning Scenario. Systematic Observation Ranking Sheets
	4 Discussion
	5 Further Development
	References
Using Socially Relevant Projects to Develop Engineering Students’ Project Management, Critical Thinking, Teamwork, and Empathy Skills: The UTAD-REFOOD Experience
	1 Introduction
	2 The ‘Industrial Management I’ Project-Based Learning Experience
		2.1 The Driving Question
		2.2 The Learning Goals
		2.3 The Educational Activities
		2.4 The Collaboration Among Students and Stakeholders
		2.5 The Scaffolding Technologies
		2.6 The Creation of Tangible Artefacts
	3 Materials and Methods
		3.1 Research Goal and Design
		3.2 Research Sample
		3.3 Research Instruments and Procedures
		3.4 Ethical Considerations
	4 Results
		4.1 Tangible Results
		4.2 Intangible Results
	5 Discussion and Conclusion
	6 Limitations and Future Work
	References
Designing Critical Thinking Blended Apprenticeships Curricula to Promote Reflective Thinking in Higher Education
	1 Introduction
		1.1 Critical and Reflective Thinking
		1.2 Instruction for Critical Thinking
		1.3 Blended Learning in Higher Education
		1.4 Designing Blended Apprenticeships Curricula for Critical Thinking
		1.5 Aim of the Study
	2 Method
		2.1 Participants
		2.2 Research Design and Data Collection
		2.3 Material
	3 Results
		3.1 Descriptive Statistics
		3.2 Changes in Student-Teachers’ Thinking and Acting
	4 Discussion
	5 Limitations and Future Steps
	References
Developing Critical Thinking in Higher Education: Is There a Reason to Change?
	1 Introduction
	2 Methods
		2.1 Participants
		2.2 Procedure
		2.3 Data Analysis
	3 Results
	4 Discussion
	5 Conclusions
	6 Disclaimer
	References
Business-University Collaboration in Designing Work-Based Activities Fostering Clinical Reasoning
	1 Business-Academy Partnership in Reducing the Skill Gap
	2 The Collaborative Design of Work-Based Learning Activities
		2.1 The Construction of CrT Endorsing Activities: The Roots
		2.2 The Construction of CrT Endorsing Activities: What to Attend to
		2.3 Attended Considerations When Modeling the Work-Based Activities
	3 From the Design to Piloting One Activity
	4 Global Considerations and Outlook
		4.1 Regarding the Framework Design
		4.2 Considerations Regarding the Implemented Activity
	5 Disclaimer
	References
Developing Computational Thinking Practices in Primary Education. Outcomes from a School-Year Instructional Intervention
	1 Introduction
	2 Theoretical Framework
		2.1 CT and Problem Solving
		2.2 Testing and Debugging
		2.3 Reusing and Remixing
	3 Aims
	4 Method
		4.1 Participants
		4.2 Course Implementation
		4.3 Data Collection and Analysis
		4.4 Results
	5 Discussion
	6 Conclusions
	References
Digital Transformation in Higher Education
The Challenges and Opportunities of Teaching Languages Online
	1 Introduction
	2 Theoretical Background
	3 Research Methodology
	4 Findings and Discussion
		4.1 Challenges Using Technology for Online Teaching
		4.2 Participation and Feedback Challenges of Online Teaching
		4.3 Need for Self-management Skills of Online Teaching
		4.4 Opportunities of Online Teaching
	5 Conclusions
	References
Facilitation Within the Scope of Co-creative Educational Projects: Case Study
	1 Introduction
	2 Background
	3 Methods
	4 Project Stages
		4.1 Discovery, Ideation and Design
		4.2 Feedback and Validation
		4.3 Refinement
	5 Final Insights
	References
TED Talks for Public Speaking Skills and Global Citizenship in ESP Classroom
	1 Introduction
	2 Literature Review
	3 Methodology
	4 Research Results
	5 Conclusions
	References
Facilitating Online Collaboration – A Training Proposal for Teachers
	1 Introduction
	2 EDUdig – Enhancing the Development of the Educators’ Digital Competences
	3 Collaborative Learning
		3.1 Facilitating Online Collaboration – Online Course
	4 Final Considerations
	References
Drifts of Collaborative Online International Learning (COIL) Towards Pedagogical Innovation: A Foretelling Bibliometric Analysis
	1 Introduction
	2 Background
	3 Methodology
	4 Analysis of the Visualization Maps
	5 Final Considerations
	References
Strategic Alignment of Knowledge Management Systems
	1 Introduction
	2 Theoretical Background Foundations
		2.1 Knowledge Management
		2.2 Knowledge Management Systems
		2.3 Knowledge Engineering: CommonKADS Methodology
	3 Methodology
		3.1 Planning
		3.2 Conducting
		3.3 Reporting
	4 Conclusions and Future Work
	References
Artificial Intelligence in Education
Practical Ethical Issues for Artificial Intelligence in Education
	1 Introduction
	2 Deontological Grounds
	3 Utilitarian Grounds
	4 An Artificial Moral Agent to Support Teaching and Learning
		4.1 Assumptions of Computer Supported Collaborative Learning
		4.2 Proposal of AMA to Support Collaborative Learning Groups
	5 Final Considerations
	References
A Toolkit for Re-Mar to Enhance Classroom Ocean Literacy
	1 Introduction
	2 Ocean Literacy Context in the Azores
	3 Repository of Marine Learning Objects
	4 Re-Mar as a Toolkit for Learning
		4.1 Using an Ontology as a Search Tool
		4.2 A Multi-agent System as Ecosystem Management Tool
		4.3 Repository Technology Inside a Classroom
	5 Conclusion
	References
The Impact of Artificial Intelligence on a Learning Management System in a Higher Education Context: A Position Paper
	1 Introduction
	2 Literature Review
		2.1 Artificial Intelligence and Education
		2.2 Brief Context of AI in Education
		2.3 Artificial Intelligence in LMS
	3 Proposed Work and Methodology
	4 Conclusions
	References
A Review of Conversational Agents in Education
	1 Introduction
	2 Categories of Conversational Agents
	3 Approaches in the Implementation of Conversational Agents
		3.1 Rule-Based
		3.2 AI-Based
	4 Evaluation Methods
	5 Conversational Agents in Education
	6 Conclusions
	References
Virtual Assistants Applications in Education
	1 Introduction
	2 Methodology
	3 Fundamentals of Virtual Assistant Construction for Education Applications
	4 Applications of Virtual Assistants in Education
		4.1 Student Engagement with Academic Life
		4.2 Education Process During Learning Lessons
		4.3 Learning of Foreign Language
		4.4 Other Work
	5 Discussion
	6 Conclusions
	References
The Impact of Artificial Intelligence on Chatbot Design
	1 Introduction
	2 Why Are Natural Language Interfaces Necessary?
	3 Why Now?
	4 Benefits of Artificial Intelligence in Chatbots
	5 What Are Chatbots ?
	6 The Relevance of Artificial Intelligence in the Creation of Chatbots
	7 How Artificial Intelligence Impacts Chatbot Design
	8 Conclusions and Future Work
	References
Author Index