Two Decades of TEL. From Lessons Learnt to Challenges Ahead

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.

Klappentext

.- Blue-sky. .- Generating Change: AI as an Opportunity to Address Long-standing OER Challenges. .- A Web Application and Authoring Tool for Supporting the Generation of Ai-Based Avatars for Communication Scenarios. .- Teaching with AI: The role of Teachers in the Hybrid Intelligent System. .- Educator Professional Development Through LA and AIED Participatory Design: A Missing Link. .- Industry. .- A Citizen Science Approach to Co-Designing Hybrid Learning Scenarios in the Context of Vocational Secondary Education. .- Turning Competency Data into Actionable Insights for Teachers. .- Poster. .- Generating AI Images for the OER Conversion Tool "convOERter". .- Exploring Human-AI Collaboration in Flipped Learning Design: A Comparative Study of Generative AI and Pedagogical Patterns. .- Towards Capturing Teacher Agency Manifestations within Orchestration Activities: A Conceptual-Analytical Framework. .- Designing the Course Load Analytics Platform. .- How Expertise Levels Shape Preferences and Reflection Needs: Towards AI Reflection Systems for Teacher Empowerment. .- Error Classification in Stoichiometry Tutoring Systems with Different Levels of Scaffolding: Comparing Rule-Based Classification and Machine Learning. .- Teacher Agency in Implementing Automated Writing Evaluation Systems in a Science Classroom: A Focus Group Study. .- Can Large Language Models Identify Locations Better Than Linked Open Data for U-Learning?. .- Assessing Confusion's Impact in Entrepreneurial Learning with Electrodermal Activity. .- Students' use of digital technologies to support emotion regulation when learning online. .- Scaffolding Learning Scenarios with a Socratic Chatbot: Insights from Educators. .- Classifying Students’ Meta-Cognitive Comments. .- Developing a survey on motivations, attitudes, and challenges of non-native participants in English-taught MOOCs. .- CodeFarm: An application for the development of computational thinking through video games in early educational stages. .- Devil's Advocates Wear AI: exploring the assistive role of AI in assessment, in a meaningful way. .- Assessing the effect of performance prediction on students perceptions of courses. .- Designing a study to evaluate the Impact of WebXR with GenAI on Student Engagement in Distance Education. .- Transparent Risk Predictions and Explanatory Feedback: Boosting Engagement and Course Achievement in Online Professional Learning. .- Supporting Learning Design for Sustainable Development Using Large Language Models. .- Exploring the Complex Analytics Interplay of LMS Design, Usage, Academic Outcomes, and Perceived Workload: A Case Study. .- KinderGPT: Promoting Children’s AI Literacy Through Conversational AI – Usability Evaluation and Practical Insights. .- Temperature is All You Need: Approximating Human Mathematics Hint Efficacy with LLMs. .- Reimagining TEL - redesigning technology for the promotion of students’ sense of belonging. .- Towards developing a guideline for optimizing interface design of Intelligent Tutoring Software. .- Partnering with AI: A Pedagogical Feedback System for LLM Integration into Programming Education. .- Investigating the Effects of Motivational Pedagogical Agents on Student Learning and Choice Making in an Adaptive Learning System. .- A Systematic Review of Integrating Knowledge Graphs with Large Language Models: Applications, Models, Evaluation Methods, and Opportunities. .- Human-Agent Interaction and Collaboration in Education: A Review and Future Research Prospects. .- Leveraging LLMs to Assess Tutor Moves in Real-Life Dialogues: A Feasibility Study. .- Assisting Teachers in the Design of Feedback for Online Learning Using Large Language Models: A Theory-Driven Approach. .- Multimodal Late Fusion Model for Problem-Solving Strategy Classification in a Machine Learning Game. .- Are Students' Evaluations of Auto-graders Biased by Their Grades?. .-

Inhalt

.- Blue-sky.

.- Generating Change: AI as an Opportunity to Address Long-standing OER Challenges.

.- A Web Application and Authoring Tool for Supporting the Generation of Ai-Based Avatars for Communication Scenarios.

.- Teaching with AI: The role of Teachers in the Hybrid Intelligent System.

.- Educator Professional Development Through LA and AIED Participatory Design: A Missing Link.

.- Industry.

.- A Citizen Science Approach to Co-Designing Hybrid Learning Scenarios in the Context of Vocational Secondary Education.

.- Turning Competency Data into Actionable Insights for Teachers.

.- Poster.

.- Generating AI Images for the OER Conversion Tool convOERter".

.- Exploring Human-AI Collaboration in Flipped Learning Design: A Comparative Study of Generative AI and Pedagogical Patterns.

.- Towards Capturing Teacher Agency Manifestations within Orchestration Activities: A Conceptual-Analytical Framework.

.- Designing the Course Load Analytics Platform.

.- How Expertise Levels Shape Preferences and Reflection Needs: Towards AI Reflection Systems for Teacher Empowerment.

.- Error Classification in Stoichiometry Tutoring Systems with Different Levels of Scaffolding: Comparing Rule-Based Classification and Machine Learning.

.- Teacher Agency in Implementing Automated Writing Evaluation Systems in a Science Classroom: A Focus Group Study.

.- Can Large Language Models Identify Locations Better Than Linked Open Data for U-Learning?.

.- Assessing Confusion's Impact in Entrepreneurial Learning with Electrodermal Activity.

.- Students' use of digital technologies to support emotion regulation when learning online.

.- Scaffolding Learning Scenarios with a Socratic Chatbot: Insights from Educators.

.- Classifying Students' Meta-Cognitive Comments.

.- Developing a survey on motivations, attitudes, and challenges of non-native participants in English-taught MOOCs.

.- CodeFarm: An application for the development of computational thinking through video games in early educational stages.

.- Devil's Advocates Wear AI: exploring the assistive role of AI in assessment, in a meaningful way.

.- Assessing the effect of performance prediction on students perceptions of courses.

.- Designing a study to evaluate the Impact of WebXR with GenAI on Student Engagement in Distance Education.

.- Transparent Risk Predictions and Explanatory Feedback: Boosting Engagement and Course Achievement in Online Professional Learning.

.- Supporting Learning Design for Sustainable Development Using Large Language Models.

.- Exploring the Complex Analytics Interplay of LMS Design, Usage, Academic Outcomes, and Perceived Workload: A Case Study.

.- KinderGPT: Promoting Children's AI Literacy Through Conversational AI Usability Evaluation and Practical Insights.

.- Temperature is All You Need: Approximating Human Mathematics Hint Efficacy with LLMs.

.- Reimagining TEL - redesigning technology for the promotion of students' sense of belonging.

.- Towards developing a guideline for optimizing interface design of Intelligent Tutoring Software.

.- Partnering with AI: A Pedagogical Feedback System for LLM Integration into Programming Education.

.- Investigating the Effects of Motivational Pedagogical Agents on Student Learning and Choice Making in an Adaptive Learning System.

.- A Systematic Review of Integrating Knowledge Graphs with Large Language Models: App…