An agile concept inventory methodology to detect large sets of student misconceptions in programming language courses -- A Transformer-Based Approach for the Automatic Generation of Concept-Wise Exercises to Provide Personalized Learning Support to Students -- Generative Pre-trained Transformers for Coding Text Data? An Analysis with Classroom Orchestration Data -- What Makes Problem-Solving Practice Effective? Comparing Paper and AI Tutoring -- Exploring Indicators for Collaboration Quality and its Sub-Constructs in Classroom Settings using Multimodal Learning Analytics -- The Promise of Physiological Data in Collaborative Learning: A Systematic Literature Review -- A Learning Design to support transfer of training in Continuing Education -- Implementing a VR/AR Tool in a European University: Priorities and Challenges -- Student Perception of Social Comparison in Online Learning - An Exploratory Study -- Relation between Student Characteristics, Git Usage and Success in Programming Courses -- The "How" Matters: Evaluating different Video Types for Cybersecurity MOOCs -- Role of Multimodal Systems in Computer-Assisted Learning: A Scoping Review -- Broader and Deeper: A Multi-Features with Latent Relations BERT Knowledge Tracing Model -- Why you should give your Students Automatic Process Feedback on their Collaboration: Evidence from a Randomized Experiment -- Interactive Web-based Learning Materials vs. Tutorial Chatbot: Differences in User Experience -- Assessing the Quality of Multiple-Choice Questions: Automated Methods for Identifying Item-Writing Flaws -- Early Prediction of Learners At-risk of Failure in Online Professional Training Using a Weighted Vote -- How to characterize and analyze the computational thinking skills of a learning game?- Evaluating ChatGPT's Decimal Skills and Feedback Generation to Students' Self-explanations in a Digital Learning Game -- Designing a Revision system: An Exploratory Qualitative Study to Identify the Needs of French Teachers and Students -- Evaluation of a hybrid AI-human recommender for CS1 instructors in a real educational scenario -- Evaluating the Impact and Usability of an AI-Driven Feedback System for Learning Design -- Single or Multi-page Learning Analytics Dashboards? Relationships between Teachers' Cognitive Load and Visualisation Literacy -- Designing technology for doctoral persistence and well-being: Findings from an two-country value-sensitive inquiry into student progress -- A critical consideration of the ethical implications in learning analytics as data ecology -- Learning to Give Useful Hints: Assistance Action Evaluation and Policy Improvements -- Understanding CSCL Peer Feedback Contributions: An Automated Content Analysis Approach -- AI and blinded for review to educate adolescents about Social Media Algorithms: Insights about AI overdependence, trust and awareness -- Analyzing Learners' Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach -- Here or There? Differences of On-Site and Remote Students' Perceptions of Usability, Social Presence, Engagement, and Learning in Synchronous Hybrid Classrooms -- Exploring the Potential of Immersive Virtual Environments for Learning American Sign Language -- Towards Improving the Reliability and Transparency of ChatGPT for Educational Question Answering -- How Do Teachers Search for Learning Resources? a Mixed Method Field Study -- Automated Detection of Students' Gaze Interactions in Collaborative Learning Videos: A Novel Approach -- Pedagogically-informed Implementation of Reinforcement Learning on Knowledge Graphs for Context-aware Learning Recommendations -- Designing teacher professional development to address student stress in the post-pandemic educational ecosystem -- Lateral Reading Against Misinformation: The Cognitive Processing LevelMediates the Intervention Effect on the News Credibility Assessment Performance -- Exploring students' problem-solving challenges in self-regulated learning through training video prompts -- Facilitating and hindering aspects of Technology-Enriched Challenge-Based Learning in a European University International Network Initiative -- Digitally supported learning processes in schools. Implicit theories on learning activities with digital media: An interview study with teachers on the implementation -- Transferring Digital Competences for Teaching from Theory into Practice Through Reflection -- "Feedback is not embarrassing but helpful :)" - an exploratory study on the applicability of constructive feedback checklists for lecturers in online learning settings -- Enhancing Learning Mobility with A Community-Based Micro-Credential e-Portfolio Platform Service for Higher Education -- Discussing Objective Performance Metrics for the Application of Extended Realityin Neurosurgical Training: Towards Consistent Domain-Wide Agreement -- Multimodal Analytics for Collaborative Teacher Reflection of Human-AI Hybrid Teaching: Design Opportunities and Constraints -- Computational Analysis of Audio Recordings of Piano Performance for Automatic Evaluation -- Barrier-free dissemination of medical knowledge: Challenges and solutions for individuals with visual impairments -- Process mining on students' web learning traces: a case study with an ethnographic analysis -- "TRINE 4D Pedagogical Model": Designing Teaching Scenarios for Using Telepresence Robots in Education -- Traceability by Design: Design of an Interactive System to Improve the Automatic Generation of Git Traces during a Learning Activity -- Towards Designing and Evaluating an Adaptable Assistance System for Technology-Enhanced Vocational Education -- Learning with the School Library: Mapping Technology Enhanced Learning Underpinnings -- Learning Path Recommendation from an Inferred Learning Space -- Exploring barriers for the acceptance of Smart Learning Environment automated support -- FAMS, a Formative Assessment Management System for Generating Individualised Feedback -- The Added Value of Simulations in 3D Virtual Worlds for Professional Training of First Aid Medical Teams -- Support Mechanisms and Value Creation in Multi-Stakeholder Networks for Digital Innovation in Education: A Cross-Country Study -- Live Coding and Instant Feedback on Common Issues in Large Lectures -- Supporting Remote Students through Utilizing Web-based Exercise-templates and a Mobile Learning Chatbot for Creating and Interacting with Learning Materials -- An Evaluation System to Trace the Usage of the OER Conversion Tool (convOERter) -- Technology Enhanced Training in Medical Multi-User Scenarios -- A teacher professional development tool for creating and sharing research lessons on evidence-based teaching strategies -- CERSEI:Cognitive Effort based Recommender System for Enhancing Inclusiveness -- A Student-Centered Learning Dashboard Towards Course Goal Achievement in STEM Education -- Augmented Intelligence in Tutoring Systems: A Case Study in Real-time Pose Tracking to Enhance the Self-Learning of Fitness Exercises -- The HCA Framework - a storification model to support and facilitate gamification design -- Evaluating Usability and User Feedback in an Immersive Virtual Reality Environment for Computer Science Education -- Responsive Narrativity in Gamified Situational Judgment Tests: A Dynamic System for Enhanced Soft Skills Development -- LA-ReflecT: multimodal data-informed reflective learning platform -- Statoodle: A learning analytics tool to analyze Moodle students' actions and prevent cheating -- An enrollment learning dashboard to enhance decision-making for students and advisors -- xAPI Logging in Moodle -- PEER: Empowering Writing with Large Language Models -- Using accessible motion capture in educational games for sign language learning.