{"id":6759,"date":"2020-06-24T15:30:10","date_gmt":"2020-06-24T15:30:10","guid":{"rendered":"http:\/\/end-educationconference.org\/?page_id=6759"},"modified":"2023-09-22T10:12:00","modified_gmt":"2023-09-22T10:12:00","slug":"education-and-new-developments-2023-volume-2","status":"publish","type":"page","link":"https:\/\/end-educationconference.org\/2023\/education-and-new-developments-2023-volume-2\/","title":{"rendered":"Education and New Developments 2023 \u2013 Volume 2"},"content":{"rendered":"

INDEX OF CONTENTS<\/strong><\/h4>\n

\"\"<\/p>\n

FRONTMATTER<\/strong><\/a><\/p>\n

ORAL PRESENTATIONS:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

A systematic literature review: A pragmatic model of online engagement and affordances to support adolescent learners<\/strong> (pages 3-7)<\/a>
Jia Li<\/em><\/p>\n

Wondering and grading in Higher Education \u2013 A tension ratio?<\/strong> (pages 8-12)<\/a>
Marilen Sch\u00f6nert<\/em><\/p>\n

Vulnerabilities of mobile applications used in distance learning environment<\/strong> (pages 13-17)<\/a>
Alin Zamfiroiu, Radu Boncea, Ionu\u021b Petre, & Simona Voicu<\/em><\/p>\n

Assessment of the different subject areas in an interdisciplinary project<\/strong> (pages 18-22)<\/a>
Borislava Kirilova<\/em><\/p>\n

Collaborative online international learning: A case study <\/strong>(pages 23-26)<\/a>
Ann Gow<\/em><\/p>\n

The MelArete project: Theory and practice of a kindergarten and primary school program for ethical education <\/strong>(pages 27-31)<\/a>
Luigina Mortari, Federica Valbusa, & Marco Ubbiali<\/em><\/p>\n

Digital technologies, mental health challenges and academic language development of indigenous youth: A retrospective<\/strong> (pages 32-36)<\/a>
Jia Li<\/em><\/p>\n

Creative spaces to develop digital competence: Challenges in a university course<\/strong> (pages 37-41)<\/a>
S\u00e9verine Parent<\/em><\/p>\n

Dual education in Slovakia and its impact on the employment of graduates<\/strong> (pages 42-46)<\/a>
Miroslav Warhol, Anton Lisnik, & Martina Kuperov\u00e1<\/em><\/p>\n

Enhancing STEM education in indigenous serving schools using culturally responsive pedagogy<\/strong> (pages 47-51)<\/a>
Pradeep Dass, Angelina Castagno, Darold Joseph, Chesleigh Keene, & Crystal Macias<\/em><\/p>\n

An approach to game-based learning, collaboration and design challenges for teaching the design of mechatronic systems<\/strong> (pages 52-56)<\/a>
Michael Wendland<\/em><\/p>\n

Dialoguing on friendship as political virtue: An experience of citizenship education for primary school children<\/strong> (pages 57-61)<\/a>
Luigina Mortari, Marco Ubbiali, & Rosi Bombieri<\/em><\/p>\n

Scaffolding argumentative essay writing: An online scripted peer feedback and peer feedforward module<\/strong> (pages 62-66)<\/a>
Saeed Latifi, Omid Noroozi, & Seyyed Kazem Banihashem<\/em><\/p>\n

The impact of polychronicity on student performance in digital test situations<\/strong> (pages 67-71)<\/a>
Stephan Schmucker, & S\u00f6nke H\u00e4seler<\/em><\/p>\n

Pedagogical & technological knowledge and use of digital technologies by faculty before and during pandemic times<\/strong> (pages 72-76)<\/a>
Mart\u00edn Omar Moreno Ru\u00edz, Jos\u00e9 Luis Ram\u00edrez-Romero, & Jos\u00e9 \u00c1ngel Vera Noriega<\/em><\/p>\n

Predicting student performance from Moodle logs in higher education: A course-agnostic approach<\/strong> (pages 77-81)<\/a>
Ricardo Santos, & Roberto Henriques<\/em><\/p>\n

Art vs school dropout: The theatre-education of \u2018Maestri di Strada\u2019 narrated by educators and pupils<\/strong> (pages 82-86)<\/a>
Elisabetta Fenizia, Filomena Carillo, & Santa Parrello<\/em><\/p>\n

Higher education digitalization – Friend or foe? <\/strong>(pages 87-91)<\/a>
Pasi Hellsten, & Erika Kallionp\u00e4\u00e4<\/em><\/p>\n

Assisting learners with homework: Parental attitudes and culture, South African context<\/strong> (pages 92-96)<\/a>
Sephiri David Hlohlolo<\/em><\/p>\n

Exploring alternative pedagogical spaces to support 21st century skills development<\/strong> (pages 97-101)<\/a>
Judit Langer-Buchwald, & Zsolt Langer<\/em><\/p>\n

The evolution of teaching evolution<\/strong> (pages 102-106)<\/a>
Mar\u00eda Mart\u00ednez-Ag\u00fcero, & Carola Hern\u00e1ndez<\/em><\/p>\n

A case study of psychoeducational intervention for language learning<\/strong> (pages 107-109)<\/a>
Fabio Corsi, & Ivan Traina<\/em><\/p>\n

Teachers\u2019 perceptions on international online teamwork and how it can be improved<\/strong> (pages 110-114)<\/a>
Tanja Vesala-Varttala, & Margarida Morgado<\/em><\/p>\n

Inclusive projects in science and technology to secondary and higher education<\/strong> (pages 115-119)<\/a>
Javier Pereira, Paula M. Castro, Adriana Dapena, & Manuel G. Penedo<\/em><\/p>\n

School Volunteering Clubs: How the school context and organisational support shape (un)successfulness<\/strong> (pages 120-124)<\/a>
Nadja \u010cekolj, & Bojana \u0106ulum Ili\u0107<\/em><\/p>\n

Does identifying and addressing academic difficulties early on contribute to enhanced student success and higher retention rates for a distance learning course? <\/strong>(pages 125-128)<\/a>
Neil Anderson, Aidan McGowan, Janak Adhikari, David Cutting, Leo Galway, & Matthews Collins<\/em><\/p>\n

Effects of increased distance learning on expectations of using flexible teaching methods in higher education <\/strong>(pages 129-133)<\/a>
Erika Kallionp\u00e4\u00e4, & Pasi Hellsten<\/p>\n

Critical thinking to embed sustainability in engineering courses activities. A systematic literature review<\/strong> (pages 134-138)<\/a>
Zaloa Aginako, & Teresa Guraya<\/em><\/p>\n

Motivation, learning and emotions: Engaging students with science flipped classroom <\/strong>(pages 139-143)<\/a>
Isabel Ribau<\/em><\/p>\n

Innovative writing practices as learning opportunities in a vulnerable school context. A social design inquiry title <\/strong>(pages 144-148)<\/a>
Paolo Sorzio, & Caterina Bembich<\/em><\/p>\n

Early intervention for improving student performance by detecting non-engagement<\/strong> (pages 149-153)<\/a>
Esha Barlaskar, David Cutting, Andrew McDowell, Neil Anderson, Baharak Ahmaderaghi, & Matthew Collins<\/em><\/p>\n

Data science and changing economic landscape as driving factors in higher education <\/strong>(pages 154-157)<\/a>
Les Sztandera<\/em><\/p>\n

Collaborative learning and practical experiences in engineering studies: Working on sustainable development goals <\/strong>(pages 158-161)<\/a>
Mar\u00eda Gonz\u00e1lez Alriols, Eneritz Onaindia, Jos\u00e9 David Nu\u00f1ez, Isaac Barrio, & Mirari Antxustegi<\/em><\/p>\n

Education in times of need<\/strong> (pages 162-166)<\/a>
Gabriella Velics<\/em><\/p>\n

Rethinking rural educational contexts as sites for teacher education to innovate teaching and learning<\/strong> (pages 167-171)<\/a>
Spencer Clark, Eileen Wertzberger, & Nooshin Darvishinia<\/em><\/p>\n

Success stories of Strengths Based Instructional (SBI) approach for children with exceptional needs<\/strong> (pages 172-175)<\/a>
Sumita Chakraborti-Ghosh<\/em><\/p>\n

A design of online learning materials for development of learner autonomy <\/strong>(pages 176-180)<\/a>
Ryuichi Matsuba, Yusei Suzuki, Akiko Kai, Shin-Ichiro Kubota, Yuriko Ishida, & Makoto Miyazaki<\/em><\/p>\n

Identity-based activities carried out through engraving and stamping exercises. Art mediation workshops based on local engravers\u2019 works and aimed for students from the city of Tom\u00e9 in Chile<\/strong> (pages 181-185)<\/a>
Jessica Castillo Inostroza<\/em><\/p>\n

Democratizing education: Pedagogical activism and technological futures<\/strong> (pages 186-189)<\/a>
Martin Laba<\/em><\/p>\n

An educational escape room for computational thinking – Defining the requirements<\/strong> (pages 190-194)<\/a>
Peter Mozelius, Lisa S\u00e4llvin, & Niklas Humble<\/em><\/p>\n

Painting and musical composition: Structural correlation of two languages <\/strong>(pages 195-199)<\/a>
Stjepko Rup\u010di\u0107<\/em><\/p>\n

EDUCOAST \u2013 Nature-based education in coastal geosciences: A field station in southern Portugal <\/strong>(pages 200-204)<\/a>
Teresa Drago, Tanya Silveira, Rui Taborda, Jo\u00e3o Cascalho, M. Concei\u00e7\u00e3o Freitas, Francisco Fatela, Ana Ramos, Jacqueline Santos, Ana Isabel Rodrigues, Jo\u00e3o Afonso, Sebasti\u00e3o Teixeira, Marcos Rosa, Pedro Brito, Mafalda Carapu\u00e7o, Ana Alberto, Marta Nogueira, Emanuel Surducan, & Paulo Oliveira<\/em><\/p>\n

Advocating for paediatric palliative care needs through the development of social networking skills in South African higher education <\/strong>(pages 205-209)<\/a>
Rika Swanzen<\/em><\/p>\n

Gamifying cybersecurity: A study of the effectiveness of a specific gamified tool <\/strong>(pages 210-214)<\/a>
Giuseppe Trombino<\/em><\/p>\n

Radio navigation aids learning, from virtual to real with the Kolb\u2019s experiential learning cycle<\/strong> (pages 215-219)<\/a>
Carlos Rubio, Deibi L\u00f3pez, Adri\u00e1n Delgado, Adri\u00e1n Garc\u00eda, Diego Dom\u00ednguez, & Jes\u00fas Gonzalo<\/em><\/p>\n

The development of a method for teaching extended cello techniques using free improvisation<\/strong> (pages 220-223)<\/a>
Luisa Russi Guzm\u00e1n<\/em><\/p>\n

Recognising South African sign language: Implications for South African local municipalities <\/strong>(pages 224-228)<\/a>
Sephiri David Hlohlolo<\/em><\/p>\n

The socio-musical brain: Study of a music education experience <\/strong>(pages 229-233)<\/a>
Jos\u00e9 Lino Oliveira Bueno, & Alexandre Mois\u00e9s<\/em><\/p>\n

Exploring inclusive culture and practice: The perspectives of Macao teachers in informing inclusive teacher education programmes in higher education<\/strong> (pages 234-238)<\/a>
Elisa Monteiro, & Kiiko Ikegami<\/em><\/p>\n

Understanding how the cyberculture has influenced learning strategies choices before and during the pandemic<\/strong> (pages 239-243)<\/a>
Janaina Cardoso<\/em><\/p>\n

Education for Sustainable Development. Perspectives on inequalities through a digital serious game in higher education for student teachers<\/strong> (pages 244-248)<\/a>
Stephanie Spanu, Lena Tacke, & Vanessa Henke<\/em><\/p>\n

Acceptance of Children with Special Needs \u2013 The key to universal elementary education<\/strong> (pages 249-253)<\/a>
Pradipta Kanungo, & Shankar K. Nath<\/em><\/p>\n

Youth cyberbullying \u2013 Understanding contextual paths to prevention and resilience <\/strong>(pages 254-258)<\/a>
Shu-Wen Liu<\/em><\/p>\n

A comparison of goal achievement of students in a social research methods class during COVID<\/strong> (pages 259-263)<\/a>
David J. F. Maree, & Marinda Maree<\/em><\/p>\n

Future teachers\u2019 attitudes on e-teaching in native language classes and music classes <\/strong>(pages 264-268)<\/a>
Tomislav Ko\u0161ta, & Slavica Vrsaljko<\/em><\/p>\n

Game-based learning in higher education: A comparative study in tourism degrees <\/strong>(pages 269-273)<\/a>
S\u00f3nia Pais, Laura Chagas, & Ana Pires<\/em><\/p>\n

Organizational Issues<\/em><\/strong><\/p>\n

School leaders of high-need districts and their perspectives of a university-based teacher residency program<\/strong> (pages 274-277)<\/a>
Valerie Hill-Jackson<\/em><\/p>\n

Integrating diversity, equity & inclusion in legal education: Teaching where it\u2019s unexpected <\/strong>(pages 278-282)<\/a>
Todd Brower<\/em><\/p>\n

Leading transformative change: Experiences of first women of color principal leaders in historically \u2018white\u2019 schools <\/strong>(pages 283-286)<\/a>
Samantha Kriger, & Sinobia Kenny<\/em><\/p>\n

Institutional measures to prevent and fight against sexual violence in universities \u2013 The case of Quebec, Canada<\/strong> (pages 287-291)<\/a>
Manon Bergeron, Emilie Vert, Isabelle Auclair, Karine Baril, Rachel Chagnon, Simon Lapierre, Alexa Martin-Storey, Marie-Andr\u00e9e Pelland, Sandrine Ricci, & Lise Savoie<\/em><\/p>\n

A conductive alloy: A \u2018whole institution\u2019 approach to student (mis)conduct <\/strong>(pages 292-295)<\/a>
Marc Alexander, Jane Broad, Jenny Hutcheson, & Andrew Struan<\/em><\/p>\n

Women working at universities in South Africa \u2013 A gender equality perspective<\/strong> (pages 296-300)<\/a>
Refiloe Mohloakana, & Annamagriet de Wet<\/em><\/p>\n

Barriers to reporting sexual violence in higher education: Power dynamics and anticipated costs <\/strong>(pages 301-305)<\/a>
Manon Bergeron, Catherine Meek-Bouchard, Ihssane Fethi, Karine Baril, Isabelle Daigneault, Jacinthe Dion, Martine H\u00e9bert, Alexa Martin-Storey, Genevi\u00e8ve Paquette, Marie-Andr\u00e9e Pelland, Sandrine Ricci, & Lise Savoie<\/em><\/p>\n

The deconstruction of amateurism in American sports <\/strong>(pages 306-310)<\/a>
Rodney J. Blackman<\/em><\/p>\n

The Federal Institutes of Education, Science and Technology and the constitution of a new professionality of teaching in Brazil<\/strong> (pages 311-315)<\/a>
Belmira Oliveira Bueno, Mirna Ribeiro Lima da Silva, & Andressa Trevisan Missaki<\/em><\/p>\n

Teachers\u2019 roles in realising human rights in challenging contexts<\/strong> (pages 316-320)<\/a>
Dikeledi Emily Mogorosi, & Annamagriet de Wet<\/em><\/p>\n

The relationship between entrepreneurial leadership and teacher job satisfaction: The mediation effect of intraorganizational factors <\/strong>(pages 321-324)<\/a>
Devorah Eden, & Ido Liberan<\/em><\/p>\n

\u00a0<\/p>\n

POSTERS:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

Online vs onsite: Less satisfaction, but similar effectiveness and academic integrity<\/strong> (pages 327-329)<\/a>
\u0141ukasz Tana\u015b<\/em><\/p>\n

Pupils with hearing impairment and their position in the inclusive school <\/strong>(pages 330-332)<\/a>
Wanda Tureckiov\u00e1<\/em><\/p>\n

What is important for me? Analysis of university students\u2019 answers as tool of well-being research<\/strong> (pages 333-335)<\/a>
Veronika Michvoc\u00edkov\u00e1, & Mariana Sirotov\u00e1<\/em><\/p>\n

Social growth for children and older adults through intergenerational activity<\/strong> (pages 336-338)<\/a>
Teresa Lewin, Sofia Ben Yair, Barbara Shapir, & Dina Ben Yaish<\/em><\/p>\n

Interactive teaching of physics by video analysis methods<\/strong> (pages 339-341)<\/a>
Peter Hockicko<\/em><\/p>\n

The impact of the COVID-19 pandemic on education: A case study of the transfer to the online space<\/strong> (pages 342-344)<\/a>
Ivan Katrencik, & Monika Zatrochova<\/em><\/p>\n

Flipped learning \u2013 Innovative, pedagogic approach in education of mechanical engineering students<\/strong> (pages 345-347)<\/a>
Valentina Haralanova, & G\u00f6ran Fafner<\/em><\/p>\n

Analysis of university students\u2019 needs for inclusive education <\/strong>(pages 348-350)<\/a>
Mariana Sirotov\u00e1, & Veronika Michvoc\u00edkov\u00e1<\/em><\/p>\n

Intercultural competence in 21st century museums: Museum educators’ perspectives <\/strong>(pages 351-353)<\/a>
Senem Bas<\/em><\/p>\n

Elementary and secondary school geosciences hands on learning at Ria Formosa (south Portugal) <\/strong>(pages 354-356)<\/a>
Teresa Drago, Ana Ramos, Jacqueline Santos, Jo\u00e3o Afonso, & Ana Alberto<\/em><\/p>\n

Mobile technologies \u2013 A key element in contemporary approaches to learning<\/strong> (pages 357-359)<\/a>
Elisaveta Tsvetkova, Irena Peteva, & Stoyan Denchev<\/em><\/p>\n

Benefits and challenges in using AI-powered educational tools<\/strong> (pages 360-362)<\/a>
Irina Tzoneva<\/em><\/p>\n

Do gender differences affect in admission and final grades correlation?<\/strong> (pages 363-365)<\/a>
Rub\u00e9n Mart\u00edn-Cabezuelo, Ana Vidaurre, Isabel Tort-Ausina, Mar\u00eda-Antonia Serrano, Jaime Riera, Susana Quiles Casado, Nina Navajas-Perteg\u00e1s, Jos\u00e9 Molina-Mateo, Jos\u00e9 Mar\u00eda Meseguer-Due\u00f1as, & Jos\u00e9 Antonio G\u00f3mez-Tejedor<\/em><\/p>\n

Reconstructing teachers\u2019 discourse to build inclusive interactions using positive discourse analysis and formative intervention<\/strong> (pages 366-368)<\/a>
Paula Garcia, Keila Barreto, & Ginary Acosta<\/em><\/p>\n

Planting seeds and bearing fruit: Swedish and Japanese educator participation in a symposium of pedagogy discussions regarding SDG-inspired curriculum<\/strong> (pages 369-371)<\/a>
Michelle Henault Morrone, Yumi Matsuyama, Erik Andersson Tahlen, Inger Bj\u00f6rklund, Gunilla Essen, & Evelina Samuelsson<\/em><\/p>\n

Educational projects an adequate resource for considering oral and written expression skills <\/strong>(pages 372-374)<\/a>
Georgiana Ciobotaru<\/em><\/p>\n

Game-based learning technology integrated cooperative learning in geography in junior high school<\/strong> (pages 375-377)<\/a>
Ho-Yuan Chen, Daniel Chia-En Teng, & Tai-Fen Chen<\/em><\/p>\n

Organizational Issues<\/em><\/strong><\/p>\n

Education and training as competitiveness enhancers: The Portuguese case<\/strong> (pages 378-380)<\/a>
Nat\u00e1lia Teixeira, Ana L\u00facia Lu\u00eds, Rui Braz, & Tetiana Kornieieva<\/em><\/p>\n

Blended intensive programmes: Promoting internationalization in higher education <\/strong>(pages 381-383)<\/a>
Sonja G\u00f6gele, & Petra Kletzenbauer<\/em><\/p>\n

Leadership in the educational environment and its consequences on psychological health <\/strong>(pages 384-386)<\/a>
Carole S\u00e9n\u00e9chal, Luc Brunet, Denis Morin, Jean-S\u00e9bastien Boudrias, & Serge Lariv\u00e9e<\/em><\/p>\n

Education and economic growth: A key relationship for Ukraine in the post – Conflict period<\/strong> (pages 387-389)<\/a>
Ana L\u00facia Lu\u00eds, Nat\u00e1lia Teixeira, Tetiana Kornieieva, & Rui Braz<\/em><\/p>\n

Effects of life education on attitudes toward well-being<\/strong> (pages 390-392)<\/a>
Yi-Mei Wang, Ho-Yuan Chen, & Tai-Fen Chen<\/em><\/p>\n

\u00a0<\/p>\n

VIRTUAL PRESENTATIONS:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

Innovative student-centred strategies in higher education: An experience of active foreign language learning<\/strong> (pages 395-399)<\/a>
V\u00e9ronique Delplancq, Ana Maria Costa Lopes, Jos\u00e9 Pereira, & Susana Fidalgo<\/em><\/p>\n

Experiences of teachers in the enactment of simulations in 5E inquiry-based science teaching<\/strong> (pages 400-404)<\/a>
Gloria Makamu, & Umesh Ramnarain<\/em><\/p>\n

Comparison of the learning process of high school students before, during and after the pandemic<\/strong> (pages 405-409)<\/a>
Florentina Alina Grigorescu (P\u00eervu)<\/em><\/p>\n

Analysis of the initial acceptance of the Bee-Bot robot in students with Autism Spectrum Disorder <\/strong>(pages 410-414)<\/a>
Elena P\u00e9rez V\u00e1zquez, Gonzalo Lorenzo Lled\u00f3, Asunci\u00f3n Lled\u00f3 Carreres, Alejandro Lorenzo Lled\u00f3, & Alba Gilabert Cerd\u00e1<\/em><\/p>\n

Harnessing pedagogical affordances of online tools to enhance grade 11 Physical Sciences learners\u2019 conceptual understanding of Electromagnetism <\/strong>(pages 415-418)<\/a>
Sam Ramaila<\/em><\/p>\n

Learning styles, technostress & blended learning \u2013 Implications for the educational model of the future<\/strong> (pages 419-423)<\/a>
Iris Stocker, Teresa Spie\u00df, & Christian Ploder<\/em><\/p>\n

Augmented Reality promotes social responses in Autism Spectrum Disorder subjects <\/strong>(pages 424-428)<\/a>
Alba Gilabert-Cerd\u00e1, Gonzalo Lorenzo Lled\u00f3, Alejandro Lorenzo-Lled\u00f3, Asunci\u00f3n Lled\u00f3 Carreres, & Elena P\u00e9rez-V\u00e1zquez<\/em><\/p>\n

A fictitious vehicle manufacturing company at a university as interdisciplinary framework to combine study programs<\/strong> (pages 429-433)<\/a>
Tobias Peuschke-Bischof, & Stefan Kubica<\/em><\/p>\n

Online teaching, learning, and assessment: Lessons in affective education and skill development during the pandemic<\/strong> (pages 434-438)<\/a>
Tara K. Hammar, & Patrick Griswold<\/em><\/p>\n

Sustainable fashion design practice in the studio-based classroom <\/strong>(pages 439-443)<\/a>
Xiaozhu Lin, & Matteo Oreste Ingaramo<\/em><\/p>\n

Analysis of the examination methods of Gardner’s intelligences in the digital environment<\/strong> (pages 444-448)<\/a>
Gr\u00e9ta \u00c1brah\u00e1m<\/em><\/p>\n

Teachers’ perceptions and intentions about integrating computational thinking into science instruction<\/strong> (pages 449-453)<\/a>
Ayodele Abosede Ogegbo<\/em><\/p>\n

\u201cSoil\u201d in basic education in S\u00e3o Paulo, Brazil: Strategies for skill development and construction of geoethical values <\/strong>(pages 454-458)<\/a>
Hermom Reis Silva, Rosely Aparecida Liguori Imbernon, & Clara Vasconcelos<\/em><\/p>\n

Could I be more satisfied? The relationship between online learning activities, satisfaction, and agreeableness personality type<\/strong> (pages 459-463)<\/a>
Orit Baruth, & Anat Cohen<\/em><\/p>\n

Teachers\u2019 perception of digital game-based learning in early childhood education in rural schools in Ghana <\/strong>(pages 464-468)<\/a>
Prince Kelvin Owusu, & Irene Govender<\/em><\/p>\n

Ordinary differential equations in a mathematical modeling context <\/strong>(pages 469-473)<\/a>
Am\u00e1bile Mesquita, & Celina Abar<\/em><\/p>\n

Virtual Reality in speech sound disorders therapy<\/strong> (pages 474-478)<\/a>
Carolina Bodea Ha\u021began, Dorina Tala\u0219, & Raluca Trifu<\/em><\/p>\n

Teach Industrial Design students how to make physical products<\/strong> (pages 479-483)<\/a>
Miguel Terroso<\/em><\/p>\n

Research paths and future trends of online teaching quality in higher education: A bibliometric and content analysis <\/strong>(pages 484-488)<\/a>
Xinzhu Wu, & Yan Xu<\/em><\/p>\n

Designing rubrics to assess pedagogical knowledge of prospectives teachers<\/strong> (pages 489-493)<\/a>
Ver\u00f3nica Y\u00e1\u00f1ez-Monje, Marian Aill\u00f3n-Neumann, Marcela Palma-Troncoso, & Cecilia Maldonado-Elevancini<\/em><\/p>\n

Technostress in distance learning: The POSITIVE LEARN project<\/strong> (pages 494-498)<\/a>
Dimitra Pappa, Jan Pawlowski, Kati Clements, & Sofoklis Sotiriou<\/em><\/p>\n

Jumping out of the comfort zone: Promoting collaborative learning through music and movement course in higher education <\/strong>(pages 499-503)<\/a>
Katy Ieong Cheng Ho Weatherly<\/em><\/p>\n

Cultivating Collaborative Online International Learning (COIL) experiences for undergraduate health educators in the classroom<\/strong> (pages 504-508)<\/a>
Jessica Maureen Harris, & Minjung Seo<\/em><\/p>\n

Gamification in the Portuguese language subject: A review of two e-learning platforms<\/strong> (pages 509-513)<\/a>
Madalena Gomes, Ana Catarina Silva, & Jorge Pereira<\/em><\/p>\n

Ability grouping and inclusive practice in foreign language teaching<\/strong> (pages 514-518)<\/a>
Katar\u00edna Van\u010d\u00edkov\u00e1, & Dana Hanesov\u00e1<\/em><\/p>\n

Creative thinking of children with ADHD and their performance in language and mathematics <\/strong>(pages 519-523)<\/a>
Kalliopi Trouli, & Antonia Gousiou<\/em><\/p>\n

Technology integration in grade 10 Life Sciences teaching and learning <\/strong>(pages 524-527)<\/a>
Sam Ramaila<\/em><\/p>\n

Storytelling as an interdisciplinary strategy in geoscience education<\/strong> (pages 528-532)<\/a>
Isabel Teixeira, Dulce Lima, & Clara Vasconcelos<\/em><\/p>\n

A systematic literature review on multicultural mentoring research for students with migrant backgrounds<\/strong> (pages 533-537)<\/a>
Kim EunHui, & Kim YoungSoon<\/em><\/p>\n

DIVEMIX: Perceptions of mixed reality in secondary education in Spain<\/strong> (pages 538-542)<\/a>
Ver\u00f3nica Mar\u00edn, Bego\u00f1a E. Sampedro, Esther Vega, & Ana B. L\u00f3pez<\/em><\/p>\n

MOOCs creation and management methods: Exploring the design approach of a MOOC on European history and culture<\/strong> (pages 543-547)<\/a>
Roberta Pireddu<\/em><\/p>\n

Changes of teacher-student\/students communication in study process: Context of remote teaching \/ learning <\/strong>(pages 548-552)<\/a>
Rasa Pocevi\u010dien\u0117<\/em><\/p>\n

Multicultural perspectives of L2 learning <\/strong>(pages 553-557)<\/a>
Gaetano Di Napoli, Massimiliano Schirinzi, & Maria Garro<\/em><\/p>\n

Using immersive technologies to enhance student learning outcomes in clinical sciences education and training<\/strong> (pages 558-560)<\/a>
Richard Kalunga, & Fatma Elshobosky<\/em><\/p>\n

Improving STEM access with a collaborative 3D\/VR design lab <\/strong>(pages 561-565)<\/a>
Paul Sparks, & Valerie Schmitz<\/em><\/p>\n

The contribution of project based-learning in the development of students\u2019 skills in senior high school<\/strong> (pages 566-570)<\/a>
Katerina Kasimatis, Eleni Bekiari, & Vivi Delikari<\/em><\/p>\n

Artificial Intelligence chatbots \u2013 A help or hindrance to computer science education<\/strong> (pages 571-574)<\/a>
Paul Sage<\/em><\/p>\n

Valid but not (too) reliable? Discriminating the potential of ChatGPT within higher education <\/strong>(pages 575-579)<\/a>
Jos\u00e9 L. Gonz\u00e1lez-Geraldo, & Leticia Ortega L\u00f3pez<\/em><\/p>\n

Experiential pedagogical model for teaching management and leadership in higher education <\/strong>(pages 580-584)<\/a>
Jonna K\u00e4pyl\u00e4, & Miikka Palvalin<\/em><\/p>\n

Gamification app \u201cExpr\u00e9sate con ciencia\u201d boosts utility and acceptance for health science students<\/strong> (pages 585-588)<\/a>
Lorenzo Rivas-Garcia, Lara Crespo-Antol\u00edn, Cristina Moreno Amezcua, Juan Llopis, & Cristina S\u00e1nchez-Gonz\u00e1lez<\/em><\/p>\n

Exploring the change to remote learning in Nepal<\/strong> (pages 589-593)<\/a>
Paul Sparks, & Jeff Lee<\/em><\/p>\n

Identifying patterns of tactile exploratory behaviors in children with vision impairment and multiple disabilities<\/strong> (pages 594-598)<\/a>
Maria Papazafiri, & Vassilis Argyropoulos<\/em><\/p>\n

Multicultural and intercultural communication: New learning and teaching models<\/strong> (pages 599-602)<\/a>
Rasa Pocevi\u010dien\u0117<\/em><\/p>\n

Integrating sustainability into information and knowledge management curriculum<\/strong> (pages 603-607)<\/a>
Jonna K\u00e4pyl\u00e4<\/em><\/p>\n

Organizational Issues<\/em><\/strong><\/p>\n

The role of peace education in post-conflict zones of Cyprus\u2019 foreign language education policy<\/strong> (pages 608-612)<\/a>
Merve Uysal, & \u00c7a\u011fda K\u0131van\u00e7 \u00c7a\u011fana\u011fa<\/em><\/p>\n

Reducing access barriers, hiding learning barriers: An ethical (Kantian) critique of the open admissions model used in MOOCs <\/strong>(pages 613-617)<\/a>
Louai Rahal<\/em><\/p>\n

Implementation of organizational models that promote pupil attendance and create social value? An interdisciplinary process study<\/strong> (pages 618-622)<\/a>
Katharina Jacobsson<\/em><\/p>\n

Attempts towards alleviation of social injustices within South African universities <\/strong>(pages 623-627)<\/a>
Thasmai Dhurumraj, & Sam Ramaila<\/em><\/p>\n

Corporate university the light of the educational psychology in organizations: An experience report<\/strong> (pages 628-632)<\/a>
Vict\u00f3ria Mabily Cavalin, Vict\u00f3ria Trezza Cosenza Oliveira, Caroline de Windsor Gon\u00e7alves, & Lucas Cavalin<\/em><\/p>\n

Ecodidactics: An ecological educational perspective <\/strong>(pages 633-637)<\/a>
Raffaella C. Strongoli<\/em><\/p>\n

Students perceptions about the influence of school environment on their academic performance in physics <\/strong>(pages 638-642)<\/a>
Ayodele Abosede Ogegbo<\/em><\/p>\n

\u00a0<\/p>\n

WORKSHOP:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

Artificial Intelligence (AI) in higher education: Tool or trickery?<\/strong> (pages 645-648)<\/a>
Jeroen Lievens<\/em><\/p>\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

INDEX OF CONTENTS FRONTMATTER ORAL PRESENTATIONS: Projects and trends A systematic literature review: A pragmatic model of online engagement and affordances to support adolescent learners (pages 3-7)Jia Li Wondering and grading in Higher Education \u2013 A tension ratio? (pages 8-12)Marilen Sch\u00f6nert Vulnerabilities of mobile applications used in distance learning environment (pages 13-17)Alin Zamfiroiu, Radu Boncea, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-6759","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/Pf9bmU-1L1","_links":{"self":[{"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/pages\/6759","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/comments?post=6759"}],"version-history":[{"count":89,"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/pages\/6759\/revisions"}],"predecessor-version":[{"id":21567,"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/pages\/6759\/revisions\/21567"}],"wp:attachment":[{"href":"https:\/\/end-educationconference.org\/2023\/wp-json\/wp\/v2\/media?parent=6759"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}