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Hybrid Event
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Papers
Chair: Duško Lukač
5 min time-slot for each presentation |
C. Karachristos, T. Kouvara, T. Orphanoudakis (Hellenic Open University, Patras, Greece)
From Abstract Theory to Immersive Reality: Addressing the XR Dimensions in Education through a Hybrid Instructional Design Model 
The rapid growth of Extended Reality (XR) in education has created challenges for Instructional Design (ID) processes, prompting a re-examination of traditional methods. Although some models address immersive learning, they still do not fully address the integration of virtual environments in practical educational and training scenarios. In this work, we propose a hybrid Instructional Design Framework based on the ASSURE ID model and integrating the TPACK theoretical framework, tailored to effectively integrate appropriate pedagogies into novel technology-assisted educational contexts. Our model begins by analyzing learners’ needs and defining objectives aligned with curriculum standards. Next, XR materials are selected to maximize engagement and authenticity, ensuring active student participation. Continuous evaluation and feedback loops are established to maintain quality. By applying TPACK principles, the model balances content, pedagogy and technology, enabling educators to make informed decisions that enhance conceptual understanding, interaction and motivation. In future research, we will refine and test our model in diverse educational contexts, exploring its adaptability across various subjects and age groups. We aim to offer educators and instructional designers a cohesive, practical framework for crafting meaningful, immersive XR experiences. This pilot effort was carried out into the framework of the EU-funded project XR2Learn.
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V. Simovic, A. Penđer, V. Zuppa Bakša (Zagreb University of Applied Sciences, Zagreb, Croatia)
Bridging Attention Spans: The Role of YouTube Shorts in Driving Engagement for Long-Form Educational Content
The rise of short-form video content has transformed how educational creators engage audiences and promote learning materials. This study examines a case study of an educational YouTube channel leveraging short-form videos (Shorts) to drive engagement and viewership of its long-form lecture content. The analysis focuses on the channel's content strategy, audience interaction, and the effectiveness of Shorts in funneling viewers to extended lectures. Key metrics such as viewership trends, audience retention, and cross-content traffic are evaluated to assess the impact of Shorts on channel growth and educational outcomes. The study also explores the balance between entertainment and educational value in short-form content, as well as its role in catering to diverse audience preferences. Findings suggest that well-designed Shorts serve as effective promotional tools, enhancing visibility and accessibility of long-form content while reinforcing core educational goals. The implications of this strategy are discussed, providing actionable insights for educators and content creators aiming to optimize audience engagement in digital learning environments.
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D. Lukac (CCEC - Centre of Competence for EPLAN Certification (UG), Siegburg, Germany)
The Importance of Introductory VILT as a Measure to Activate Learners to Develop their Self-directed Learning Behavior
Self-directed learning can take various forms, e.g. in informal learning, but also through structured learning programs, for example on a digital learning platform. It can also be part of a blended learning approach. Learners can usually determine their learning strategy themselves and decide when and where they learn. Depending on the degree of self-direction, they also independently select learning objectives, learning sources and partners, as well as methods and tools to organize the learning process and reflect on its success. Here are some reasons for this: Flexibility and individual learning, Independence, Motivation, Work performance, Cost savings. On the other hand, there are also problems when a learner is expected to rely solely on self-directed learning. Here are some of the main problems of self-directed learning: Not knowing what to learn, Lack of time, Lack of self-motivation and interest, Too many choices, Personal preferences. This paper describes how Virtual Instructor Led-Training (VILT), when used in conjunction with self-directed learning, can play a crucial role in activating learners and sparking their ongoing interest in topics that are available in self-directed learning formats such as eLearning.
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A. Koß, G. Dartmann, K. Gollmer, L. Begic Fazlic (Hochschule Trier, Umwelt-Campus Birkenfeld, Hoppstädten-Weiersbach, Germany)
Simplifying Edge AI: A Block- Based Development Platform for IoT Applications
This paper aims to develop a visual programming environment that allows users with limited programming knowledge to interact with AI models. This environment is implemented on an Edge-AI platform. The platform, referred to as the OZY board, is designed to simplify and enhance the accessibility of AI applications in practice. The developed visual programming environment focuses on creating an intuitive user interface, making it easier for nonprogrammers to work with AI models through block-based programming, reducing the complexity of machine learning development. The study includes a thorough literature review, evaluation of suitable libraries, and the creation of use cases. UI prototypes are developed, followed by technical implementation and user testing. The results of these tests are used to further refine the application. This research contributes to the field by addressing the challenges of accessibility and usability in AI technologies and provides practical solutions for extending AI access to a wider user base, especially in education to demonstrate simple machine learning algorithms.
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D. Junk, S. Haab, L. Sitzius, M. Gisch, L. Begic Fazlic, G. Dartmann (Trier University of Applied Sciences, Environmental Campus Birkenfled, Hoppstädten-Weiersbach, Germany)
Low-Code Programming Tools and Portable Sensor Devices for Data Analysis
In this paper, we present an integrated framework that simplifies sensor programming, data analysis and wearable measurements in IoT applications. We have highlighted three tools: SensorBlockly, an extension of Node-RED and a dedicated handheld device. SensorBlockly integrates MOX gas sensors into the Ardublockly visual programming tool, enabling easy implementation and data storage. The Node-RED extension includes CSV file processing and advanced analysis methods such as PCA and LDA. The handheld device records gas measurement values and sends the data via WLAN using MQTT to Node-RED, where measurements can be configured, started and analyzed in real time. The ecosystem enables efficient prototyping, real-time data analysis and user-friendly interaction with IoT devices. One application example is the quantitative determination of acetic acid content in water samples. The publication contains practical examples and links to open source repositories to promote transparency and collaboration in the IoT community.
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J. Jung, Ž. Deljac (Tehnička škola Zagreb, Zagreb, Croatia)
Ethical Considerations of ChatGPT Integration in High School Education
The increasing integration of artificial intelligence (AI) tools, such as ChatGPT, in high school education raises significant ethical concerns. This study examines student perceptions of ChatGPT’s impact, emphasizing ethical challenges and communication with educators. A survey of 280 final-year students from Zagreb, Croatia, was conducted over two years (2023–2024). A structured questionnaire explored AI awareness, usage, ethical challenges, and teacher communication. Analysis focused on proportional changes in responses to ethical questions and developed predictive models for future trends. Key findings include a 20% increase in concerns about AI’s impact on education quality (18% in 2023 to 38% in 2024) and a 17% rise in skepticism about schools’ preparedness to regulate AI use (19% to 36%). In contrast, belief in AI replacing human intelligence dropped by 26% (82% to 56%). Predictive modeling suggests growing concerns about institutional preparedness and education quality, reaching 100% by 2029. The results highlight the urgent need for comprehensive policies addressing ethical AI use, ensuring equitable access, and preventing academic misconduct. This research provides valuable insights for educators, policymakers, and stakeholders to balance AI’s educational potential with ethical considerations.
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K. Bedi (Graditeljska škola Čakovec, Čakovec, Croatia)
AI-Driven Creativity: Investigating Student Motivation in the Process of AI Photo Generation
The aim of this research is to determine students' motivation for using AI tools in creating photos. The study focuses on what attracts students to AI-generated photos, which AI tools they use, and how they evaluate their creativity in this process. It also analyzes the extent to which students want to actively participate in the creation and how much they rely on AI to generate photos. Assessing students' motivation for creating photos with the help of AI will highlight the main obstacles and incentives for further use of AI tools. An additional goal is to analyze students' feelings of self-criticism and "creativity" in the process of creating images with the aid of AI.
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M. Knezović (MORH, Zagreb, Croatia), T. Babić (Algebra University, Zagreb, Croatia)
The Role of a New Curriculum for Information Literacy (Ancil) Model for the Development of Strategic Foresight Information Competences
Information literacy in the modern information landscape is of vital value. With its development of information literacy, higher education should provide answers to the challenges of dynamic technological development and develop experts for strategic planning/foresight not only through an epistemological prism, but also through an ontological concept. In this context, research was conducted on the relevance of information literacy development through the A New Curriculum for Information Literacy (ANCIL) model. The research was conducted among expert practitioners from the context of strategic foresight in December 2022, on a sample of 31 respondents. The aim of the research was to examine if there is a need among respondents for information competences developed according to ANCIL and if there is a difference in the need for information competences depending on the level of education of the respondents. The results showed that there is a need for the development of information competences developed according to the ANCIL model, and that experts with a higher level of education recognize the need for information competences more. In conclusion, the ANCIL model proved to be relevant for the development of information literacy in higher education with the aim of developing experts for strategic foresight /planning.
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S. Jovčić, D. Nižetić (VERN' University, Zagreb, Croatia), M. Bednjanec (Aspira University of Applied Sciences, Zagreb, Croatia)
The Use of Information Technology Among Students Whose Study Programs Are Not Primarily IT-Oriented
This paper explores how students in economics, tourism, and gastronomy use information technology (IT) tools. It focuses on the educational and professional advantages, frequently used applications, and perceived challenges.
In gastronomy, IT supports the digitalization of recipes, inventory management, nutritional analysis, and menu creation. Virtual kitchens and culinary simulations provide students with practical training in controlled, innovative environments. In tourism, IT is pivotal for reservation systems, personalized travel experiences, and customer satisfaction analysis. Tools like Customer Relationship Management (CRM) and Geographic Information Systems (GIS) help students understand industry trends, optimize trip planning, and effectively market tourism destinations.
The study finds that while IT enhances skill development and competitiveness in the job market, students also face obstacles such as limited digital literacy and a lack of training.
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L. Bačić, M. Krstinić, T. Tolnauer-Ackermann (Zagreb University of Applied Sciences, Zagreb, Croatia)
A Comparative Study of AI Tool Use in English and Croatian Among the Students of Zagreb University of Applied Sciences
Given the significant increase in the impact of AI tools in the field of education, this paper examines how undergraduate students at the Zagreb University of Applied Sciences integrate AI tools into their academic activities, with a particular emphasis on language-related tasks involving both English and Croatian languages. The primary objective is to examine students’ use of AI in acquiring technical and academic language skills and to identify specific practices, preferences, and challenges across both languages. Data on students' experiences, including how often they use AI tools for learning, the types of tasks they perform, and their perception of the usefulness of these tools, were collected through a survey questionnaire. Special attention is given to comparing the effectiveness of using AI tools in English and Croatian by analyzing and evaluating factual accuracy, contextual misunderstandings, over-simplifications, and similar aspects.
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Z. Li, S. Manoharan, X. Ye (University of Auckland, Auckland, New Zealand)
Using Instrumentation to Infer Difficulty Levels in Isomorphic Questions
In personalized and adaptive learning, creating exam questions and practice problems that are both unique and challenging for each student helps reduce cheating. A common solution is isomorphic questions, where each question has a similar structure but is different in specific values or details set by the instructor. However, variations in these questions can make some versions unintentionally more difficult than others, which may lead to fairness issues. To address this, the paper proposes methods that offer a reliable framework for managing the difficulty levels of isomorphic assessments, helping instructors to identify and adjust question instances with inconsistent challenge levels. This framework employs instruction count analysis, time-based measurement, and operand size evaluation to infer difficulty levels, providing instructors with the means to create fair and pedagogically sound question sets, benefiting both teaching and learning outcomes.
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V. Zuppa Bakša, A. Bednjanec, L. Tepeš Golubić (Tehničko veleučilište u Zagrebu, Zagreb, Croatia)
Methods and Tools for Efficiently Evaluating Students' Understanding During Lectures in Electrical Engineering
This paper examines various methods and tools for effectively evaluating students' understanding of lecture material in electrical engineering. The focus is on interactive and real-time feedback mechanisms, such as digital quiz platforms, live polling systems, and visualization tools. Additionally, instructional strategies like formative assessment, "think-pair-share" activities, and problem-solving tasks tailored to electrical engineering are explored. A survey was conducted among students to assess whether these methods contributed to better comprehension and retention of new content. The paper analyzes the survey results to determine the effectiveness of these approaches in enhancing learning outcomes. Based on the findings, recommendations for optimizing teaching and evaluation methods are provided.
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M. Apiola (University of Eastern Finland, Joensuu, Finland)
First Year CS Students Exploring Implications of Social Media Recommendation Algorithms
In addition to technical topics, computing students must be taught skills to reflect on the social meaning of digital technology and related harms and risks. Research of social media recommendation algorithms have exploded in recent times, driven by the urgency to understand these black-box algorithms and how they alter the world around us for good or bad. We collected data from an intermediate-level computing course, where students were introduced to recommendation algorithms of social media, and reflected about their perceptions of design goals, motifs for profiling, mechanisms of recommendation, and potential benefits or harms to individuals and societies, as well as their own design goals for future improvements. Qualitative analysis shows (1) partial alignment between students' perceptions and recent research, (2) in-depth insight about thinking related to themes of engagement, interest, addiction, control, and truth, (3) rich but partly contradictory perceptions related to benefits versus harms caused by recommendation algorithms, and (4) a rich repertoire of students' design ideas for future improvement.
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I. Maric (STŠ-SMSI Dante Alighieri , Pula, Croatia), B. Rumenović (Sveučilište Sjever, Koprivnica, Croatia)
The Application of ICT in the Learning and Teaching Process - Opinions and Attitudes of Teachers in Croatia
This study investigates the integration of Information and Communication Technology (ICT) in Croatian primary and secondary education, aiming to assess current practices, challenges, and institutional support mechanisms. Conducted in June 2024, the research employed an online survey targeting 310 secondary school teachers across various Croatian regions. The survey evaluated teachers' ICT usage habits, the extent of institutional support, and perceptions regarding ICT's role in modern education.
The findings indicate that a significant majority of teachers incorporate ICT into their teaching practices and lesson preparations. Specifically, 90.3% of respondents reported using ICT during instruction, while 96.8% utilized it for lesson planning. Additionally, 93.5% observed positive student responses to ICT integration. Despite these encouraging figures, challenges persist, including limited technical resources and insufficient institutional support for effective ICT integration. Teachers expressed a need for enhanced professional development opportunities to effectively utilize ICT tools.
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J. Žufić (Juraj Dobrila Univercity of Pula, Pula, Croatia), A. Žufić (Elementary school VELI VRH, Pula, Pula, Croatia), S. Bodiš (Elementary school Marčana, Pula, Croatia)
Hour of Code: Classroom Escape
In 2024, four elementary schools and the Faculty of Educational Sciences at Juraj Dobrila University in Pula participated in the "Hour of Code" project. As part of the schools’ Informatics course, an activity titled "Classroom Escape" was developed, inspired by the popular escape room puzzles. The goal of this activity was to guide participants through several game phases, fostering computational thinking among students. Another objective was to equip the university’s students with the skills to design creative content and activities for elementary school students.
Each phase included one or more questions that participants had to answer to advance. The game featured three teams, with progression requiring either independent problem-solving or teamwork. The theme of the questions revolved around the marine world. The teams that successfully completed all stages were rewarded with a bag of candy.
Over 200 students from grades 5 to 8, representing four elementary schools (Pula, Marčana, Juršići, and Rovinj), participated in the activity. Both teachers and students collaborated in designing this activity. It received overwhelmingly positive feedback, with over 90% of teams reaching the final goal. The motivation levels were higher compared to regular programming classes.
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Papers
Chair: Frano Škopljanac-Mačina
5 min time-slot for each presentation |
B. Abazi Chaushi, A. Chaushi (South East European University, Tetovo, Macedonia)
Transforming Academic Planning: Agile Approaches to Streamlining University Operations
This study explores the development and optimization of academic planning modules in higher education, with a focus on integrating and streamlining information systems. Using South East European University as a case study, it explores the challenges, methodologies, and outcomes of transitioning from fragmented systems to a tailored ERP solution. The research highlights significant improvements, including streamlined scheduling processes, optimized resource allocation, and substantial cost reductions. By adopting agile methodologies and a stakeholder-driven approach, the study underscores the potential of customized ERP systems to enhance operational efficiency and institutional performance in resource-constrained settings.
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E. Rakovac Bekeš (I. gimnazija Osijek, Osijek, Croatia), E. Berbić Kolar, V. Galzina (Faculty of Education Osijek, Osijek, Croatia)
Developing Phonological Awareness and Early Literacy in the Croatian Language: The Influence of Communication and Education Applications Based on Augmentative and Alternative Communication (AAC)
This study investigates the impact of augmentative and alternative communication (AAC) applications on the development of phonological awareness and early literacy in the Croatian language. The research aims to evaluate the effectiveness of AAC tools in enhancing phonological skills, user satisfaction, and overall learning outcomes. A mixed-methods approach was employed, combining quantitative data from pre- and post-intervention assessments with qualitative data from user interviews and observations. The study involved children aged 6-8 years who used AAC applications over a three-month period. The findings suggest that AAC tools significantly improve phonological awareness and early literacy skills, contributing to a more inclusive and effective learning environment.
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V. Georgiev, K. Rasheva-Yordanova (University of Library Studies and Information Technologies, Sofia, Bulgaria)
A Systematic Review of Opportunities to Overcome Challenges in Weekly Schedule Planning
The paper presents a systematic review of the literature on overcoming challenges in planning university weekly schedules. Key issues such as limited resources, conflict avoidance, and ensuring adaptability to the needs of instructors and students are analyzed.
The review includes methodologies and technologies for automation, such as linear programming, hybrid algorithms, and intuitive graphical interfaces. Special emphasis is placed on semi-automated systems, which combine the accuracy and speed of automation with the possibility of manual adjustments. Their advantages over manual and fully automated approaches are explored, including increased efficiency, reduced planning time, and higher user satisfaction.
The systematic review highlights the importance of personalization and flexibility, which are essential for addressing the dynamic conditions of educational institutions. The developed concept for a semi-automated system demonstrates significant potential to minimize errors, optimize resource utilization, and enhance productivity.
The paper concludes that semi-automated solutions offer an effective balance between innovation and practical application, providing a sustainable model for optimizing academic processes.
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M. Žagar, I. Branica, D. Delija (Tehničko veleučilište u Zagrebu, Zagreb, Croatia)
Usage of chatbot techniques for automation of knowledge tests
AI chatbot is often used for user support. It helps end-users in specialized tasks, diminishing the need for human assistance in support centers. Two mechanisms are used for chatbot implementation: RAG (Retrieval Augmented Generation) and LLM (Large Language Model) fine-tuning. RAG mechanism employs prompt for serving relevant context, selected from vector database, to the LLM with user query. After that, LLM constructs informative reply and gives it to the end-user. It is important to note that LLM has not been trained on significant materials in the area for which chatbot is constructed. Similar procedure can be used for automation of knowledge tests. When the student answers the question relevant documents are retrieved from specialized vector database with teaching materials and served as a context with student answer to LLM through the prompt. LLM decides if the answer is correct based on the context and the student answer. The procedures of vector database creation, tests creation and student answering can be automated, so that minimal interaction is needed from the teacher.
In the paper we present software architecture and implementation of such a system, with some recommendations. At the end of the paper, we present the results of testing on the group of students.
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E. Idrizi, L. Nuredini-Mehmedi (South East European University, Tetovo, Macedonia)
Integrating the DigComp Framework: A University-Wide Initiative to Develop First-Year Digital Competencies
In today's digital age, technological proficiency is crucial for academic achievement and future careers. Recognizing this imperative, South East European University [SEEU] in Tetovo, North Macedonia, has started to integrate the DigComp Framework into its first-year curriculum. This initiative is designed to empower students with essential digital competencies across five key domains: Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety, and Problem-Solving. By weaving these skills into both coursework and digital modules, SEEU will ensure that students gain not only theoretical understanding but also practical digital fluency. To implement the framework effectively, faculty collaborated to align teaching strategies with real-world applications. We employed active learning methods—such as project-based tasks, interactive assessments, and peer collaboration—to engage students and reinforce skill acquisition. Early evaluations reveal significant improvements in students’ digital proficiency, notably in critical thinking, online collaboration, and the effective use of digital tools. Despite these successes, challenges remain, including aligning diverse departmental goals, addressing varying student skill levels, and ensuring equitable access to digital resources. This paper highlights the transformative potential of structured digital literacy programs like DigComp in higher education. Future efforts will concentrate on extending the program to upper-year students and refining assessment techniques to support sustained skill development.
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S. Stoev, K. Rasheva-Yordanova, I. Kostadinova, . Dimitrov (University of Library Studies and Information Technologies, Sofia, Bulgaria)
An Approach to Developing Speech Skills in Children Through the Integration of Virtual Tours in Education
Abstract: In recent years, the use of innovative technologies to support the education and therapy of children with communicative disorders has gained significant interest. Interactive computer-based approaches have proven effective in improving speech and social skills while offering engaging methods for learning.
Among these, virtual tours stand out as a promising concept that combines traditional therapeutic practices with technological solutions. They create controlled environments where children can practice speech and language skills in a safe, interactive, and playful setting. Additionally, these environments integrate visual feedback and personalized exercises, boosting children's motivation and engagement.
This article explores the advantages of virtual tours as a method for developing speech skills and presents a model for designing lessons using this approach. Key aspects include content selection, gamified elements, and exercise adaptation to children's individual needs.
The proposed approach leverages modern educational technologies to improve the quality of education and therapy, combining evidence-based practices with innovation. The article provides a comprehensive overview of virtual tours in education and therapy, offering practical guidelines for their implementation, particularly for preschool children with communicative disorders.
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W. Werth, C. Ungermanns (CUAS, Villach, Austria)
Revolutionizing Control Engineering Education: Bridging Theory and Practice with MATLAB, Real-Time Experiments, and Hands-On Labs
Teaching control engineering effectively requires innovative approaches that bridge theoretical concepts with real-world applications. This paper presents a modern, practical methodology by integrating MATLAB simulations, live classroom experiments and hands-on laboratory exercises.
Unlike traditional teaching that often relies heavily on lectures and theoretical problem solving along with isolated laboratory experiments, this approach emphasizes active learning and the immediate application of theoretical concepts.
MATLAB is utilized as the foundational tool for simulation and calculations, enabling students to visualize system behavior and validate their designs interactively. Live experiments in the classroom provide dynamic demonstrations of core principles such as system response, stability, frequency response and feedback, fostering a deeper understanding through direct observation. Complementary laboratory exercises enable students to work with real-world control systems, bridging the gap between simulation, observation and practical implementation.
Initial evaluations show improved comprehension, increased motivation, and a stronger connection between theoretical knowledge and its practical application. This paper discusses the design, implementation and outcomes of this integrative teaching strategy.
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C. Ungermanns, W. Werth, G. Tinkler, A. Varga (Carinthia University of Applied Sciences, Villach, Austria)
Mechatronics Meets Education: From Classroom Practice to Automated Sound Velocity Experiments
The transition from manual to automated experimentation offers exciting opportunities to inspire young minds and enhance the educational experience in physics.
This paper presents an innovative mechatronic demonstrator for measuring the speed of sound, designed not only to bridge theoretical concepts with hands-on practice, but also to motivate prospective students to pursue a career in engineering. Originally developed by Systems Engineering students as part of their bachelor's thesis, the system exemplifies the practical and interdisciplinary skills acquired during the programme. Using a combination of loudspeaker, microphone and oscilloscope, the students first study the propagation of sound waves through manual measurements. Building on this foundation, the automated setup integrates mechatronic components and software for accurate, real-time visualisation and calculation of sound velocity. This approach promotes active learning, illustrates the real-world applications of mechatronics, and serves as an engaging tool to attract young talent to the field.
Feedback from participants, including visitors to our campus days, highlights increased enthusiasm for technology and a deeper understanding of wave phenomena, demonstrating the potential of this method to enhance classroom experimentation and student engagement.
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D. Škopljanac-Mačina, T. Mesić (Algebra University, Zagreb, Croatia)
Evaluation of Search Engines and AI Chatbots Using A/B Testing
AI chatbots are today often used for learning and education without considering the quality of answers they provide. In this paper we evaluated the quality of responses to user queries from popular search engines and AI chatbots. We aimed to objectively determine using the A/B testing if the ChatGPT chatbot is better in answering various user queries than the Google Search. We used our own web interface for evaluating popular search engines and AI chatbots created using node.js and different APIs. In our experiment we devised a set of test queries in the form of factual data questions, mathematical problems and logic-based riddles. We rated the responses from various ChatGPT models and Google Search engine to all the test queries. Afterwards, the A/B testing method is run automatically through our web interface to find out if there is a statistically significant difference between the quality of their answers. We concluded that for our test query set there is no statistically significant difference between the earlier ChatGPT model 3.5 and the Google Search engine. However, we found that the ChatGPT model 4 is better in answering our test queries than the Google Search, and the difference is statistically significant.
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D. Škopljanac-Mačina, T. Mesić (Algebra University, Zagreb, Croatia)
A Web Interface for Evaluating Search Engines and AI Chatbots
As of lately it has become evident that the future of Google Search is not certain because of the emergence of OpenAI’s ChatGPT tool, a chatbot powered by generative AI that generates answers rather than retrieving answers from a great database. Some experts therefore predict that ChatGPT, and other chatbots alike could replace Google’s search tool in the near future. In this paper we created a web interface for evaluating popular search engines and AI chatbots. Through this interface users can enter a singular query and get answers simultaneously from both ChatGPT and Gemini chatbots as well as highest rated search results from Google and DuckDuckGO search engines by using different APIs. Users can then compare and rate answers from search engines and AI powered chatbots. This paper covers key steps in creating such an interface with an emphasis on avoiding possible problems which can be interesting for computer science educators and students.
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L. Elhiny, U. Speidel , X. Ye, S. Manoharan (The University of Auckland, Auckland, New Zealand)
Leveraging Keystroke Dynamics for Detecting Academic Dishonesty in Online Assessments
Online assessments have become a prevalent method for evaluating students’ knowledge and understanding. However, with the convenience of online assessments comes the challenge of maintaining academic integrity. As academic dishonesty continues to evolve, educators and institutions are in constant pursuit of innovative solutions to secure assessments. One such solution gaining traction is the utilization of keystroke dynamics as a forensic tool to identify potential incidents of academic dishonesty.
Keystroke dynamics, also known as typing biometrics, is the study of the unique typing patterns exhibited by individuals. These patterns include factors such as typing speed, rhythm, pauses, and errors. Every individual has a distinct typing style, akin to a digital fingerprint, which can be analyzed and utilized for identification purposes.
This paper presents processes and techniques to detect anomalies in typing behavior throughout the assessment. By establishing baseline typing patterns for each student, the system can flag deviations that exceed predefined thresholds. These anomalies could signal instances of copying or collusion among students.
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Y. Rudenko , L. Sytnyk (Sumy National Agrarian University, Sumy, Ukraine), R. Pasichnyi (Lviv Polytechnic National University, Lviv, Ukraine), O. Bieliaieva (Sumy National Agrarian University , Sumy, Ukraine), N. Dehtiarova (Sumy State Pedagogical University named after A.C. Makarenko, Sumy, Ukraine), A. Barabash (Sumy Region Institute of Postgraduate Education, Sumy, Ukraine)
Analyzing the Results of a Study of the Effectiveness of Developing Students' Cybersecurity Skills
Recognizing the risks associated with the growing digitalization of the world, the article substantiates the need to improve students' cybersecurity skills and describes the experience of their development in Ukrainian universities. By questioning first-year students, the actual level of cybersecurity is revealed and the results are analyzed. Problems have been recorded in the following areas: knowledge of cybersecurity rules (most respondents have a general understanding of the concept of cybersecurity), the ability to distinguish between risky situations (on average, 3 out of 5 situations described by students were not labeled as dangerous), digital personal protection (problems with understanding the concepts of “password strength”, “protection against DDoS attacks”, “phishing” were identified). Recognizing the risks associated with the growing digitalization of the world, a cybersecurity improvement program for first-year university students was implemented for three months in 2024 for an experimental group (155 first-year university students). The program included training in the elective module “Personal Cybersecurity” and participation in the project “Creating a Safe Digital Space”. The results of the program implementation are presented and statistically confirmed, which showed an increase in the level of cybersecurity skills of the participants of the experimental group compared to the control group
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O. Zhmud (Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine), N. Dehtiarova (Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine), O. Viunenko (Sumy National Agrarian University, Sumy, Ukraine), V. Hryhorenko (Pavlo Tychyna State Pedagogical University, Uman, Ukraine), I. Lantukh, O. Didkivskyi (Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine)
Development of Responsible Attitudes Towards AI-Generated Results Among Future Computer Science Teachers
The challenge of recognizing authorship has become increasingly pressing in the age of artificial intelligence. Fostering a sense of responsibility among young people is becoming ever more relevant. Surveys conducted among school and university students revealed a tension between AI tools as products of technological progress and the restrictions on their use. A viable solution is teaching the proper evaluation of data and results generated by AI.
The authors have developed a course on using language models and image generators for future computer science teachers. The course includes theoretical aspects (AI development, platforms, their accessibility), practical skills (formulating and refining queries, citing sources), and fostering responsibility and academic integrity.
The study highlights an improvement in students' ability to conduct quality searches using language models, neural networks, and AI-based image generators. The statistical analysis of the research results is also presented
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L. Drožđek, I. Pesek (Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia)
Pilot Study: Epsilon-greedy Algorithm in AI-Based Web Application for Mastering Multiplication Tables
The integration of technology into education is becoming a common practice. Artificial intelligence systems, which have recently become an indispensable part of everyday life, are a natural step towards innovation in education.
We have developed a web application for learning and mastering multiplication tables based on the idea of an intelligent tutoring system. The app personalizes the learning process, as it selects tasks based on an analysis of the previous user’s answers.
The algorithm for task selection is based on the idea of The Multi-Armed Bandit Problem which is one of the concepts in machine learning, more precisely in reinforcement learning. The main challenge in this problem is addressing the exploration-exploitation dilemma, which looks for a balance between exploring new possibilities and exploiting already known optimal solutions. There exist different strategies for addressing this dilemma. In this study, we implemented the Epsilon-greedy policy strategy.
The article describes the results of a pilot study implemented on a small group of university students. We observed the algorithm's behaviour regarding the diversity of the generated tasks and checked for any excessive repetition of tasks from the same number.
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Y. Rudenko (Sumy National Agrarian University, Sumy, Ukraine), K. Zhurba, I. Bekh (Institute of Problems on Education of the NAES of Ukraine, Kyiv, Ukraine), S. Petrenko, A. Bobokalo, O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Using Dashboards in the Development of Students' Analytical Thinking
The rapid development of information technology has transformed various spheres of society, creating a demand for skills that quickly allow processing and analyzing large amounts of data. Developed analytical thinking as the ability to evaluate a problem at the micro and macro levels, enables young people to interpret information, identify patterns, and make informed decisions in a data-driven world. As interactive digital data visualization and analysis tools, dashboards are the potential means for developing analytical thinking, especially in learning. They allow students to explore real-world data sets, track trends and understand complex relationships through intuitive visual formats. The use of dashboards in the training of young people not only helps to develop digital skills but also to deepen the ability to evaluate information and draw conclusions based on facts critically. Our study has confirmed the development of students' analytical thinking (positive impact on logic, objectivity, integrity of judgment, establishing cause-and-effect relationships, and forecasting) during the development, creation, and use of dashboards in studying technical and economic disciplines. We summarize the pedagogical experience of teaching students to work with Looker Studio and Tableau programs and present the results of a pedagogical experiment.
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P. Hadrović, T. Alajbeg, K. Osman, M. Sokele (Zagreb University of Applied Sciences, Zagreb, Croatia)
Printed Circuit Board Design in Computer-aided Design Tool
Printed Circuit Board (PCB) design has traditionally been carried out using Electronic Design Automation (EDA) software tools, which are developed mainly for electrical circuit analysis and for simulating the operation of electronic circuits. Recently, CAD software tools, in addition to their primary purpose, have started offer the electrical circuit analysis with PCB design. The advantage of using CAD tools for PCB design lies in their familiar user interface and integration with existing drawing and modeling skills. This integration allows students / engineers to approach PCB design comprehensively, while from an educational perspective, students can more efficiently acquire new skills without the need to learn an entirely new interface. This paper presents a comparison of PCB design using CAD tool and EDA tool with an emphasis on analysis in the field of schematic capture, components library, PCB layout and 3D visualizations. The examples used for the analysis are based on the teaching material of the ‘Circuit analysis with EDA’ course at the graduate study of Electrical engineering at the Zagreb University of Applied Sciences.
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A. Zaikina, D. Surin (Sumy State Pedagogical University named after A. S. Makarenko, Sumy , Ukraine), O. Shukatka (Ivan Franko National University of Lviv, Lviv, Ukraine), N. Оliinyk (Vinnytsia Mykhailo Kotsyubynskyi State Pedagogical University, Vinnytsia, Ukraine), S. Kharchenko (Sumy National Agrarian University, Sumy, Ukraine), O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Design and Implementation of a Curriculum on Digital Health Tools for Future Physical Therapists
The integration of digital health technologies into healthcare systems is transforming the delivery of medical services and rehabilitation. This transformation creates a need for future healthcare professionals, including physical therapists, to master digital health tools (DHT) and use them effectively in clinical practice. This study aims to substantiate, develop, and implement a curriculum focused on training future physical therapists to use DHT, ensuring their readiness for contemporary healthcare environments. The research involved three key stages: a comprehensive review of current literature on DHT use in healthcare and physical therapy; the design of a curriculum aligned with the educational and professional program “Physical Therapy, Occupational Therapy”; and the implementation of the curriculum. In addressing the need for skilled healthcare workers in the digital era, the study emphasizes the importance of developing a comprehensive curriculum for mastering digital health tools. The study concludes that integrating such curricula into university programs is a vital step toward improving the quality of physical therapy education and ensuring the preparedness of graduates for digitalized healthcare systems.
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M. Mihaljević, V. Kirinić (University of Zagreb Faculty of Organization and Informatics, Varaždin, Croatia)
Enhancing Accessibility of a Learning Analytics System User Interface: A Case Study
In recent years, the integration of learning analytics (LA) dashboards into learning management systems (LMS) has provided valuable insights into user learning behaviors and outcomes. As the primary point of interaction between users and LA systems, the user interface (UI) plays a crucial role in determining the overall user experience (UX) and consequently influences the acceptance and success of an LA system. Inaccessible UI may result in users not accepting the LA system as a valuable aid for enhancing learning and teaching. However, the UI of many LA dashboards in general may remain inaccessible to users with diverse, special needs, particularly those with disabilities.
This paper presents a case study of redesigning the LA dashboard UI to enhance its accessibility so that people with disabilities can use it more efficiently. Following the Web Content Accessibility Guidelines (WCAG), in this case study are identified key challenges and solutions in making LA dashboards more accessible and inclusive for higher education students as users, particularly students with visual impairments.
The findings in this case study emphasize the importance of accessibility principles in the design and development of learning analytics tools, offering recommendations for developers, educators, and researchers to create more inclusive LA dashboards.
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J. Žufić, A. Debeljuh, D. Kukuljan (Juraj Dobrilča University of Pula, Pula, Croatia)
User confidence in ChatGPT
ChatGPT represents a new approach in the development of natural language processing and neural network design. It is a variant of the generative pre-trained transformer model tailored for conversational tasks. This study evaluated user trust (high school and university students) in AI tools and how their use contributes to their educational success. The research was conducted with over 800 high school pupils and undergraduate and graduate students from various educational institutions in Croatia, Italy, Slovenia, Serbia, Bosnia and Herzegovina, and other countries, focusing on the frequency of ChatGPT usage. This study builds on a pilot project conducted a few months earlier, expanding the sample size and applying minor adjustments to the previous research methodology. The results, statistically significant at the p<0.05 level, revealed the following: a) respondents consider ChatGPT to be reliable and credible; b) users perceive ChatGPT as a valuable and effective learning tool; c) users are satisfied with the responses provided by ChatGPT; d) respondents would recommend the use of ChatGPT to their peers; e) no gender-based differences were observed in ChatGPT usage; f) users do not perceive the use of ChatGPT for preparing essays or studying for exams as cheating.
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Papers
Chairs: Marina Mirković and Kristinka Blažeka
5 min time-slot for each presentation |
K. Radman Livaja (Osnovna škola Vukovina, Velika Gorica, Croatia)
AI u nastavi Informatike kroz Curipod
Uvođenje umjetne inteligencije (AI) u obrazovni proces donosi nove mogućnosti za unapređenje nastave Informatike. Ovaj rad istražuje aplikaciju alata Curipod, platforme koja koristi AI za brzu pripremu nastavnih sadržaja i poticanje interaktivnosti u učionici. Fokus je na analizi načina na koji Curipod može olakšati rad učitelja, ubrzati pripremu materijala i povećati angažman učenika. Kroz studijski slučaj prikazani su konkretni primjeri upotrebe Curipoda u nastavi Informatike. Alat omogućuje automatizirano generiranje prezentacija, kvizova i diskusijskih pitanja prilagođenih specifičnim temama iz područja informatike. Također, naglašena je uloga interaktivnosti u procesu učenja, gdje učenici aktivno sudjeluju putem ankete i diskusije uživo. Rezultati pokazuju da primjena AI alata poput Curipoda povećava učinkovitost nastavnog procesa te doprinosi personalizaciji i prilagodbi sadržaja potrebama učenika. Zaključno, ovaj rad ističe potencijal umjetne inteligencije u obrazovanju te potiče daljnju integraciju sličnih alata u svakodnevnu nastavu.
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S. Šišić, A. Tihomirović (Tehnička škola Zagreb, Zagreb, Croatia)
Kritika horizontalne i vertikalne prohodnosti po novoj reformi u strukovnom obrazovanju
Rad se bavi proučavanjem mogućnosti horizontalne i vertikalne prohodnosti učenika prema Hrvatskom kvalifikacijskom okviru na razinama 4.1 i 4.2, mogućnostima nastavka formalnog obrazovanja i postizanja razina naobrazbe 6, 7.1 i 7.2, te kvalitetom obrazovanja prema algoritmu koji je postavljen novom reformom strukovnog obrazovanja u RH. U samom radu posebno se proučavaju gledišta iz područja matematike kao opće obrazovnog predmeta, te strukovnih predmeta iz područja računarstva, kao i horizontalne i vertikalne korelacije sadržaja poučavanja prema reformi u strukovnom obrazovanju. Rad obuhvaća analizu postojećeg stanja, mjerenog rezultatima izbornog predmeta državne mature informatika, utjecaje koji će na polaganje tog istog ispita u budućnosti imati reforma u strukovnom obrazovanju s obzirom na postojeće uvjete vezane uz dostupnost materijalnih i ljudskih resursa.
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I. Naranđa (II. osnovna škola Čakovec, Čakovec, Croatia)
Uvod u robotiku pomoću edukacijskog robota Ozobot
U ovom radu opisuje se edukacijski robot Ozobot i mogućnosti njegove primjene u osnovnoj školi. U prvom dijelu rada opisuju se praktična iskustva iz dvogodišnjeg rada s edukacijskim robotom Ozobot Bit+ i vizualnim programskim jezikom OzoBlockly u nastavi Informatike u četvrtom i petom razredu osnovne škole i školskim izvannastavnim aktivnostima. Posebno se predstavljaju primjeri u kojima se u petom razredu kroz aktivnosti s Ozobotom ostvarilo povezivanje gradiva Informatike iz više domena. Drugi dio rada opisuje istraživanje koje je provedeno u razdoblju od prosinca 2024. do siječnja 2025. među učenicima II. osnovne škole Čakovec. Istraživanjem se željelo saznati kakve stavove imaju učenici o robotici, što misle o potrebi učenja robotike u osnovnoj školi i kakva su njihova iskustva u radu s Ozobotom. Odgovori učenika prikupili su se pomoću anonimnog online upitnika za učenike koji su školske godine 2023./2024. i 2024./2025. sudjelovali u aktivnostima s edukacijskim robotom Ozobot na nastavi Informatike i izvannastavnim aktivnostima. U radu se prikazuju rezultati istraživanja i iznose zaključci. Ozobot se pokazao kao izvrstan odabir za rano učenje programiranja, robotiku čini privlačnom i zabavnom, a kod učenika razvija kreativnost i logičko razmišljanje. Rezultati provedenog istraživanja pokazali su pozitivan stav učenika prema robotici općenito, kao i prema Ozobotu.
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M. Mirković (Tehnička škola, Požega, Požega, Croatia)
Unapređenje brige o ekosustavima kroz digitalnu transformaciju u školama
Povezanost između digitalne transformacije i brige o ekosustavima u školama je duboka i nužna. Kako tehnologija nastavlja evoluirati, obrazovne institucije imaju jedinstvenu priliku iskoristiti njen potencijal za inspiraciju i osnaživanje sljedeće generacije ekoloških čuvara. Integriranjem digitalnih alata u obrazovno iskustvo, promicanjem održivih praksi i poticanjem kulture ekološke svijesti, škole mogu odigrati ključnu ulogu u oblikovanju održivije budućnosti za našu planetu.
Kako se škole razvijaju, imaju jedinstvenu priliku povezati digitalnu transformaciju s imperativom brige za ekosustave.
U radu su prikazane aktivnosti mobilnosti učenika i edukacija nastavnika Tehničke škole u Požegi u Erasmus+ KA122 projektu mobilnosti učenika i osoblja u području odgoja i općeg obrazovanja "Osnaženi za put do bezbrižne i ekološki održive škole." Ovaj projekt bio je poticaj i za stjecanje statusa međunarodne Ekoškole, kao i uključivanja učenika Tehničke škole, Požega u eksperimentalnu primjenu kurikuluma fakultativnog predmeta „Umjetna inteligencija: od koncepta do primjene“, u okviru projekta „BrAIn“ čiji je nositelj CARNET.
Rad učenika i nastavnika potiče nove ideje za buduće aktivnosti i projekte. Iskorištavanjem tehnologije za promicanje ekološke svijesti i održivih praksi, škole mogu osnažiti učenike da postanu informirani i angažirani građani.
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S. Barbarić (Osnovna škola Milana Langa Bregana, Samobor, Croatia)
Fit pedagogija u nastavi informatike OŠ
Tema projekta je Fit pedagogija u nastavi informatike OŠ. Fit pedagogija je nova metoda učenja kroz igru i pokret. Djeca uče sjedeći i hodajući kroz učionicu, dinamičko i zanimljivo. Pokretima se potiče motorička i emocionalna aktivnost učenika. Nastava je fleksibilna uz kritičko mišljenje i istraživanje. Primjena i istraživanje pokazali su da je to moguće ostvariti i na nastavi informatike u OŠ. Djeci je potrebno kretanje kako bi upoznali tijelo i prostor. Bilo kakve kineziološke vježbe povezuju suradnju lijeve logične i desne racionalne strane mozga. Stoga je odabrano nekoliko vježbi koje se primjenjuju u nastavi informatike: učenik čita, piše, sluša i razumije. Istovremeno korača učionicom, nastoji biti brži, uspješniji. Fokusiran je, samostalno izvodi zadatke, radi to tako da šeta učionicom, mora sjesti na određeno područje, stati u mjesto označeno na podu, zamijeniti se s drugim učenikom i raditi na računalu na kojem nije započeo zadatak. Nakon zadanog vremena premjesti se ponovno na susjedno računalo, hoda čučanjem ili oponaša robote. Uloga učitelja je složena, zahtjevna i odgovorna. Rukovode aktivnostima, prilagođavaju intenzitet i brzinu pokreta sposobnostima grupe. Učenik postiže visoku razinu koncentracije uz stvaranje psihofizičke ravnoteže. Učitelj je mentor koji regulira i usmjerava učenike kako bi postali fizički i psihički zdravi.
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K. Brleković, D. Ivanović Ižaković (Elektrotehnička i prometna škola Osijek, Osijek, Croatia)
Protiv svih izgleda
U današnjem obrazovnom sustavu, korištenje računala je ključni alat za unapređenje nastavnog procesa i podizanje svijesti učenika o važnim društvenim temama. Jedan od velikih problema s kojima se suočavaju mladi, ali i stariji, je ovisnost, a osobito ovisnost o igrama na sreću, o kojoj se ne govori dovoljno. Mogu li matematika i informatika ponuditi alate za informiranje učenika o ovoj ovisnosti i time doprinositi njezinoj prevenciji? Projekt "Against All Odds" okuplja učenike i nastavnike iz Francuske, Finske i Hrvatske. U njemu matematika, posebno statistika, usko surađuje s informatikom radi analize podataka o vjerojatnostima dobitka u igrama na sreću. Ovaj pristup omogućuje učenicima vizualizaciju rizika kroz interaktivne grafove i simulacije, razvijajući njihove analitičke vještine i razumijevanje praktične primjene statistike. Dio projekta obuhvaća i izložbu učeničkih radova koji se bave igrama na sreću s malom vjerojatnošću dobitka. Učenici sami izrađuju igre, što im dodatno pomaže u razumijevanju koncepta vjerojatnosti i istraživanju psiholoških, društvenih i ekonomskih aspekata ovisnosti. Cilj projekta je osvijestiti o problemu ovisnosti o igrama na sreću, pružiti edukativne sadržaje i osnažiti učenike da donose informirane odluke, koristeći moderne tehnologije kao alate za učenje i samopouzdanje.
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D. Ivanović-Ižaković, A. Cehmajster (Elektrotehnička i prometna škola Osijek, Osijek, Croatia)
VR Lab – Virtualna avantura
Rad istražuje potencijal virtualne stvarnosti (VR) u srednjoškolskom obrazovanju kroz projekt razvoja VR scenarija s nadarenim učenicima. VR tehnologija transformira tradicionalne obrazovne metode, omogućujući stvaranje interaktivnih okruženja poput primjerice simulacije upravljanja funkcionalnostima pametne kuće i elektro radionice. Ključne prednosti VR-a uključuju povećanu motivaciju učenika, olakšano razumijevanje složenih koncepata te sigurno eksperimentiranje i vježbanje složenih radnih procedura bez rizika. Učenici mogu samostalno kreirati VR iskustva i detaljno istraživati kompleksne scenarije, poput rada s visokonaponskim sustavima ili kemijskim eksperimentima, bez izlaganja stvarnoj opasnosti. Dodatna vrijednost leži u pristupačnosti i ekonomičnosti. Alati poput SimLab VR Studija omogućuju kreiranje sadržaja i dijeljenje tako kreiranih sadržaja, smanjuju infrastrukturne troškove i proširuju obrazovne mogućnosti, zahvaljujući kompatibilnosti s različitim uređajima i podršci za širok raspon 3D formata. Zaključak rada ističe potencijal VR tehnologije u stvaranju inovativnijeg, sigurnijeg i dinamičnijeg obrazovnog okruženja.
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D. Ivanović-Ižaković, K. Brleković (Elektrotehnička i prometna škola Osijek, Osijek, Croatia)
Projekt - Geometrijska fuzija: Gdje matematika susretne kod
Cilj ovog interdisciplinarnog projekta bio je integrirati matematičke koncepte prostorne geometrije s programiranjem u C++, kako bi učenicima omogućili praktičnu primjenu teorijskog znanja kroz digitalnu vizualizaciju. Povezao je nastavu matematike i programiranja u drugom razredu srednje škole, u zanimanju tehničar za računalstvo. Učenici su programirali vizualizacije mreža geometrijskih tijela i animacije te izračunavali površinu i obujam, integrirajući matematičke koncepte u sintaksu C++. Svaki učenik radio je na jednostavnom geometrijskom tijelu, poput prizme, piramide, valjka ili stošca. Na taj način osigurali smo raznolikost zadataka i širok raspon različitih vizualizacija. Rezultati su pokazali da je ovaj pristup olakšao učenicima primjenu matematičkih koncepata u praktičnim zadacima. Vizualizacija i animacija geometrijskih tijela pridonijele su razvoju prostornog razmišljanja kao i unaprjeđenju digitalnih kompetencija. Projekt je osnažio međupredmetnu suradnju i istaknuo potencijal ovog modela učenja za buduće obrazovne inicijative vezane za modularni pristup obrazovanju u strukovnim školama, koji ulazi u obveznu provedbu sa slijedećom školskom godinom.
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L. Ille, R. Fic (Graditeljska škola Čakovec, Čakovec, Croatia)
Digitalne (ne)kompetencije učenika s teškoćama u razvoju
Suvremeni način života neraskidivo je povezan s uporabom digitalnih tehnologija, no učenici s teškoćama, zbog ograničenih sposobnosti percepcije i recepcije, često nisu u mogućnosti u potpunosti odgovoriti na zahtjeve modernog društva ili se uspješno integrirati. Problem je djelomično i u nedostatku edukacije vezane uz korištenje digitalnih tehnologija, budući da ti učenici u svom srednjoškolskom školovanju nemaju ni jedan nastavni predmet u okviru kojeg bi se podučavalo o medijskoj i/ili digitalnoj pismenosti. Naime. učenici s teškoćama nisu integrirani u redovne razredne odjele, već u zasebne i školuju se po posebnom programu. Ipak, usprkos nedostatku znanja i vještina, oni koriste digitalnu tehnologiju, a pritom ne znaju kako zaštiti svoju privatnost i nisu svjesni opasnosti koje im prijete na internetu. Kako bi se ti učenici pripremili za život nakon školovanja, morali bi steći barem minimalne kompetencije koje su potrebne za lakše snalaženje u svakodnevnom životu. Stoga je potrebno pronaći načina da se učenici osposobe za razumijevanje i uporabu digitalne tehnologije. U Graditeljskoj školi Čakovec kroz niz kreativnih i edukativnih aktivnosti, radionica i projekata u integriranih u redovnu nastavu učenici s teškoćama upoznaju se s načinom uporabe digitalnih tehnologija te stječu kompetencije koje će im pomoći da je samostalno, sigurno i ispravno koriste.
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A. Brmbota (Srednja škola Markantuna de Dominisa Rab, Rab, Croatia), A. Schill (Strojarska i prometna škola Varaždin, Varaždin, Croatia)
Umjetna inteligencija: prikaz provedbe fakultativne nastave
Projekte koji uključuju suradnju između škola učenici rado prihvaćaju. U ovom radu bit će prikazana suradnja između dviju srednjih škola uključenih u CARNET-ov projekt BrAIn. Jedna je s otoka Raba, druga iz Varaždina. Ovaj projekt pružio je profesoricama s iskustvom rada na zajedničkim projektima idealnu priliku za novom izazovnom suradnjom. Nacionalni STEMI-jev projekt Škola budućnosti, s jednim od ponuđenih programa Od ideje do umjetne inteligencije bio je početni impuls za uspostavljanje suradnje. S temama: Uvod u umjetnu inteligenciju, Generativna umjetna inteligencija, Design thinking te AI chatbotovi, projekt se odlično uklopio u kurikulum fakultativnog predmeta Umjetna inteligencija: od koncepta do primjene. Sljedeća motivacija za suradnjom bila je predavanje o umjetnoj inteligenciji tijekom jednog stručnog skupa. Predavanje o primjeni kvalitetnog inženjerstva unosa (promptova) u alate umjetne inteligencije za potrebe učenja i poučavanja otvorilo je jednu novu dimenziju u radu s učenicima. Zajedničkom suradnjom profesorica i predavačice dogovoren je za učenike i nastavnike dviju škola studijski posjet FOI-ju. Kroz fakultativnu nastavu i zajedničku suradnju i nastavnice i učenici istraživali su kako na najbolji mogući način primijenili stečena znanja u različitim alatima umjetne inteligencije (UI): ChatGPT, Perplexity, Wolfram Problem Generator i slično.
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E. Grmić (Tehnička škola Bjelovar, Bjelovar, Croatia), A. Tihomirović (Tehnička škola Zagreb, Zagreb, Croatia)
Primjer dobre prakse u izvođenju nastave informatike
U ovom radu biti će prikazani rezultati korelacije predmeta unutar smjera tehničar za računalstvo u sektoru elektrotehnika i računalstvo. Za uvid u kompleksnost projekta, dovoljno je spomenuti da je ideja za suradnjom potekla iz sektora prometa, u smjeru tehničar vuče – strojovođa, u kojem učenici izučavaju osnovne zakonitosti u osnovama elektrotehnike i automatizacije, u Tehničkoj školi Zagreb, a problem je u obliku projektnih zadataka odrađen u Tehničkoj školi Bjelovar. Na projektu se radilo u nekoliko različitih predmeta u različitim godinama izučavanja struke tehničar za računalstvo, a to su tehničko dokumentiranje, upotreba informacijske tehnologije u uredskom poslovanju, algoritmi i programiranje, napredno i objektno programiranje, primijenjena matematika, te tehničko i poslovno komuniciranje. Projekt je još uvijek u tijeku, a izvodi se u obliku projekta podijeljenog na manje izvedbene dijelove, te se na taj način simulira razvoj programskog rješenja u tvrtkama koje su na različitim geografskim lokacijama. U radu će biti istaknuti rezultati projekta, rezultati postignuti korelacijom, te će se metodom ankete grafički prikazati različiti objektivni i subjektivni parametri koje možemo mjeriti na ovom projektu.
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J. Bistrović (OŠ Braća Radić, Koprivnica, Croatia), T. Pavičić Zajec, T. Ređep (I. OŠ Varaždin, Varaždin, Croatia)
Primjena umjetne inteligencije u nastavnom procesu
Svijet obrazovanja neprestano se mijenja pod utjecajem novih tehnologija, a umjetna inteligencija (AI) zauzima ključno mjesto u toj transformaciji. Ova tehnologija, koja oponaša ljudsku inteligenciju kako bi rješavala složene zadatke, otvara vrata novim načinima učenja i podučavanja koji su do nedavno bili nezamislivi. Korištenje AI-a u obrazovanju ima potencijal za stvaranje prilagodljivijih, učinkovitijih i dostupnijih sustava za učenike i nastavnike. Cilj ovog rada je prikazati mogućnosti primjene umjetne inteligencije u obrazovanju te ispitati učestalost I svrhu korištenja alata umjetne inteligencije kod učitelja osnovnih škola iz Slovenije I Hrvatske. Istraživanje provedeno u rujnu 2024-e godine pokazuje kako ipak većina učitelja ne koristi alate umjetne inteligencije za pripremanje za nastavu, kao ni tijekom nastavnog procesa. Također, rezultati istraživanja pokazuju nepovjerenje učitelja prema kvaliteti materijala izrađenih putem AI alata.
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M. Šitum, F. Jukičić (OŠ Granešina, Zagreb, Croatia)
Padlet i OneNote u neposrednoj nastavi – prednosti i izazovi s obzirom na razrednu i predmetnu nastavu
Padlet i One note dvije su aplikacije koje na brojne načine unaprjeđuju odgojno-obrazovni proces. OneNote je digitalna bilježnica koja omogućuje organizaciju bilješki u višeslojnim strukturnim formatima, a Padlet je platforma za vizualnu suradnju koja omogućuje stvaranje digitalnih ploča za razmjenu ideja, resursa i povratnih informacija. Obje aplikacije postale su popularni digitalni alati u posljednjih nekoliko godina, a mi smo se njima počele koristiti u odgojno-obrazovnome procesu za vrijeme pandemije koronavirusa kad se nastava nije mogla odvijati na klasičan način. Ove su aplikacije vrlo moćni alati kojima se koristimo u neposrednoj nastavi da bismo potaknuli veći angažman kod učenika i olakšali i njima, a i nama suradnju. Kombiniranjem tih dviju aplikacija stvaramo dinamičko i poticajno okružje stavljajući naglasak na aktivno učenje i suradnju među učenicima, ali i učiteljima. Obje aplikacije nude niz prednosti, ali i izazova koji ovise o vrsti nastave, a u ovome ćemo radu prikazati kako smo implementirale ove alate u razrednu i predmetnu nastavu te koje smo prednosti, ali i nedostatke uočile prilikom njihova korištenja. Rad će prikazati usporedbu korištenja aplikacija Padlet i OneNote s obzirom na razrednu i predmetnu nastavu te prednosti i nedostatke prilikom korištenja u određenoj vrsti nastave.
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A. Copić (Osnovna škola Brodarica, Šibenik, Croatia)
Kako je naša škola rasla kroz projekt RaSTEM?
Projekt "Regionalni znanstveni centar – RaSTEM" imao je kompleksan cilj uspostavljanja sinergije razvoja formalnog i neformalnog obrazovanja u svrhu razvoja programa za STEM područje, a naglasak je bio na robotici, meteorologiji, klimatologiji i poduzetništvu. Prikazat ćemo ostvarivanje projektnih ciljeva i iskustvo sudjelovanja učitelja i učenika Osnovne škole Brodarica kroz 3 ciklusa projekta. Projektom se pokušalo motivirati te pripremiti učenike za područja koja im mogu lakše osigurati radno mjesto u budućnosti. Cilj ovog interdisciplinarnog projekta je razvoj STEM disciplina od samog početka školovanja. Fokus je također bio na uspostavi regionalnog znanstvenog centra u osnovnom školstvu, odnosno nadogradnji i povezivanju već postojećih kapaciteta u STEM području. Omogućeno je sustavno stručno usavršavanje dvaju učitelja te edukacija 60 učenika u STEM području. U sklopu projekta opremljene su školske učionice suvremenom tehnologijom i pomagalima. Projekt se ostvarivao kroz projektnu i terensku nastavu, radionice, izlete te kroz ljetni kamp. Održane su serije hackathona iz poduzetništva, robotike i klimatskih promjena.
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K. Udina (OŠ Kostrena, 51221 Kostrena, Croatia)
Knjige u viralnom trendu: moć video sadržaja u promoviranju čitanja
Kako kratki videoklipovi mogu promovirati čitanje? Koriste li mladi digitalne uređaje poput pametnih telefona, tableta, e-čitača i računala za pristup knjigama? Platformske zajednice poput #BookTok na TikToku, Instagram Bookstagram i YouTube BookTube igraju važnu ulogu u promoviranju knjiga i književnih trendova. Tema analizira kako videozapisi mogu ubrzati viralnost određenih naslova, poticati čitateljski interes, stvarati nove čitateljske navike, posebno kod učenika u osnovnoj školi. Video sadržaj na društvenim mrežama nije samo alat za promoviranje knjiga, već i način kako da knjige postanu „trend“. Kroz aktivnost učenika različitog uzrasta u školskoj knjižnici “KČK TV” istražuje se utjecaj video sadržaja na popularizaciju čitanja i promoviranje književnosti. Ciljevi su edukacija o književnosti kroz digitalne platforme i korištenje videozapisa kao edukacijskog alata za povećanje književne pismenosti, širenje znanja o različitim književnim žanrovima i autorima, te kreiranje novih trendova u čitanju. Poticanje stvaranja novih književnih trendova i izazova, poput „booktok“ izazova, motiviraju učenike. Videozapisi koji su postali ključni oblik komunikacije u digitalnom dobu mogu značajno oblikovati književne navike, osobito među mlađim generacijama što čini čitanje i književnost živim i interaktivnim iskustvom. Zaključno, video sadržaji nisu samo zabavni mediji, već i snažni alati za oblikovanje kulturnih i obrazovnih navika u kontekstu književnosti i čitanja.
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D. Kapović, R. Kamenjašević (Srednja škola za elektrotehniku i računalstvo, Rijeka, Croatia)
ESCAPE Fom School – virtualna stvarnost u obrazovanju
Zamislite da ste u učionici, ali ne u klasičnom smislu. Na glavi imate VR naočale ili sjedite ispred računala i ulazite u svijet virtualne stvarnosti gdje vas čeka jedinstven izazov – ESCApe From School edukacijska igra. Cilj igre je izaći iz tri tematske sobe, od kojih svaka sadrži različita pitanja i zadatke prilagođene nastavnom planu. Rješavanjem točnih odgovora otvarate vrata prema sljedećoj razini, a na kraju igre stiže poruka: "Položio si maturu!"
Ova aplikacija pruža nov način učenja, spajajući interaktivnost i zabavu, a posebno je korisna za učenike s ograničenim mogućnostima kretanja. Virtualna stvarnost tako postaje ne samo alat za bijeg od stvarnosti, već i moćan saveznik u obrazovanju, otvarajući vrata inovativnim pristupima učenju i prilagođavajući se potrebama svakog pojedinca.
ESCAPE from school pokazuje kako tehnologija može transformirati nastavu i motivirati učenike da postignu svoje ciljeve na kreativan način.
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| Announcement of the results of the Cybernetics Society Rijeka competition |
MULTI-STEM Project Activities (in Croatian)
HRVATSKI DAN |
Predstavljanje MULTI-STEM projekta
izv. prof. dr. sc. Snježana Babić |
MULTI-STEM FORUM
akademik Karolj Skala & prof. dr. sc. Zorislav Šojat
STEM iskustvo: Budućnost u našim rukama - inovativni projekti, razmjena iskustva i radionice u STEM području.
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| MULTI-STEM & MEMA dan: Otkrijmo zajedno |
| Natjecanje učenika u STEM području - igrokaz „My computer“ autorice prof. dr. sc. Marine Čičin-Šain |
Nagrada za talente: Podrška STEM-u
Promocija STEM-a kroz dodjelu nagrada najdarovitijim učenicima iz promocije STEM područja kroz održavanja radionica s djecom i učenicima te prezentacija inovacija u području STEM-a |
Papers
Chairs: Snježana Babić and Omer Faruk Metin
5 min time-slot for each presentation |
K. Blažeka (Tehnička škola Ruđera Boškovića, Zagreb, Croatia)
Harnessing Generative AI for Modular Lesson Planning in Vocational Education: A New Frontier in Teaching
In the evolving environment of vocational education, integrating smart and intelligent ICT is essential for preparing students for future challenges. This paper addresses the practical issues in developing and implementing lesson plans for a new curricula which will be implemented in vocational schools with a new, modular approach. The modular approach offers flexibility and adaptability, allowing educators to tailor content to meet diverse student needs and industry demands.
The paper explores the complexities of designing lesson plans that impart theoretical knowledge and emphasize hands-on experience. Despite being a completely new and untested subject, the module "Introduction to Artificial Intelligence and Machine Learning" delves into the challenges faced during the lesson planning process, including aligning curriculum with industry requirements, ensuring accessibility and inclusivity, and fostering an engaging learning environment.
By leveraging the powerful and advanced capabilities of generative AI, educators can efficiently design and create both module content and lesson plans, ensuring they are up-to-date and relevant. Through a survey of relevant latest research and experiences, the paper provides insights into fostering teaching methods and content that are attractive, innovative, and aligned with the labor market. This approach aims to enable students to acquire competencies for personal and professional development, continuing education, and lifelong learning.
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É. Szerémi (John von Neumann University, Kecskemét, Hungary), Z. Dr. Porkoláb (Eötvös Loránd University, Budapest, Hungary)
Reasons for the spread of Python programming language in Hungarian public education
Today, there is no question that programming education should be part of public education. Over the past decade, the demand for the application of problem-solving and algorithmic skills has grown to such an extent that it is essential that educational management finds a place for and emphasizes their development. A large number of programming languages have appeared in educationhowever the focus has been restricted to teaching only those that best served the core output requirements, without examining the extent and depth of programming knowledge that the language actually provides in longer term. Of the programming languages currently available in public education, Python is the youngest and has seen an astonishing increase in popularity in recent years, both in vocational and secondary education. The article explores the reasons for this growth focusing to the Hungarian education system.
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S. Babić (Juraj Dobrila University of Pula, Faculty of informatics, Pula, Croatia), M. Čičin-Šain (Cybernetics society Rijeka, Rijeka, Croatia), O. Metin (Zubeyde Hanim Ortaokulu, Umraniye, Istanbul, Turkey)
The MEMA Method in Early Programming Education: Experiences of Turkish Teachers in Lower Grades of Primary School
The MEMA method is a method for early programming education that teachers apply when working with students in the lower grades of elementary school. This paper presents an example of good practice in applying the MEMA method in a Turkish elementary school, as a result of pilot project activities carried out within the Erasmus+ project "CybeMEMA." It also presents the opinions of Turkish teachers on this method based on a short survey conducted. The results showed that Turkish teachers confirmed that the MEMA method, through interactive activities, helps students learn the first concepts and steps in programming in a fun way, while also developing problem-solving skills and teaching logical thinking. At the same time, they pointed out the challenges of applying the MEMA method in large groups of students and the need for creating video lessons on this method. This paper provides valuable insights for teachers and anyone who wants to encourage early learning of programming and logic.
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A. Leja (Filozofski fakultet Rijeka, Rijeka, Croatia), N. Begičević-Ređep, N. Kadoić (Fakultet organizacije i informatike, Varaždin, Croatia)
Stavovi studenata o etičkim aspektima uporabe analitika učenja
Analitike učenja uključuju mjerenje, prikupljanje podataka, analizu i izvješćivanje o podacima o studentima i odgojno-obrazovnim procesima u svrhu razumijevanja i optimiziranja učenja te okruženja u kojima se ono odvija. Prikupljanje velikih količina podataka od studenata vezano je uz etička pitanja te je iz tog razloga važno saznati mišljenja studenata na tu temu. U ovom radu predstavljeni su rezultati istraživanja na uzorku iz populacije studenata u kojem su se ispitivali stavovi studenata o etičkim aspektima analitika učenja korištenjem Q-metodologije. Pregledom literature, identificirane su etičke dileme u ovom području te su ispitanici zamoljeni da ih rangiraju po kriteriju subjektivne važnosti. U istraživanju su se profilirale razlike u subjektivnim stajalištima studenata. Rezultati istraživanja su pokazali da studenti cijene granice u kojima se analitika učenja primjenjuje te preuzimaju vlasništvo nad svojim podatcima uz prava koja im se temeljem toga dodjeljuju. Nadalje, smatraju da je pošteno prikupljati privatne podatke pod uvjetom da su anonimizirani, ali su iskazali i nepovjerenje u treće stranke koje bi potencijalno željele koristiti podatke za unapređenje obrazovnog procesa. U radu su također prikazani identificirani faktori nad provedenim Q-sortovima koji mogu objasniti dio varijacije u podacima koji se tiču studentskih stavova o etičkim implikacijama korištenja analitike učenja s visokom razinom pouzdanosti.
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M. Jadrić (Ekonomski fakultet u Splitu, Split, Croatia)
Istraživanje poddimenzija percipirane kvalitete informacija dobivenih putem ChatGPT-a kod studentske populacije
U ovom radu istražena je percepcija kvalitete informacija dobivenih putem ChatGPT alata generativne umjetne inteligencije kod studentske populacije. Kvaliteta informacija definirana je kao višedimenzijski konstrukt drugog reda, obuhvaćajući četiri ključne poddimenzije: ažuriranost, pouzdanost, pravovremenost i relevantnost. Anketno istraživanje provedeno je na uzorku od 410 studenata Ekonomskog fakulteta u Splitu kako bi se analizirali ključni aspekti kvalitete informacija. Rezultati konfirmatorne faktorske analize pokazali su visoku konvergentnu valjanost i pouzdanost modela, s vrijednostima prosječno ekstrahirane varijance (AVE) iznad 0,50 i kompozitne pouzdanosti (CR) iznad 0,70 za sve poddimenzije. Diskriminantna valjanost također je potvrđena prema Fornell-Larcker kriteriju. Svaka poddimenzija percipirane kvalitete informacija identificirana mjernim modelom, omogućava precizno i sažeto mjerenje ukupne kvalitete informacija u prilikom korištenja ChatGPT-a. Studenti su općenito pozitivno ocijenili kvalitetu informacija generiranih ChatGPT-om, pri čemu je pravovremenost dobila najviše ocjene, dok je ažuriranost ocijenjena najslabijom. Ovi rezultati pružaju važan uvid u percepciju kvalitete informacija dobivenih putem ChatGPT alata među studentima te ističu potrebu za kontinuiranim poboljšanjem ključnih aspekata kvalitete informacija generiranih ovakvim alatima.
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Papers
Chairs: Hannu Jaakkola and Jaak Henno
5 min time-slot for each presentation |
M. Gagula, M. Hell (Faculty of Economics, Business and Tourism, Split, Croatia)
User Awareness and Website Implementation of Cookie Notices: A Comparative Study in Croatia
The rapid spread of web cookies has raised many questions about privacy and data security. Despite their benefits, web cookies also raise significant privacy concerns among Internet users. This study examines two critical aspects of this issue: users' awareness and understanding of web cookies and an analysis of cookie notices on the 100 most popular websites in Croatia. The results of a survey of 224 Croatian participants showed that while many are aware of the term web cookie, they often do not know exactly how it works, which prevents them from making informed decisions online. The tendency of users to accept all cookies correlates with the finding that websites often do not offer clear and simple options to opt- out. This complexity and ambiguity of cookie notices discourages online users from proactively managing their cookie preferences. The results of both the survey and the website analysis show a significant discrepancy between users’ expectations regarding online privacy and the actual practices of Croatian websites. Despite users’ strong preference to reject unnecessary cookies, most websites do not effectively support this preference. This comparison highlights the need for better user education and more transparent cookie management.
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R. Vrana (Faculty of Humanities and Social Sciences Zagreb, Zagreb, Croatia)
AI as a study companion: an exploration of student experiences at the Faculty of Humanities and Social Sciences, Zagreb, Croatia
The paper presents the results of the research study conducted on students at the Faculty of Humanities and Social Sciences in Zagreb (FHSS), Croatia, at the end of 2024, focusing on their experiences with artificial intelligence (AI) tools, and its use in academic activities, students' trust in AI, and the future use of AI by students. While over 81% of respondents reported using AI tools for study purposes, more than 89% did not receive any education about AI and expressed a need for such education. Generative AI tools for text creation are the most frequently used type of AI tools, but students still require additional knowledge to use them effectively. AI tools are also utilized for seeking advice, finding information, being available 24/7, and assisting in writing student papers, though not yet on a massive scale. Teachers remain the most trusted source for information and for recommending AI tools. Despite known shortcomings of AI tools such as content errors, potential costs and ethical or privacy concerns, students expressed their intention to continue using AI tools in the future.
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I. Ružić (First Primary School Čakovec, Faculty of Organization and Informatics, Čakovec, Croatia), I. Balaban, J. Bađari (Faculty of Organization and Informatics, Varaždin, Croatia)
Using Humanoid Robots to Enhance Student Motivation: Practical Applications in English Language Lessons
This paper explores the application of the humanoid robot NAO in teaching English language with 5th to 7th-grade primary school students. It highlights the robot's impact on student motivation and presents findings from a survey on motivation using the Instructional Materials Motivation Survey (IMMS) based on Keller's ARCS model. The discussion also includes teachers' experiences in using robots in classrooms, addressing both the challenges and benefits of this approach. Special attention is given to lesson preparation with robots as assistants, leveraging advanced language models that enable interactive and adaptive learning. Through this study and practical examples, the aim is to demonstrate how humanoid robots can enhance the learning process, increase student motivation, and provide innovative solutions for modern education.
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G. Bubaš, M. Konecki (University of Zagreb Faculty of Organization and Informatics, Varaždin, Croatia)
Non-Traditional Methods for Teaching Python Programming with Large Language Models
Large Language Models (LLMs) like those of the ChatGPT, Gemini, and Claude families, are increasingly being researched for their potential use in programming education. Traditional methods for developing programming skills in computer science (CS) and software engineering (SE) university courses include lectures, computer laboratory exercises, assignments/projects, teaching data structures and algorithms, software reuse, code reviews, and debugging sessions. However, interactive use of LLMs to supplement traditional methods can also employ non-traditional instructional strategies, frequently used in social science courses, for novice learners. In this paper alternative methods for teaching Python programming with LLMs are presented, including positive and negative cases, storytelling, role-playing scenarios, quizzes and puzzles, analogy-based learning, LLM mentorship, Socratic dialogue, peer-review simulations, pair-programming with an LLM, role-reversal ("teach the LLM"), interactive fiction games, and "write a manual" assignments. Notably, CS and SE students often lack opportunities to work in pairs or study groups/teams; LLMs can compensate for such instances. Developed examples of non-traditional methods are analyzed by two focus groups: (a) novice freshmen and (b) senior students skilled in programming. Results are interpreted regarding student motivation and teaching/learning effectiveness, as well as ethical issues and potential overreliance on LLMs for code generation.
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I. Tucak-Roguljić (Primary School Antunovac, Osijek, Croatia), I. Đurđević Babić (Faculty of Education, University of Osijek, Osijek, Croatia)
Trends and Security Challenges of Artificial Intelligence Use in Higher Education: a Systematic Review
The Artificial intelligence (AI) is increasingly transforming education by providing innovative opportunities for teaching and learning. However, the increasing use of AI is accompanied by significant safety concerns that warrant a thorough examination of the associated risks and the development of strategies to ensure data protection and ethical use. The aim of this paper is to analyze the current state of research on the safe and responsible use of AI in higher education and to highlight the often overlooked security challenges associated with the use of AI to enable effective implementation in higher education. The systematic review includes and critically examines 32 English-language open access articles published between 2019 and 2024 from two leading academic databases, Web of Science and Scopus. The analysis shows that a considerable portion of the studies examined deal with higher education stakeholders, primarily students, and explore their perceptions of AI and its impact on educational practice, with a particular focus on ethical considerations. In addition, a large proportion of the articles relate to development-oriented research that focuses on programming and technological solutions related to cybersecurity. The increasing number of publications on this topic in recent years underlines the need to address unresolved issues in this area.
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J. Blaži, B. Marković, L. Dukarić (Sveučilište Sjever , Koprivnica, Croatia)
Blockchain Technology in Regulating the Truthfulness of Digital Content
There is a paradox in contemporary life: as never before in history, we rely on digital content—texts, images, and videos—yet at the same time, we distrust the truthfulness of digital content. One of the fundamental tasks of the future is to restore trust in digital content.
The aim of this paper is to explore the potential of blockchain technology in regulating the truthfulness of digital content and reducing the spread of misinformation. The paper analyzes how blockchain can contribute to the transparency and security of digital content, creating a practically entire ecosystem that enables verification of information sources and preservation of data integrity. Special attention is given to possible applications of blockchain technology in combating fake news and misinformation, as well as the challenges associated with its implementation. The paper concludes that blockchain has the potential to play a key role in improving trust in digital media, but emphasizes the need for further education and development of technical solutions tailored to the specifics of the media environment.
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J. Dorr (UEM/Manna_Team, Toledo, Brazil), L. Aylon (UEM/Manna_Team, Cianorte, Brazil)
Transforming Education Through the Metaverse: Immersive Technologies and Gamification for Skill Development
This study explores the transformative potential of immersive technologies, particularly the Metaverse and Virtual Reality (VR), in education. By integrating gamification and innovative pedagogical approaches, the research developed the \textit{SpatialVerse} and \textit{DroneVerse} environments to simulate diverse scenarios. These environments enable students to develop technical, socio-emotional, and cognitive skills through engaging and interactive activities. Evaluation results highlighted positive outcomes, including enhanced student engagement, motivation, and practical skill development. The study also emphasizes the alignment of these immersive tools with global educational goals, such as the UN’s Sustainable Development Goal 4, promoting accessible and inclusive learning experiences. Through gamified tasks and simulations, learners can explore real-world applications, fostering critical thinking, creativity, and collaboration. Challenges such as technical complexity, infrastructure demands, and educator training requirements are acknowledged, but the benefits of these technologies in creating personalized and impactful educational experiences outweigh these limitations. Future directions include expanding the functionality of Metaverse environments, integrating them with SDGs, and improving accessibility across devices like VR headsets. This research underscores the transformative role of the Metaverse in redefining modern education, equipping students with the interdisciplinary skills necessary to navigate a technology-driven world.
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D. Delija, G. Sirovatka, M. Žagar, I. Špoljarić, S. Gruičić (Zagreb University of Applied Sciences, Zagreb, Croatia)
Drone forensics as a new teaching unit in the graduate study of information security and digital forensics
This paper describes and analyzes the introduction of drone forensics into the graduate curriculum in information security and digital forensics. Learning outcomes and their realization by introducing subjects or a separate module within existing courses are considered. A strategy for the introduction of new content is also proposed, and tools and exercises are suggested that would ensure the acquisition of the necessary practical competencies.
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H. Jaakkola (Tampere University, Pori, Finland), J. Henno (Tallinn University of Technology, Tallinn, Estonia), J. Mäkelä (University of Lapland, Rovaniemi, Finland)
What We See, What We Do Not See - Have You Ever Thought about the Energy Consumption of ICT?
Information and Communication Technology (ICT) has become a critical resource in the current economy and society. Services based on ICT are embedded in our daily lives as an invisible layer, partially replacing traditional practices and providing new opportunities. The transition to the current era of the Information (Intensive) Society has taken place gradually over the decades in all areas of society, including education. We are accustomed to using ICT without considering the various phenomena behind it. One of these phenomena is the energy required and its environmental consequences. Energy consumption related to the use of ICT is growing exponentially. Although users cannot significantly influence this phenomenon, it is important to identify the factors behind it and guide their choices in a direction that promotes sustainable development. This aspect should be considered even in ICT education. This paper examines the energy consumption of ICT from different perspectives. The topic is not widely or systematically studied; existing studies are imprecise and provide conflicting results. This is why it is important to create an overview of the current state of the subject.
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J. Henno (Tallinn University of Technology, Tallinn, Estonia), H. Jaakkola (University of Tampere , Tampere, Finland), J. Mäkelä (University of Lapland, Rovaniemi, Finland)
Modern IT Technologies
Computer 70 years old, but it has changed our human world more than any other human invention. It has enabled invention of nuclear bomb, information systems, digital communication and digital currencies, artificial intelligence, programs with human-like conversation ability. In the following is given a brief overview of these developments and described with examples the use of chatGPT for teaching students to program in natural language.
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A. Mirkovic Mogus, R. Varga (Faculty of Education, Osijek, Croatia), V. Kiralj (-, Osijek, Croatia)
Prospective Kindergarten Teachers’ Readiness to Integrate Computational Thinking into Early Childhood Education
This study explores the perspectives of prospective kindergarten teachers regarding the integration of computational thinking (CT) in early childhood education (ECE), focusing on their self-assessed CT skills and attitudes toward implementing CT related activities in ECE settings. Recognizing the growing importance of CT as a fundamental life skill, this research aimed to assess the readiness of university students enrolled in the ECE program to integrate teaching CT into their profession. Students in the initial and final year were asked to self-assess their CT skills in an online survey designed by computational thinking scales. The results indicated that students exhibited a varied level of computational thinking, they excel in creativity, whereas the algorithmic thinking skill is perceived to be the most underdeveloped one. In addition, they expressed overall positive attitudes toward incorporating CT activities in ECE, highlighting the potential benefits for children’s cognitive and developmental growth. These insights underscore the need for targeted training and curriculum adjustments to prepare future educators for implementing CT in their pedagogical practices. This study contributes to understanding of the readiness of prospective kindergarten teachers to adopt innovative educational approaches and provides a foundation for enhancing study programs to support CT in ECE.
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D. Januzaj (University "Haxhi Zeka", Peja, Kosovo), A. Luma (South East European University, Tetovo, Macedonia)
Implementing Machine Learning Algorithms for Personalizing the Learning Process and Real-Time Monitoring of Student Activity in University Environments
In this paper, we explore how machine learning can be used to make the learning process more personalized and help track student activity in university learning environments. First, we look at how these techniques can improve academic performance in higher education, where personalized learning is becoming increasingly important. Machine learning algorithms allow us to adjust teaching methods and content on the fly, so that students receive materials and exercises that match their individual learning styles, preferences, and academic needs. Second, we discuss how keeping track of student engagement and identifying challenges early can help us spot potential issues and offer targeted support. This approach ensures that students receive the help they need, when they need it. Finally, we take a closer look at how machine learning is being used in universities today, discussing the opportunities it offers as well as the challenges it poses in improving educational outcomes and student success.
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I. Ružić (First Primary School Čakovec, Faculty of Organization and Informatics, Čakovec, Croatia)
Gamification and Humanoid Robots in Education: Enhancing Student Engagement and Learning Outcomes
This literature review explores the application of humanoid robots in education, with a particular focus on gamification as a strategy for enhancing student engagement. It examines studies that investigate the use of humanoid robots in various educational contexts, assessing their impact on motivation and learning outcomes. The findings indicate that humanoid robots, when integrated with gamification elements—such as scoring, levels, challenges, and interactive tasks—can significantly enhance the learning experience. This approach enables personalized learning, provides immediate feedback, and increases students' sense of achievement. In addition to pedagogical benefits, the review highlights key ethical considerations, data privacy protection, and the role of teachers in the effective integration of robots into the educational process.
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M. Matus, I. Balaban (Faculty of Organization and Informatics, Varaždin, Croatia)
Adoption of Artificial Intelligence and Humanoid Robots in Education: Educators’ Motivation and Readiness in Croatia
Research presented in this paper focuses on establishing groups of educators based on their motivation and willingness to use humanoid robots and artificial intelligence in their teaching and learning. The study aims to identify latent educator profiles or groups and examine the relationship between experience, motivation, and willingness to integrate artificial intelligence and humanoid robots into teaching practices. The research involved 276 educators from primary, secondary or tertiary education institutions in Croatia with more than 40% of educators involved in STEM disciplines. Given the mixed data types, the analysis was conducted using the Latent Class Analysis method, which identified six educator classes related to the use of Artificial Intelligence in teaching and learning and five latent classes associated with the use of humanoid robots. In conclusion, the study confirms that motivation plays a crucial role in the adoption of artificial intelligence and humanoid robots in teaching, with highly motivated educators being more likely to integrate these technologies, regardless of prior experience. Future research should explore the long-term impact of motivation on sustained artificial intelligence and humanoid robots adoption, as well as the influence of external factors such as training and institutional support in shaping educators' willingness to use these technologies effectively.
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Papers
Chair: Ivan Kaštelan
5 min time-slot for each presentation |
M. Maček, M. Novak (University of Zagreb Faculty of Organization and Informatics, Varaždin, Croatia)
Women's Involvement in the Field of Computer Programming: A Systematic Mapping Study
There is a shortage of programmers in the labor market, and the situation is even more critical when it comes to women. This paper explores the literature related to the involvement of women, specifically female students, in the field of computer programming. The goal is to encourage young women to actively participate in computer programming, so they can contribute not only during their studies but also in their later careers. The field of computer programming was chosen due to the indispensability of computer programs in everyday life and their wide application. A Systematic Mapping Study (SMS) was conducted, collecting a total of 378 publications from two databases (Scopus and Web of Science). The results showed that most researchers are based in the United States. The majority of publications include various observations and explanations regarding gender differences in computer science education. A significant portion of the literature also examines proposals for achieving gender balance in computer science education programs. Regional distributions were identified, and ideas for future research were considered.
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J. Štofa, M. Vejačka (Faculty of Economics,Technical University of Košice, Slovakia, Košice, Slovakia)
Integrating the STEAM Framework into the Final Thesis Process at the Faculty of Economic
Modern pedagogical practice works with two educational concepts. They determine the trend in the education of students from kindergartens to higher education. It is a STEM and STEAM educational curriculum. Technical University in Košice, Faculty of Economics has a technical focus, applies the STEM model. However, economics is a social science that must also take STEAM elements into account. This is an area that is still finding its place in the industry. The topicality of the issue is already described in the research that we have carried out in previous years. In the presented contribution, we discuss the method of applying the STEAM concept in pedagogical practice at the university level. It describes the confrontation of the "art" element with the technical focus of the final theses of TUKE EKF students through a case study and its results. The paper discusses the process of choosing a suitable topic for final theses for a specific student. We observe the level of the student's own contribution to the chosen issue. The paper evaluates and synthesizes the methods of applying the STEAM procedures of the educator and their effectiveness in guiding the student during the realization of the final thesis.
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J. Guniš, Ľ. Šnajder, D. Kotlárová, K. Brinziková, Ľ. Antoni, S. Krajči, Z. Tkáčová (P. J. Šafárik University, Košice, Slovakia), P. Eliaš (Slovak Academy of Sciences, Košice, Slovakia)
Analysis of Multimedia Projects Created in MIT Scratch Using Artificial Intelligence
The advent of ChatGPT has initiated a boom in the use of artificial intelligence tools in society. From their initial spontaneous application in education, we are gradually moving toward a more thoughtful and systematic approach. To better understand the current state of AI utilization in education, we conducted our own EU CodeWeek 2024 activity titled "Programming an Animated Music Clip." The aim of this activity was to foster positive attitudes toward programming among students and teachers, enhance their multimedia literacy, and encourage creativity through the use of AI tools. The outcome of this activity is a publicly available collection of animated music clips created by students and teachers from primary, secondary, and higher education institutions.
In the article, we analyze the impact of AI utilization on the final projects of the authors. The analysis was carried out using automated tools and human evaluation. We examined the projects from various perspectives, such as the AI tools used, the proportion of multimedia created by humans versus AI, the programming complexity of the projects, and the level of creativity displayed by the authors. In the subsequent section of the article, we present the identified relationships between these aspects and provide recommendations for integrating AI into the teaching process.
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D. Paľová, J. Zoričaková (Faculty of Economics, Technical university of Košice, Slovakia, Kosice, Slovakia)
Benefits of Micro-credentials at Higher Education Institution
Thanks to the rapid development of technology and the integration of AI tools in all areas of our lives, the importance of education outside of classical study programs that focus on one specific area in the work environment is growing significantly. Even today, there is a need to have knowledge and skills in different places to perform work duties. For these purposes, it is not always necessary to gain expertise by studying several differently focused study programs, but the modularity of gaining additional specializations through micro-credentials is proving to be an advantage. Micro-credentials are short, focused learning programs that certify specific skills, competencies, or knowledge areas. Higher education institutions could play a crucial role in the education process via micro-credentials because they already have expertise in different fields. This paper aims to identify the benefits or risks of providing micro-credential education in the university environment. Based on our experience, we will point out how to use international cooperation and micro-credential systems to create extensive and high-quality content that can be beneficial not only for university students but also for workers who need to be educated.
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D. Paľová, J. Zoričaková (Faculty of Economics, Technical university of Košice, Slovakia, Kosice, Slovakia)
Digital Transformation of Higher Education Institutions
The development and availability of digital technologies have made it necessary to digitalize processes in all work areas. The process of digitalization is also a must in the university environment, especially in terms of maintaining competitiveness and sustainability. The current generation of students are digital natives and require education in their natural, digital environment. The digital transformation of universities refers to the integration of digital technologies into all aspects of higher education, fundamentally changing how institutions operate, teach, and engage with students and stakeholders. This transformation is not just about adopting new tools but reshaping processes, culture, and strategies to meet the demands of a rapidly evolving digital era. Our practical experience with this process realized under the European project Digital Move helped us to identify the shortcomings, risks, and challenges which the university can face. Within the paper, we appoint the most important frameworks that guide how to proceed with digital transformation and describe our experience and most important outcomes from the point of view of the digital transformation of universities
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M. Pokorný (Trnava University, Trnava, Slovakia)
Moodle and MS Teams can eliminate the possibility of students cheating in online testing
The COVID-19 pandemic has not only affected teaching methods at universities, but also the way examinations are conducted. As the pandemic caused a complete ban on face-to-face teaching and examination in many countries, universities relied on online teaching and examination. Many scientific studies dealing with opportunities for cheating in online testing have shown that students have more opportunities to cheat in online testing than in face-to-face testing. In this paper, we characterize our method of online testing in the subject Combinatorics and Working with Data in 2021, using Moodle and MS Teams. We compare the results with those of the face-to-face testing in 2022 and 2023, showing that there is no statistically significant difference between the results.
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M. Vejačka, J. Štofa (Faculty of Economics, Technical university of Košice, Košice, Slovakia)
Education in the Field of Electronic Banking in University Courses
The education within the field of electronic banking and electronic payment systems has a long history at our higher education institution. Until recently the old banking software developed as a real electronic bank in a commercial bank was used. The rapid development of forms of electronic banking together with the demands for security and ease of their use, made this electronic bank software morally and technically obsolete. Furthermore, the development of a new electronic bank for educational purposes was a opportunity to teach something new to our students. Therefore, the development of a new electronic bank was assigned as the topic of the bachelor thesis. During the development, many new requirements arose which influenced the functioning of such a banking system. The students have thus become aware of multiple aspects that can be key in the real deployment of electronic banking systems. The developed system is now used in two university courses. The results of the initial use of the newly developed system are presented. This feedback also serves as a basis for the further development of this e-banking system.
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A. Rozumenko, A. Rozumenko (Sumy National Agrarian University, Sumy, Ukraine), A. Yurchenko, I. Stotskyi, V. Bespalyi, O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
The Influence of Geometry Visual Tasks on Students' Learning Motivation
The visual component of the educational process has been strengthened. The methodological searches for the effective use of visual tasks as tasks have become more relevant, facilitating the perception, analysis, and assimilation of information and stimulating students' cognitive activity, especially while studying complex maths and nature disciplines. The article proposes a system of geometry visual tasks that positively affects the development of students' learning motivation. The experimental study used the topic "Quadrangle" and the dynamic mathematics program GeoGebra. Visual tasks were developed by taking into consideration the specifics of the planimetry educational material. The visual tasks system includes three types: highlighting the essential features of a geometric object and realizing its non-essential features; recognizing the general in the object and highlighting specific differences; and constructing an object according to its significant features. The task system was implemented in practice considering the gradual complication of the content, formulation's variability, and differentiation depending on the students' authentic learning opportunities. The research proved the effectiveness of using the proposed geometry visual tasks system for increasing students' learning motivation with different levels of mathematical preparation.
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M. Drushlyak , T. Lukashova, D. Ielizarenko, O. Nadtochyi (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Transformation of Homework in Mathematics in the Digital Era
The article focuses on the issue of the digital transformation of mathematics homework due to the need for implementing education 4.0. it is argued that the digital transformation of homework, aligned with the four-level SAMR model (Substitution, Augmentation, Modification, Redefinition), represents a systemic approach in education and allows for the intensification, visualization, enhancement, and modernization of homework without negating the benefits accumulated through traditional mathematics teaching. the emphasis is placed on the necessity of continuously evaluating the effectiveness of digital mathematics homework in terms of educational goals, with an unwavering focus not on the implementation of digital technologies per se but on improving students' learning outcomes. the results of a survey of mathematics teachers in the Sumy region (Ukraine) with more than four years of online teaching experience confirm a positive impression of using digital platforms for mathematics homework. the survey highlights an increase in student outcomes with digital homework, the advantages of using digital homework, and students' positive attitudes towards digital tasks. it also underscores the possibility of transitioning from traditional tasks to organizing inquiry-based learning, automated and adaptive knowledge assessment, and the use of cloud services, all of which contribute to improving the quality of education. the conclusion is that digital homework reveals its pedagogical potential only through effective and efficient integration with educational technologies, teaching strategies, and student learning practices.
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M. Drushlyak , A. Yurchenko, Y. Khvorostina, M. Soroka, I. Gorovoy, O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Mobile Planetarium as a Means for Popularization of STEM Education
Modern society is increasingly dependent on technological progress, driven by specialists in IT, natural and mathematical sciences. The declining interest of young people in mastering these fields raises concerns among educators and highlights the importance of STEM education popularization. STEM integrates science, technology, engineering, and mathematics, focusing on the practical application of knowledge and the development of critical thinking in youth. This article summarizes approaches to STEM education popularization and analyzes the experience of using a mobile planetarium at Sumy State Pedagogical University named after A.S. Makarenko (Ukraine) as a tool for STEM popularization. The research findings confirm that using a mobile planetarium significantly enhances students' interest in STEM education, demonstrates the importance of interactive and visual teaching approaches, helps overcome stereotypes about the difficulty of STEM subjects, and makes learning more engaging and effective.
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M. Duić (University of Zadar, Zadar, Croatia)
Education about Artificial Intelligence Technologies: Attitudes and Practices of School Librarians in Croatia
Today, with the help of artificial intelligence technologies, students and teachers in schools can significantly improve their ability to perform many activities. To acquire knowledge about AI technologies, students and teachers can participate in various educational activities organized and implemented by school librarians. But in order for librarians to be able to design and carry out such activities, it is important that they acquire knowledge and skills related to AI technologies. The goal of this paper was to explore the attitudes and experiences of school librarians in Croatia, related to the education about the AI technologies. The survey method was used. The research sample included school librarians from all parts of Croatia. These are some of the topics explored in this paper: the frequency of librarians' participation in educational activities about AI technologies, how they learn about AI technologies, the areas where they would like to expand their knowledge and skills. Some of the findings were that majority of respondents are interested in learning about AI technologies, and are already acquiring knowledge about this topic in various ways. The majority of respondents would like to learn to use AI technologies for application in libraries, and they would also like to learn about related ethical issues.
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S. Kunić, B. Kotarski, P. Dražić (Croatian Radiotelevision, Zagreb, Croatia), M. Sokele (Zagreb University of Applied Sciences, Zagreb, Croatia)
Introduction of the Course "Television and Radio Systems" at the Professional Graduate Study Program
The paper describes the design and implementation of the course "Television and Radio Systems" within the professional study of electrical engineering. This course aims to introduce students with essential knowledge and skills in the production and distribution of audio, video, and multimedia content. The theoretical component is being performed through lectures covering the fundamentals of television and radio signals, multimedia production systems, graphic processing and editing, distribution and contribution, monitoring controlling, and other specialized topics. The practical part is provided through computer-aided exercises related to the production and processing of radio, television, and multimedia content. Additionally, students gain hands-on experience working on real systems, including mobile network contribution, matrix and multiview television control systems, storage solutions, and multimedia content planning and controlling. Assessment of acquired knowledge is conducted through written exams, individual multimedia content creation using professional TV equipment and software, and writing and presentation of seminar paper thematically closely related to television and radio systems.
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M. Ayub, O. Karnalim, H. Toba, M. Wijanto (Universitas Kristen Maranatha, Bandung, Indonesia)
Programming with Hedy for Indonesian Junior High Schools
Programming is one of the must-have skills for the future digital native generation. However, it is sometimes challenging to learn programming. Many assume that programming is complex and only related to knowledgeable people. Recently, many tools have been available to introduce programming. One is the Hedy programming language, which specializes in gradually helping the younger generation learn programming based on the natural language approach. This research evaluates how the Hedy programming language would help students improve their programming skills. We have inspected two fundamental questions regarding students' performance and challenges that need to be addressed in the future. The eighteen levels of the Hedy programming language are divided into five modules offered in a seven-session format, including one Python introduction session and one project. In each Hedy session, a pre- and post-test will be conducted. Based on the results, we analyze the impact of Hedy in a class setting. Five junior high schools with 351 students were involved in this study. The students showed improvement points, with an average mean of 12.91.
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T. Velki (Faculty of Education, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia), M. Miočić (University of Zadar, 23 000 Zadar, Croatia)
Adaptation and Validation of a Questionnaire on Perceived Benefits and Risks of Children's Internet Use
The study aimed to adapt and validate a questionnaire designed to assess perceptions of the benefits and risks of internet use among children of preschool and primary school age. The questionnaire consists of two subscales: Benefits (k= 7–8) and Risks (k=8). Data were collected through an online survey completed by four distinct groups: preschool teachers (n=51), primary school teachers (n=53), parents of preschool-aged children (n=53), and parents of primary school-aged children (n=55). Construct validity was assessed using Confirmatory Factor Analysis (CFA), which yielded satisfactory results across all four samples. Reliability analyses indicated strong internal consistency for both subscales (Cronbach's α = 0.80–0.94). The findings support the questionnaire’s validity and reliability, demonstrating its potential as a robust tool for assessing perceptions of the benefits and risks of internet use among children. The strong construct validity and internal consistency suggest it is well-suited for capturing adult concerns about young children’s digital engagement, particularly for those unable to self-assess their online behaviors and risks. This tool fills a critical gap by providing insights into caregivers' and educators' perceptions of young children’s internet use, laying the groundwork for informed interventions and digital education strategies.
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M. Galić, I. Rosanda Žigo (University North, Koprivnica, Croatia), A. Šulentić (Institut radijske industrije, Zagreb, Croatia)
Familiarity with AI and its use in programme production by Croatia’s most listened-to radio stations
Journalism as a profession has undergone significant changes in the last two decades, primarily due to the development of new ICT tools. This paper examines the level of use of AI in programme production by Croatia’s most listened radio stations. It points out the need for continuous and organised training of radio journalists, or journalists in general, by means of which they will gain knowledge to apply new ICT tools that are necessary for their professional activity.
Methodology. The methodological framework consists of descriptive and qualitative research. The results include an analysis of responses from a selected number of employees at Otvoreni Radio, bravo! Radio, Antena Zagreb, Extra FM and TOP Radio.
Results. The data obtained point to the fact that cases of targeted use of AI for the purpose of simpler and more creative production are rather rare. The development delay is based on the lack of understanding, ignorance and lack of familiarity of journalists and radio professionals with content and the method of using of AI tools.
Application of results. This paper will be useful to all professionals involved in radio content. It can also serve as a basis for the design and implementation of lifelong education.
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P. Voštinár (Matej Bel University, Banská Bystrica, Slovakia)
Micro:bit Smart AI Lens Extension for Teaching AI
Smart AI Lens introduces a new extension for teaching artificial intelligence (AI) using the micro:bit educational board. This extension allows students to explore fundamental AI concepts such as image recognition, machine learning, and data analytics. In this paper, we describe our experience teaching with this technology in an elementary school. We will describe two tasks that we used in teaching how artificial intelligence learns.
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Papers
Chairs: Marjan Krašna and Robert Repnik
5 min time-slot for each presentation |
R. Repnik, P. Cajnko, E. Klemenčič (Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia), D. Osrajnik (Primary School Radlje ob Dravi, Radlje ob Dravi, Slovenia)
Graduates Insights: Development of Digital and Computational Competences in Physics and Mathematics study programs at University of Maribor
The Information Era and technological advancements have led to a growing demand for a workforce with adequate digital competences. Despite numerous initiatives aimed at researching digital competences, as well as assessing them among students and citizens, their integration into formal education remains incomplete. A significant gap persists between the digital and computational skills developed through formal education and the demands of the labor market. This study examines the extent to which graduates evaluate the digital and computational competences they acquired during their higher education studies. The research focuses on two study programs at the University of Maribor: Physics and Mathematics, including pedagogical programs that directly influence the competencies graduates later bring to schools as educators. Using a questionnaire comprising both closed and open-ended questions, we investigate the areas in which graduates feel confident about their digital and computational competencies in relation to the requirements of their current professional or academic careers. The results show that graduates are generally satisfied with the competences they acquired but express a preference for more practical experience and applied knowledge. Based on the findings, we provide recommendations for content and teaching methods that could better support the development of digital and computational competences.
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G. Hajdin, D. Plantak Vukovac (University of Zagreb Faculty of Organization and Informatics, Varaždin, Croatia), D. Remenar (High School Dugo Selo , Dugo Selo , Croatia)
Impact of Digital Educational Content: A Case Study from Primary School
Digital educational content (DEC) has become an important component of modern teaching practices in schools. Over the past decade, advancements in technology and digital tools have transformed the design and implementation of DEC, introducing new opportunities for achievement of educational outcomes. While our previous research focused on quantitative aspects of DEC - user satisfaction, perception, and usage patterns, this study explored qualitative dimensions through a case study in a Croatian primary school. The goal of the study was to explore how the design of DEC affects the quality of teaching in elementary schools and to identify the challenges and opportunities that teachers face when implementing DEC in their teaching process. Research methods included interviews with four teachers, a review of school website, and analysis of digital teaching materials. The findings revealed that DEC positively influenced the quality of teaching by fostering active student participation and enhancing motivation. Furthermore, DEC enabled personalized learning approaches, contributing to improved student engagement and outcomes. However, challenges remain, particularly in teacher training for effective DEC integration. These findings highlight the need for further qualitative research to identify support mechanisms and training programs to help teachers maximize DEC benefits.
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K. Pavlina, A. Pongrac Pavlina, A. Modrušan (University of Zagreb, Zagreb, Croatia)
Online Teaching During the COVID-19 Crisis - Teachers' Attitudes and Practices
Teaching during the COVID-19 crisis required a rapid transition to online platforms, forcing educators to adapt to new technologies and rethink traditional teaching methods. This transition significantly influenced teachers' attitudes and instructional practices. This study examines results of survey on teachers' experiences, focusing on self-reported stress, workload, effectiveness, and use of digital technologies. Findings indicate that a majority of teachers (86%) reported increased workload during remote teaching, with 77% experiencing elevated stress. However, teachers think that effective communication with students was maintained (73%), and 61% were satisfied with their efficiency in adapting to remote teaching. A significant 68% of teachers indicated improvement in their digital technology skills. The perceived advantages of remote teaching were modest, with only 13% agreeing it offered more benefits than drawbacks.
Regarding instructional methods, teachers primarily conducted lessons through video calls (59%). Many created original digital content (63%) and implemented independent student activities (61%). Evaluation methods included assessment of creative outputs (80%) and digital tests (47%). Post-pandemic, 52% of teachers continue to integrate remote teaching elements into their practice.
These findings highlight the challenges and opportunities associated with remote teaching, underscoring the importance of professional development in digital competencies to enhance future educational resilience.
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T. Ivanova, K. Rasheva-Yordanova (University of Library Studies and Information Technologies, Sofia, Bulgaria), D. Borissova (Institute of Information and Communication Technologies at the Bulgarian Academy of Sciences, Sofia, Bulgaria), S. Stoev (University of Library Studies and Information Technologies, Sofia, Bulgaria)
Identifying Key Indicators and Analyzing the Impact of Digital Technologies in Education
Digital technologies are increasingly transforming educational processes, reshaping how students acquire knowledge, teachers deliver lessons, and participants engage with one another. The rapid advancement of information and communication technologies (ICT) offers unparalleled opportunities for personalized learning, interactivity, and efficiency. At the same time, it presents significant challenges to traditional educational models. The integration of digital tools into classrooms has the potential to enhance student engagement, motivation, and academic performance while improving access to high-quality educational resources. However, improper or excessive use of these tools can lead to issues such as distraction, stress, and health-related concerns, emphasizing the need for a comprehensive evaluation of their impact. This study systematically examines the influence of digital technologies on students by identifying and analyzing key pedagogical, cognitive, socio-psychological, and technical indicators. Utilizing a multi-criteria approach, it assesses both the benefits and risks associated with ICT use in education. The findings provide actionable insights to guide the sustainable implementation of digital technologies, aiming to maximize their positive effects while mitigating potential drawbacks for learners.
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V. Hristovska, N. Koceska, S. Koceski (Goce Delcev University, Stip, Macedonia)
A Robotic Fitness Coach for Children
Physical activity is any activity that involves body movement (including everyday activities as well as organized sports and exercise). It provides significant benefits for everyone, especially for children during their growth and development. Research shows that regular physical exercise can have a profound positive impact on physical, psychological and cognitive function. However, physical education class, alone does not result in enough physical activity to meet the recommendations of World Health Organisation (WHO). Also, many of the activities are not designed to be intrinsically interesting. Therefore, the main concern is how to motivate children to value and self-regulate such activities and complete them independently without external pressure.
This research study presents the development of a system for practicing exercises using a robot assistant. The robot actс as an exercise coach, giving users voice instruction on the exercise they need to perform, while also showing them the exercise. Users repeat the exercise, while monitoring on the computer screen whether they are performing it correctly. The computer application predicts the poses of human joints and body parts through key point detection approach, using machine learning algorithms. The system was tested with users, and the preliminary results are presented in this article.
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M. Banek Zorica, G. Golubić, T. Šijaković Katarinček (Department of Information and Communication Sciences, Faculty of Humanities and Social Science, Zagreb, Croatia)
Cybersecurity in Education: The Challenge of Social Engineering and Information Literacy
Social engineering represents a sophisticated technique of manipulating human emotions and behavior with the aim of compromising digital security, where the human factor often becomes a critical vulnerability in security systems. Information literacy, as a fundamental competence of modern society, plays a significant role in preventing such threats. By developing the ability to recognize unreliable information, analyze sources, and make informed decisions, information-literate individuals are better equipped to identify and neutralize manipulative techniques such as phishing, pretexting, and baiting. The aim of this study was to examine the experiences and attitudes of educational staff regarding social engineering threats. The research was conducted among 410 educational staff members from primary and secondary schools in the Republic of Croatia, based on a survey followed by quantitative and qualitative analyses. Information literacy was identified as a key competence for preventing social engineering, with critical content evaluation and source credibility assessment recognized as the most important aspects of this competence. Incidents of social engineering within educational institutions were also recorded, highlighting the need for additional educational programs and security measures tailored to the education sector.
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A. Glavaš (Faculty of Humanities and Social Sciences, Osijek, Croatia), A. Staščik (Primary School Dobriša Cesarić Osijek, Osijek, Croatia), R. Jukić (Faculty of Humanities and Social Sciences Osijek, Osijek, Croatia)
Evaluation of Lesson Plan Generated by ChatGPT 4.0: Focus Group
In this paper, we examine possible use of generative AI in teaching. The authors generated a lesson plan for one teaching unit in primary education using ChatGPT 4.0. To minimalize the influence, the authors included only the learning outcome, subject, grade level and lesson duration in the prompt. In this study a heterogeneous focus group was conducted with 5 primary school teachers. Teacher analyzed and evaluated AI-generated lesson plan along with 4 other lesson plans created by 4 different teachers. Firstly, teachers evaluated and ranked them without knowing that among given lesson plans there is one generated by AI completely. Afterwards, they were informed that one of the lesson plans had been generated by AI and requested to identify which one it was. They put ChatGPT generated lesson plan on the first place and couldn’t recognize which one was generated by ChatGPT. Despite all the shortcomings (e.g. accuracy of terminology), the results suggest that generative AI could provide good ideas and be useful for lesson planning which is classified as one of the most time-consuming tasks for teachers. However, for AI to be effective and useful so that teacher can use it to create good lesson plan it requires specific skills and competencies such as prompt engineering, didactic-methodical, pedagogical and content-knowledge for critical evaluation and selection of the proposed content. Finally, considering the possible great contribution in the field of teaching it is necessary to further research the field of application of AI teaching purposes.
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M. Konecki, J. Antolos, M. Konecki (Faculty of Organization and Informatics, Varaždin, Croatia)
Artificial Intelligence in Information Technology Higher Education Process
Information technology has become a critical part of modern business and society. The role of information technology become more and more prominent and its constant development requires an effective and efficient education process in order to provide experts who will be capable to develop new information technology solutions but also experts who will know how to properly and effectively utilize existing solutions. However, learning about information technology can be quite complex and challenging, and in order to help students learn, new models of teaching are constantly required. In this paper, an overview of using artificial intelligence in the higher information technology education process is given, and research results about using artificial intelligence in this kind of education are presented and analyzed.
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D. Tuparova (South-West University "Neofit Rilski", Blagoevgrad, Bulgaria), M. Stankova, P. Mihova, G. Tuparov (New Bulgarian University, Sofia, Bulgaria)
Eye Tracking and Assessment of Language Pragmatics in Children with Autism Spectrum Disorder
Digital technologies and electronic means can help children with autism spectrum disorders, but the impact of screen interaction on the specific development of language pragmatics, the most social part ot language is not explored thoroughly. Another question of interest is the way the child with autism perceives language pragmatics on the screen following different social situations, conversations and answering question regarding understanding and naming human emotions.
The paper presents work in progress and is focused on exploring the usage of "eye tracking” devices and specialized learning content to assess the understanding and processing of linguistic pragmatics through which children in the age range of 3-6 practice the social aspects of language and respond to language learning through on-screen interaction.
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P. Pejić Papak, J. Mezak, L. Rašek (Faculty of Teacher Education, Rijeka, Croatia)
Attitudes of Primary School Teachers towards the Use of Digital Media in the Classroom
The use of different forms of technology in the educational process can have a positive impact on students, with the aim of creating a more dynamic and efficient educational process. Teachers are expected to continuously improve their digital competencies and organize student-centered teaching activities through the use of digital technologies in the teaching process. The aim of this paper was to investigate teachers' attitudes towards the use of digital technologies in lesson preparation and direct work with students. The frequency of the use of digital media in the classroom and the selection of digital tools were analyzed, while at the same time the factors that make the use of media in the classroom more difficult were identified. The results show that teachers have a positive attitude towards the use of digital media in the classroom and recognize the importance of using digital tools in all phases of the teaching process. They emphasize the importance of continuous professional development and improvement of digital skills, with particular attention to training in the creation of didactic material using digital media. Teachers believe that sharing teachers' experiences contributes to the development of skills for the use of media technologies in the teaching.
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N. Pope (University of Eastern Finland, Joensuu, Finland), M. Sormunen (University of Helsinki, Helsinki, Finland), E. Silvennoinen, M. Tedre (University of Eastern Finland, Joensuu, Finland)
Design and Development of Educational Technology for K–12 AI Education in the Classroom: A Child Rights Based Approach
The expanding collection of learner data has raised concerns about the ongoing datafication of education. While many critics of datafication of schools focus on privacy and data protection, a broader child rights based approach has also been proposed for a broader alignment with the rights of the United Nations Convention on the Rights of the Child as well as other child rights instruments. This paper presents a rights based approach for using child rights as design guidelines in educational technology design and development. It presents two examples of AI education technology design to illustrate how general principles such as best interests of the child, non-discrimination, right to development, and participation can guide the design process. In the design process, child rights proved particularly relevant in four areas: taking children as co-designers, minimising collection of personal data, using children’s own data, and fostering child-centred and participatory learning. The paper argues that child rights are not just a legal requirement but rather tools that form a part of a practical design strategy. The findings provide insights for educational technology designers, policymakers, and educators on how to operationalize child rights perspectives in educational technology design for K–12 classroom education.
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L. Snajder, J. Gunis (P. J. Safarik University in Kosice, Faculty of Science, Kosice, Slovakia)
STEAM Activities Bridging Programming and Music
In this paper, we highlight the connection and mutual relationship between programming concepts (sequence of commands, parallel processes, loops, branching, subroutines) and musical composition concepts (notation in the score, chords, repetition, volta brackets, chorus). These bridges between programming and music have great potential to enhance and enliven programming education, as well as to foster inquiry skills and creativity in students. In this paper, we present sets of ideas for STEAM activities for various types of music programming projects — motivational projects, projects linking programming with musical concepts, projects focused on exploring students' musical skills, and projects developing students' musical performance and compositional creativity. Furthermore, we describe our experiences and findings from implementing selected STEAM activities within the context of pre-service and continuous education of computer science teachers and informal education for primary and secondary school students under the EU CodeWeek initiative. The implementation of these STEAM activities in collaborative cloud-based development environments, such as Scratch, also allows for the integration of knowledge from programming and music education, the development of students' teamwork skills, and potentially those of their teachers, while providing them with a rewarding experience of creative creation and presenting their musical artifacts to a wide audience.
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M. Kodba (Centre for Social Work, Maribor, Slovenia), A. Kozmus, M. Zemljak Jontes (University of Maribor, Maribor, Slovenia)
Slovify - An App for Initial Slovenian Language Learning for Immigrants from Croatian-Speaking Backgrounds
Integrating into a foreign-speaking environment requires language acquisition and cultural understanding. The Slovify application, developed as part of a master’s thesis in Pedagogy at the University of Maribor, facilitates Slovene language learning at the entry level (A1). Drawing from existing literature, online resources, and the author’s immigrant experience, the app aligns with SEJO (2011) knowledge standards and didactic principles for foreign language learning. Slovify targets Croatian-speaking immigrants, as well as others from former Yugoslavia or third countries, and it supports Slovenian language learning according to the needs and time of the users. Freely accessible via QR code on Google Play and Google Disk, Slovify was created using the free MIT App Inventor tool and split into two parts (Slovify 1 and Slovify 2) due to the limitations of the available space. The application employs the Croatian source language and the Slovene target language and is divided into ten chapters, each of which addresses a specific aspect of everyday life (e. g. personal identity, relationships, transport and guidance, body and health). Each chapter encompasses vocabulary, reading and listening exercises and provides a glossary and translator for reference.
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M. Krašna (University of Maribor, Faculty of Arts, Maribor, Slovenia), T. Bratina (University of Maribor, Faculty of Education, Maribor, Slovenia)
Trends of using AI services between students of educational study programs
Since the introduction of general availability for ChatGPT, there has been a noticeable rise in the adoption of large language model (LLM) services among students in educational programs. Initially, the rapid uptake of these tools posed challenges in determining appropriate sampling parameters. However, as usage patterns have stabilized, it is now possible to identify the areas where LLM services provide the greatest benefits. During the academic year 2023–2024, we analyzed student engagement with LLMs, revealing that approximately 20% of students utilize subscription-based services. The primary applications of LLMs include seeking explanations for unfamiliar concepts, accessing extended information, and translating content between languages, with proofreading being a less common use case. Notably, while 70% of students actively verify LLM outputs with external sources, indicating a moderate understanding of LLM hallucinations, there remains room for improvement in this area. As the examination period approaches, we anticipate a surge in LLM utilization, which will provide further insights into evolving usage trends. The ongoing study aims to explore these trends in greater detail, offering valuable implications for integrating LLM services into educational contexts.
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Y. Chkana, I. Shyshenko, O. Martynenko, O. Udovychenko, I. Udovychenko, O. Semenikhina (Sumy State Pedagogical University named after A.S. Makarenko Sumy, Sumy, Ukraine)
The impact of digital media on the development of students' mathematical literacy: service-learning opportunities
According to PISA 2022 42% of Ukrainian students fail to achieve the basic level of mathematical literacy, indicating their low ability to analyze, interpret data. Thus the need to enhance the mathematical literacy of Ukrainian students remains highly relevant.
Literature review and surveys shows that most Ukrainian students spend considerable time consuming entertainment content through digital media. Distance learning, necessitated by the crisis in Ukraine, has further increased the use of digital platforms, although often without adequate focus on their educational potential.
In response we used service-learning to integrate digital media into the educational process. Examples of its implementation are presented in the article.
The experiment involved a group of future mathematics teachers and a group of secondary school students. The aim was to engage students in learning mathematics and address their educational losses through carefully selected mathematical content delivered via digital media. For future mathematics teachers the experiment served as a tool to develop their digital literacy, pedagogical skills.
The statistical analysis of the results demonstrated the effectiveness of using digital media to address students' learning losses through the organization of service-learning with future mathematics teachers.
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Papers
Chair: Snježana Babić
5 min time-slot for each presentation |
F. Borović, M. Kovačić, K. Aleksić-Maslać (Zagreb School of Economics and Management, Zagreb, Croatia)
The use of the Gen AI tool Brisk Teaching in the educational process and its impact on student motivation
Generative AI tools provide great opportunities for personalizing and improving the education process. In this paper, we will analyze the Gen AI tool Brisk Teaching that we used in the courses Information and Communication Technologies (ICT) and E-business in the academic year 24/25 at the Zagreb School of Economics and Management (ZSEM). After we recognized the weak points in the students' knowledge, we implemented chatbots to help students learn and provide professors with quick feedback on the progress of students. In the paper, we will examine the connection between students' activities in the use of GenAI tools and the results achieved in the knowledge test. The research shows that students are very satisfied with the implementation of the Brisk Teaching tool into the education process and believe it provides additional motivation for learning.
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S. Maričić, A. Bakšaj (Juraj Dobrila University of Pula, Pula, Croatia), B. Martinčić (Calucem, Pula, Croatia), J. Milković (OŠ Pećine, Rijeka, Croatia)
Open-source CAD Modelling for Educational Applications of Visually Impaired Individuals
Individuals with visual impairments can significantly benefit from open-source CAD modelling software approaches, particularly when integrated with assistive technologies like text-to-speech synthesizers or refreshable braille displays. In an educational point of view, these applications let users build and manipulate 3D models, sometimes utilizing a text-based interface for enhanced accessibility. During the education, the integration of haptic technology introduces an additional dimension, enabling users to physically "feel" the shapes and contours of their creations. In this article, a detailed overview of the robotic arm design process for visually impaired people is presented. The FreeCAD open-source software has been used in order to design, analyze, and prepare educational robotic-arm for the 3D printing process.
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J. Đurić, D. Pešut (Veleučilište suvremenih informacijskih tehnologija, Zagreb, Croatia)
Unravelling the Impact of Computer Literacy in EFL Education
The transferability of literacy skills across languages is a well-recognized fact. This paper examines the potential influence of computer literacy skills, which are an integral part of digital competence, on foreign language acquisition. To this end, a study was conducted at a university in Zagreb, Croatia, spanning eight consecutive generations of ICT students in their first year of study. The objective was to investigate the relationship between computer literacy and foreign language literacy. The results revealed a significant correlation between the final grades obtained by students in the elementary IT and foreign language courses. Descriptive statistics and correlational statistical tests demonstrated that computer literacy influences the development of language literacy in foreign language acquisition. These findings support the argument that higher levels of computer literacy can facilitate the foreign language acquisition process, thus promoting the need for greater utilization of Computer-Assisted Language Learning methods.
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P. Rantanen, M. Saari (Tampere University, Pori, Finland), U. Virta (Tampere University, Tampere, Finland), P. Abrahamsson (Tampere University, Pori, Finland)
Toward AI Evaluation of Student Essays
The integration of artificial intelligence (AI) into teaching practices has expanded rapidly, and there is increasing discussion about computer-assisted assessment. This study investigates the application of AI for evaluating student essays, focusing on a Software Testing course at Tampere University. Traditionally, essays in this course are assessed manually by teaching assistants using predefined evaluation criteria. This research explores the feasibility of automating the evaluation process by comparing assessments generated by AI models—OpenAI’s large language models (LLM) API—with human evaluations.
The study focuses on the research question: Can automated assessment replace human evaluation? The key stages in this study include selecting a suitable AI model, its implementation and configuration, and designing an automated assessment workflow that aligns with human evaluation. The results indicate that while AI models can evaluate at a level comparable to humans, current language models have limitations, such as consistency issues and an inability to interpret context. The findings of this study suggest that AI can be used as complementary tools rather than fully replacing humans.
This work highlights the potential of AI in educational assessment while acknowledging the need for further refinement in model performance. Future directions include exploring open-source models and addressing technical challenges related to resource requirements.
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Y. Rudenko (Sumy National Agrarian University, Sumy, Ukraine), M. Drushlyak, V. Shamonia, Y. Diemientiev, O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Partnership Pedagogy and the Pygmalion Effect in the Digital Learning Environment
Achieving successful interaction in the "teacher-student" system and constructively collaborating within it is an important task of modern education, which, starting from 2020, often takes place in the context of the digital learning environment (DLE). Solving this task today is linked to the pedagogy of partnership (joint activity between the teacher and student to achieve shared educational goals). The object of study also includes soft approaches that ensure students' success in learning. One such approach is the "positive attitude of the teacher", which manifests in the Pygmalion effect (a phenomenon where a teacher's expectations regarding a student's success influence their actual learning outcomes). While the pedagogy of partnership is actively studied in the context of DLE, manifestations of the Pygmalion effect have only been observed in traditional educational processes. The purpose of this study is to identify or disprove the connection between the pedagogy of partnership and the Pygmalion effect in DLE conditions. In this article, we specify the principles of the pedagogy of partnership that can be adapted to the DLE environment and explore the manifestations of the Pygmalion effect in student learning. We also present the results of our own study on the connection between the pedagogy of partnership and the Pygmalion effect in the DLE context. The pedagogical experiment involved students from two universities. We confirmed the Pygmalion effect in the study of the "Multimedia Technologies" course. Based on the experiment results, recommendations are provided for teachers who aim to achieve the Pygmalion effect when implementing the pedagogy of partnership in the DLE context.
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A. Yurchenko, Y. Khvorostina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine), S. Ahadzhanova, K. Ahadzhanov-Honsales (Sumy National Agrarian University, Sumy, Ukraine), S. Bohoslavskyi, O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Artificial Intelligence in Mathematics Education: Quantitative Analysis of Publication Activity
The rapid development of information technology has led to the widespread integration of artificial intelligence (AI) into various educational processes. AI tools are increasingly used to personalize learning, automate administrative tasks, and provide adaptive feedback to students. Mathematics education, an essential basis for developing analytical and problem-solving skills, has taken on new forms under the influence of AI (intelligent tutoring systems, automated assessment tools, etc.). Given the rapid development of AI, understanding research trends is important to understand the depth of the problem of using AI in mathematics education and identify specific patterns. Our study focuses on the quantitative analysis of researchers' publication activity related to the use of AI in mathematics education. The study aims to identify trends in the number of publications, assess the geographical distribution of research, and identify the journals that publish the most research on this topic. The materials for the study were indexed publications (2021-2024) in the Web of Science database. The main conclusions include a significant increase in publications in 2024. The most active countries in the number of publications are the United States and China, which emphasizes their key role in analyzing the practices of spreading AI in mathematics education. Most publications on AI use in mathematics education are published in Europe and North America. The analysis emphasizes the growing global attention to the use of AI in mathematics education and creates a basis for research collaboration.
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N. Hrona (Taras Shevchenko National University of Kyiv, Kyiv, Ukraine), O. Semenog (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine), I. Kharchenko (Sumy National Agrarian University, Sumy, Ukraine), M. Ostroha, R. Momot, O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
ChatGPT in Native Language Teaching: Local Ukrainian Experience
Artificial intelligence (AI) in education has significantly shifted the emphasis from traditional teaching to individual learning. AI technologies, such as chatbots, text generators, and automatic assessment platforms, open up new perspectives for flexible language learning for both teachers and students. While large language models are becoming more and more helpful in teaching foreign languages, as evidenced by a significant number of studies, the lack of established methods for using AI in teaching the native language can lead to a decrease in the efficiency of the educational process or even to harmful consequences of its use. The study aims to analyze the experience of using AI, particularly ChatGPT, in teaching the native (Ukrainian) language. We will systematize the practices of using AI in language education, describe our own experience of using ChatGPT in teaching Ukrainian, and present the results of surveys evaluating the use of ChatGPT in teaching the native language to students of different Ukrainian universities.
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T. Nikolova, A. Staneva, K. Rasheva-Yordanova, S. Toleva-Stoimenova (University of Library Studies and Information Technologies, Sofia, Bulgaria), D. Stanev (MetLife, Sofia, Bulgaria)
Illustration In Education With a Focus on Reducing Cognitive Strain
With the advancement of information and communication technologies (ICT), illustration has become a pivotal tool in education. It simplifies complex concepts, engages students, and facilitates interactive learning. Beyond enhancing educational materials, illustration also plays an underexplored therapeutic role—it helps reduce stress and fosters a calm learning environment.
This study explores the intersection of psychological and educational aspects, integrated through the use of illustrations supported by ICT. While the traditional role of illustrations in education remains significant, this research emphasizes their role on reducing cognitive strain, which is particularly crucial for the digital generation. Modern youth, heavily reliant on visual information, often experience cognitive and emotional overload, making illustrations an effective means of alleviating anxiety and improving focus.
A practical model is proposed, featuring educational content specifically designed for first-grade students. This content is engaging, easy to understand, and stress-free, combining illustrations with demonstrated calming effects and active learning methods that avoid overwhelming children. The model is versatile and applicable not only to teaching the native language but also to other subjects.
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F. Urem, A. Udovičić (Šibenik University of Applied Sciences, Šibenik, Croatia), D. Jureković (Oracle Hrvatska d.o.o., , Zagreb, Croatia)
Fostering Equitable and Inclusive Online IT Education: Insights from the CodeIn Project
The CodeIn project (Cloud cOmputing for Digital Education INnovation) which was implemented under the Erasmus+ KA2 program was aimed at improving teachers' and students' capacity in online IT education during the COVID-19 pandemic. The main objective was to identify approaches, such as Enquiry-based learning, to support equitable and quality learning environments and enhance the participation of female learners in IT. This paper presents findings and recommendations from two case studies: new modules of machine learning and cloud computing were implemented, and pedagogical strategies to encourage female students to IT education were investigated. The findings of the study show that the project had a positive impact on the students' engagement, interest in practical knowledge, and equity between the genders.
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N. Dehtiarova (Sumy State Pedagogical University named after A.S. Makarenka, Sumy, Ukraine), M. Medvedieva, M. Zakharevych, V. Kibalenko (Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine), V. Myhal, M. Pronikova (Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine)
Teaching Algorithmization Through the Creation of Android Applications in a Visual Development Environment
The formation of algorithmization skills is one of the primary objectives in teaching computer science. A wide range of platforms exists for learning visual algorithm development, one of which is App Inventor. This study describes the technology for utilizing this platform. The authors outline the methodological features of teaching future computer science teachers visual programming using this environment. The study analyzes changes in attitudes toward algorithmization and programming before and after completing the course. The results demonstrate the conscious acquisition of knowledge through the use of visual application development platforms. The dynamics of outcome changes and their statistical analysis are presented
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A. Kuveždić Divjak (University of Zagreb Faculty of Geodesy, Zagreb, Croatia), F. Welle Donker (Delft University of Technology, Department of Architecture and The Built Environment, Delft, Netherlands), I. Bosnić (University of Zagreb Faculty of Electrical Engineering and Computing, Zagreb, Croatia), B. van Loenen (Delft University of Technology, Department of Architecture and The Built Environment, Delft, Netherlands)
Promoting Digital Data Literacy in Primary Education: First Lessons from the DIRECTORS Project
Digital literacy skills are paramount in these times, especially for young people. The Erasmus+ project DIRECTORS (DIgital data-dRiven EduCaTion fOR kidS) aims to promote data literacy in primary education by introducing new teaching methods and materials designed to support curriculum updates. The project targets pupils aged 9–11 and their teachers, focusing on building foundational digital and data skills through hands-on, interactive learning experiences.
In 2024, we conducted three workshops of two sessions each in Zagreb (Croatia) and Delft (the Netherlands): (1) Data in Our Hands (and Mobile Devices), (2) Spatial Data (and Maps) in Our Hands, and (3) Data Sources. The activities encouraged pupils to explore data concepts interactively, using datasets from their immediate environment and transitioning from conceptualizing data in non-digital forms to applying it in digital contexts.
The implementation varied between Croatia and the Netherlands, allowing us to compare outcomes based on cultural and infrastructural differences. This paper presents an overview of the workshop design and content, the evaluation results, and the lessons learned. Key takeaways include the necessity of grounding abstract data concepts in tangible, real-world contexts before introducing digital tools. Finally, we discuss future iterations' directions, including better teachers’ involvement and addressing technological limitations like device availability and connectivity.
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Basic information:
Chairs:
Snježana Babić (Croatia), Marina Čičin-Šain (Croatia), Jaak Henno (Estonia), Hannu Jaakkola (Finland)
Steering Committee:
Michael E. Auer (Austria), Marjan Krašna (Slovenia), Nadica Kunštek (Croatia), Dusko Lukac (Germany), Robert Repnik (Slovenia)
Program Committee:
Toni Aaltonen (Finland), Lejla Abazi-Bexheti (Macedonia), Ivan Kaštelan (Serbia), Mario Konecki (Croatia), Božidar Kovačić (Croatia), Gorana Mudronja (Croatia), Dana Paľová (Slovakia), Libuša Révészová (Slovakia), Mika Saari (Finland), Frano Škopljanac-Mačina (Croatia)
Registration / Fees:
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REGISTRATION / FEES
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Price in EUR
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EARLY BIRD
Up to 23 May 2025 |
REGULAR
From 24 May 2025 |
| Members of MIPRO and IEEE |
270 |
297 |
| Students (undergraduate and graduate), primary and secondary school teachers |
150 |
165 |
| Others |
300 |
330 |
The student discount doesn't apply to PhD students.
NOTE FOR AUTHORS: In order to have your paper published, it is required that you pay at least one registration fee for each paper. Authors of 2 or more papers are entitled to a 10% discount.
Contact:
Snjezana Babic
Juraj Dobrila University of Pula
Faculty of Informatics
Alda Negrija 6
52100 Pula, Croatia
GSM: +385 91 544 6615
E-mail: snjezana.babic.ce@gmail.com
Marina Cicin-Sain
Cybernetics Society
Jadranski trg 1/II
HR-51000 Rijeka, Croatia
GSM: +385 91 571 9949
E-mail: cicin.sain.marina@gmail.com
The best papers will get a special award.
Accepted papers will be published in the ISSN registered conference proceedings. Papers in English presented at the conference will be submitted for inclusion in the IEEE Xplore Digital Library.
Location:
 Opatija is the leading seaside resort of the Eastern Adriatic and one of the most famous tourist destinations on the Mediterranean. With its aristocratic architecture and style, Opatija has been attracting artists, kings, politicians, scientists, sportsmen, as well as business people, bankers and managers for more than 180 years.
The tourist offer in Opatija includes a vast number of hotels, excellent restaurants, entertainment venues, art festivals, superb modern and classical music concerts, beaches and swimming pools – this city satisfies all wishes and demands.
Opatija, the Queen of the Adriatic, is also one of the most prominent congress cities in the Mediterranean, particularly important for its ICT conventions, one of which is MIPRO, which has been held in Opatija since 1979, and attracts more than a thousand participants from over forty countries. These conventions promote Opatija as one of the most desirable technological, business, educational and scientific centers in South-eastern Europe and the European Union in general.
For more details, please visit www.opatija.hr and visitopatija.com.
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