|
|
 |
Hybrid Event
|
| Papers |
A. Sahni (National College of Ireland, Dublin, Ireland), A. Simiscuka (Dublin City University, Dublin, Ireland), B. O'Riordan, J. Booth, D. Mothersill, A. Hargreaves, K. Darmody, J. Bleach, P. Stynes (National College of Ireland, Dublin, Ireland)
Senior Coding Framework for Enhancing Python Skills in Students Aged 13–16 
The Senior Coding Club (SCC) was designed to teach Python programming to students aged 13 to 16, in the National College of Ireland, Dublin, Ireland, aiming to enhance their skills and confidence in STEM fields. Raspberry Pis were used as the platform for teaching. The comprehensive framework included a pre-programme phase to assess readiness, a structured delivery phase with a balanced focus on theoretical and practical learning, and a post-programme phase for impact analysis. Core activities included hands-on coding labs, daily assessments, and a culminating hackathon to showcase student projects, with active parental involvement throughout. For students, the program led to significant gains in confidence and interest in STEM subjects. More inclusive attitudes toward STEM was observed. Parents reported enhanced confidence in supporting their children’s STEM education. They became more aware of local STEM opportunities and displayed greater positivity about their children’s abilities and interests. The SCC boosted students’ confidence, with 82% feeling ”Quite confident” or ”Very confident” in computer skills (up from 29%) and 71% in coding (up from almost none). Among parents, 100% agreed it improved STEM skills, and 78.95% noted increased interest in STEM, underscoring SCC’s broad success.
|
I. Bosnić (University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia), A. Kuveždić Divjak (University of Zagreb Faculty of Geodesy, Zagreb, Croatia), F. Welle Donker, B. van Loenen (Delft University of Technology, Department of Architecture and The Built Environment, Delft, Netherlands)
Integrating Engineering Principles in Data Literacy Workshops for Primary Education
Data literacy is an essential skill in today’s and future world. Children should be introduced to data literacy concepts in ways appropriate to their age, using real-world data examples and hands-on experiences. As part of the Erasmus+ DIRECTORS project, three workshops (each having two sessions) for children aged 8-10 (ISCED level 1) are currently being developed and implemented in selected primary schools in Croatia and the Netherlands. The first cycle of workshops was completed in November 2024, and the workshops – together with accompanying open educational resources – are now being improved for the final implementation in April 2025. This paper focuses on the engineering principles “hidden” in our DIRECTORS data literacy workshops. While we primarily emphasize data literacy and digital skills, engineering elements are intertwined throughout our whole program and in all data life-cycle phases: collection, processing, analysis, visualization, as well as critical thinking, and drawing conclusions. We give an overview of the engineering principles present in data life-cycle phases of each workshop. We describe which activities were used to implement them, and we discuss the importance of each principle in our workshops, making small steps to a more successful, albeit somewhat “hidden”, engineering education.
|
B. Crnković (Faculty of Mathematics, Rijeka, Croatia), M. Holenko Dlab (Faculty of Informatics and Digital Technologies, Rijeka, Croatia), V. Mikulić Crnković, I. Traunkar (Faculty of Mathematics, Rijeka, Croatia)
Exploring Optimization Algorithms through a Game-Based Learning Approach
Password locks are commonly used to secure personal items. They are secured by a large number of possible permutations to prevent unauthorised access. This paper presents a game that simulates the search for passwords using a genetic algorithm and enables significantly faster unlocking compared to brute force methods. In the game, players make decisions and control the algorithm, allowing them to gain a deeper understanding of evolutionary mechanisms and the application of optimisation algorithms in scientific research and engineering. The game can be played by students from primary school to university, but the teaching scenarios associated with the game are adapted to the appropriate age group and educational level. The article analyses the attitudes of students who participated in the game to assess the potential of the game for popularising science and its application in the classroom.
|
M. Žunić, M. Holenko Dlab, K. Stančin (Faculty of Informatics and Digital Technologies, University of Rijeka, Rijeka, Croatia)
Exploring Primary School Computer Science Teachers' Perceptions of the Metaverse
Interest in metaverse technology has increased significantly, particularly in higher education, where teachers are exploring its potential to enhance student learning through immersive and interactive 3D environments. In contrast, its application in primary education is still under-researched. However, the metaverse is a promising approach for STEM education in K-12 because it offers unique opportunities to create engaging, hands-on experiences that can enhance learning. To address this gap, a survey of computer science teachers was conducted to determine their perceptions of this technology. A quantitative survey was used to investigate whether teachers are familiar with the concept of the metaverse, their attitudes toward its use in education, and what challenges or barriers they perceive to incorporating this technology into their teaching practice. The results show that teachers are generally unfamiliar with the concept and that their practical knowledge and readiness to adopt it is limited. Attitudes toward the metaverse were mixed, with enthusiasm about its immersive potential tempered by concerns about accessibility, cost and technical complexity. The study highlights the need for learning opportunities such as workshops to help teachers explore the metaverse and identify opportunities for its implementation in their practice.
|
G. Collins (University College London, London, United Kingdom)
From STEM to STEAM: Enhancing the Engineering Education Experience
A series of interactive engineering seminars has been enhanced with artworks, including photographs, oil paintings, and short video documentaries, to enhance understanding and experience. The seminars, designed as an adjunct to a postgraduate engineering course, have always encouraged two-way interaction. Students are encouraged to suggest projects, resources, and images. These seminars focus on AI and the associated environmental costs, including their energy use and the mineral resources required. The students studying the postgraduate course are from across the globe. Their suggestions for projects and environmental issues affecting their regions have significantly enriched their engagement and involvement in online discussions. These discussions cover various issues related to the Anthropocene, such as the impact on the environment, biodiversity, and climate change. Their studies also delve into how AI could alleviate some of the effects of these technologies and humans’ environmental impact. Environmental artworks (eco art) were carefully selected to promote discussions, often depicting scenic images that belie troubling environmental problems. Videos and short documentaries from Indigenous communities are incorporated to provide a unique perspective on these issues. Students have appreciated the different visual representations, and feedback has indicated that this approach has enhanced impact, discussion, and engagement.
|
O. Oreshkina, Y. Safonova (Bauman Moscow State Technical University, Moscow, Russian Federation)
Generative AI as a Technology to Support Hearing-Impaired Students in Inclusive Programs of a Technical University
The paper is devoted to the study of capabilities of generative artificial intelligence as a technology to support hearing-impaired students in inclusive programs at a technical university of the general type. The study was carried out within the frame of teaching natural science discipline 'Chemistry' and socio-cultural ones ('Cultural Studies' and 'Sociology'). It involved all types of educational activities and resources for all kinds of classes in these disciplines. It was found that effectiveness of applying artificial intelligence to support these students in mastering disciplines is determined mainly by specifics of a their educational and rehabilitation background. Research has confirmed that generative artificial intelligence can be a good assistant to students only provided that they have developed verbal and so called '21st century skills': critical and analytical thinking, mastering complex content and working in digital environments.
|
P. Kuhar (University North, Koprivnica, Croatia)
Application of Factor Analysis in Determining the Dimensions of the Public Relations Model in Croatian Higher Education Institutions
The goal of this paper is to determine the dimensions of the public relations model in Croatian higher education institutions by applying exploratory factor analysis and thereby point out the justification of its application in measuring the public relations model in higher education institutions. The empirical phase of the research was based on a quantitative approach, i.e. data was collected using the survey method. The research was conducted on a non-probabilistic purposive sample or a sample of experts, given that the sample consisted of persons responsible for public relations and communication at Croatian public and private universities, polytechnics, and colleges. Descriptive statistics were used to display the sample and process the results, and the examination of the factor structure was carried out by analysis of the main components concerning the Kaiser-Guttman criterion and Bartlett's test of sphericity. Factor analysis identified five extracted factors that represent different combinations of one-way and two-way models of public relations at Croatian higher education institutions. The variables, that is, the particles of the obtained factors are not fully consistent with the theoretical assumptions of Grunig and Grunig (1992) about the two-way symmetrical model of communication, which represents an imperative for excellent public relations and as such enables maximum contribution to higher education institutions.
|
I. Martinez (University of the Philippines, Quezon City, Philippines), R. Martinez (Philippine Space Agency, Quezon City, Philippines)
Blueprints of Integrity: Continuing Ethics Education in Engineering
This paper highlights the crucial role of teaching engineering ethics across all educational levels, including undergraduate, graduate, postgraduate programs, and short courses. The lack of consistency in integrating engineering ethics into engineering curricula poses a significant issue. This study hypothesizes that courses in engineering ethics appeal even to veteran engineers with over 10 years of experience. Analyzing the feedback from participants of a short course on engineering management offered thrice over one-day sessions, reveals a strong demand for more engineering ethics short courses. Participants expressed a preference for these courses to be delivered through case studies.
|
S. Pumrin, S. Sangwongwanich (Department of Electrical Engineering, Chulalongkorn University, Bangkok, Thailand), P. Deachapok (Faculty of Engineering, Chulalongkorn University, Bangkok, Thailand), N. Neamsang (Faculty of Engineering, Chulalongkorn University , Bangkok, Thailand), S. Phongtongjalearn (Faculty of Engineering, Chulalongkorn University, Bangkok, Thailand), T. Singhanart, K. Maneeratana (Department of Mechanical Engineering, Chulalongkorn University, Bangkok, Thailand)
An Experience in Using Library’s Service in Distributing Self-Learning Analog Discovery Kits
Analog Discovery 2 sets were offered to electrical engineering students for independent study, designed to augment their practical learning through exercises and experiments at home. Previously, faculty members allocated these sets to specific courses upon request, after which they were distributed to individual students. Since 2020, the sets have been stored in the Engineering Library, allowing students to borrow them for a period of three days through the existing book lending system. This new lending arrangement has proven to be more effective in terms of distributing the administrative workload and utilizing library space. More compulsory courses use the sets, benefiting from the fact that lecturers are no longer personally responsible for them. In addition, students from other courses and programs now have access to the sets. The circulation rate of the sets has significantly increased as most students borrow them and complete exercises immediately in small meeting rooms within the library. Many students also visit the library in pairs to collaborate on their exercises. These collaborative activities help expedite the completion of work and foster peer cooperation during the learning process. It has become evident that the learning sets can be effectively integrated as educational tools throughout the program.
|
L. Marinčić (Sveučilište u Zagrebu Fakultet elektrotehnike i računarstva, Zagreb, Croatia), J. Alajbeg (Tehničko veleučilište u Zagrebu, Zagreb, Croatia), I. Brčić, A. Sovic Krzic (Sveučilište u Zagrebu Fakultet elektrotehnike i računarstva, Zagreb, Croatia)
Stress Monitoring During University Exam Period Using Smart Watches
For most university students, the exam period is a well-documented source of stress impacting their routines, productivity, and physical and mental well-being. Being aware of the increased popularity of different wearable gadgets such as smartwatches and their efficiency in measuring various parameters, this study utilized Fitbit wearable devices to monitor various metrics among students during their exam period, mainly focusing on stress levels and heart rate variability. The group of students monitored during the study consisted of third, fourth, and fifth-year students of the University of Zagreb Faculty of Electrical Engineering and Computing. The collected data from Fitbit wearable devices was used to identify patterns and correlations between biometric indicators and academic stress. During the exam period, students were asked for qualitative self-reports to compare with the quantitative metrics from wearable devices, such as changes in heart rate, temperature, and stress scores. Based on different factors such as workload, exam type, or time of day, results showed measurable physiological responses to the stress caused by the exam period. Additionally, by highlighting variations in heart rate and stress levels, the findings demonstrate the potential of wearable technology as a valuable and widespread tool for monitoring and, consequently, managing stress in educational settings. Enhancing student productivity, efficiency, and overall well-being during high-pressure academic periods should be a priority, and future research will focus on optimizing different methods and applying adequate interventions based on data provided by wearable devices.
|
M. Krajačić, J. Petrović (University of Zagreb Faculty of Electrical Engineering and Computing, Zagreb, Croatia), V. Putarek (Kutak za mene d.o.o, Zagreb, Croatia)
Prevalence and Correlates of Impostor Syndrome Among Computer and Electrical Engineering Students
This study investigates the prevalence of impostor syndrome – a psychological phenomenon where individuals doubt their abilities and fear being exposed as 'frauds' – among students of University of Zagreb Faculty of Electrical Engineering and Computing. The research consisted of a survey that was administered to first-year students at the university. It was constructed as a set of four psychological questionnaires designed to measure the presence of impostor syndrome as well as other psychological variables which it is expected to be in correlation with, including depression, achievement goals, anxiety and stress. Additionally, the study explores the gender differences in experiencing this phenomenon. Importance of addressing the presence of impostor syndrome among students lays in the attempt of gathering better understanding of its impact on students’ mental health and providing appropriate support to those affected.
|
| Invited Lecture |
Diana Bairaktarova (Virginia Tech, United States)
Engineering with Heart: Centering Ethics and Empathy in the Age of AI
|
| Papers |
B. Založnik, P. Bernad, E. Rihter, J. Rakun (Faculty of Agriculture and Life Sciences, Hoče, Slovenia)
Integrating ICT into Precision Agriculture Education: Insights from the IPA Summer School
Abstract — The integration of Information and Communication Technology (ICT) into precision agriculture represents a transformative step toward modernizing agricultural practices through interdisciplinary innovation. This paper explores the outcomes of the "ICT in Precision Agriculture – IPA.UM.SI" International Summer School, hosted by the Faculty of Agriculture and Life Sciences, University of Maribor. The summer school brought together students and experts from diverse financing pathways, including Erasmus, CEEPUS, and Blended Intensive Program (BIP) schemes, fostering a globally inclusive and interdisciplinary learning environment. Participants engaged in hands-on activities with cutting-edge technologies, such as field robots, drones, sensors and data analytics, coupled with lectures and field trips. To assess the educational impact and participants’ perspectives, a survey was conducted among attendees, yielding insights into their learning experiences, the effectiveness of interdisciplinary approaches, and the perceived importance of ICT in modern agriculture. Emphasizing experiential and interdisciplinary learning, the program demonstrated how integrating ICT with agriculture equips students with practical skills and an appreciation for the interconnectedness of scientific disciplines. Awarding ECTS credits, the program underscored the educational value of combining technical expertise with sustainable agricultural practices. This paper highlights the summer school’s methodologies, survey findings, and its pivotal role in advancing knowledge and skills in precision agriculture through a STEM-integrated approach.
|
P. Tomšič, I. Vasileska (University of Ljubljana, Ljubljana, Slovenia), D. Harish (Arnes, Ljubljana, Slovenia)
Informal Education for High-Performance Computing and Cross-National Collaboration with National Cometencence Centers and Centers of Excellence
High-Performance Computing (HPC) drives scientific and technological innovation, requiring a workforce capable of adapting to rapidly evolving tools and methodologies. While formal education provides foundational knowledge, informal learning—through workshops, hackathons, and targeted training—offers hands-on experience that accelerates skill development and bridges the gap between theory and practice. Cross-national collaboration plays a critical role in amplifying the effectiveness of informal education. Partnerships between institutions, National Competence Centers (NCCs), and Centers of Excellence (CoEs) foster knowledge exchange, resource sharing, and coordinated efforts to address complex challenges such as climate modeling and artificial intelligence. In particular, cooperation has significantly strengthened Slovenia’s HPC ecosystem by broadening training access and enriching expertise. This paper explores how informal education and international collaboration support the development of HPC competencies, with a focus on NCC Slovenia’s role within the EuroHPC framework. It presents data from 2023–2024 showing substantial growth in training activities, participation, and repeated attendance. The findings underscore the importance of collaborative, flexible learning models in building a skilled and resilient European HPC workforce.
|
C. Andersson (Frankfurt University of Applied Sciences, Frankfurt, Germany), G. Kroisandt (htw saar, Saarbrücken, Germany)
A First Analysis of Students' Feedback to an eduScrum-Based Course in a Computer Science Master’s Program
Motivating students in engineering and computer science education is often a challenging task. Many approaches have been proposed to encourage students to be actively involved in classes, and among these suggestions we find several ideas based on agile principles such as Scrum, Extreme Programming, and Kanban. This paper addresses the use of the agile learning concept eduScrum in a data mining course in a computer science master's program. In particular, this preliminary work presents the results of a survey with 150 participants, conducted as part of the eduScrum-based course over three academic years, focusing on students’ overall perception of using eduScrum.
In addition, a first comparison of the failure rates in the eduScrum-based and the conventionally taught courses is also provided.
|
N. Vasconcelos (University of the Semi-Arid Region, Angicos, Brazil), M. Pontarolo (University of the Semi-Arid Region , Angicos, Brazil)
Positive Education and Project-Based Learning: Exploring Competency Development in Engineering Students
This study explores the application of positive Education principles (PERMA - Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment), as proposed by Seligman, in the context of a Children's Day event organized by students from Project Management and Logistics courses at a public daycare. The initiative aimed to foster not only technical competencies but also socio-emotional skills (emotional well-being, engagement, and social contribution). The event was planned over two months, involving tasks such as purchasing and categorizing gifts by the children's age and gender, organizing games and snacks, and ensuring the activities were meaningful and memorable for all. These tasks were aligned with key project of management and logistics competencies. Students actively led the planning and execution, while professors provided facilitation, handling bureaucratic and financial matters to empower students to take ownership of the project's success. Student teams were formed based on individual skills and competencies, ensuring a balanced and productive workflow. On the event day, both students and volunteers participated, with feedback collected through questionnaires to evaluate the impact. The results highlight a significant positive impact on students’ development, particularly in areas such as teamwork, problem-solving, and community engagement. This approach reaffirms the value of experiential learning in promoting holistic educational outcomes.
|
P. Koulouri (Independent Author, Aigio, Greece), A. Miari (Department of Biological Applications & Technology, University of Ioannina, Ioannina, Greece), A. Daneli (Department of Chemistry, University of Ioannina, Ioannina, Greece), P. Nicolaidis (The National Institute of Dramatic Art, Kensington, Australia), I. Leonardos, L. Andreou (Department of Biological Applications & Technology, University of Ioannina, Ioannina, Greece)
Drama Techniques Reduce Public Speaking Class Anxiety Among Science Undergraduates
STEM university students are required to communicate their work primarily via technical writing and oral presentations. Recent studies suggest that science students often demonstrate poor communication skills due to a lack of relevant instruction in academia. This results in high levels of public speaking and class anxiety which has been shown to be alleviated by incorporating drama techniques in K-12 classroom. In this study, in a higher education setting, we assessed Biology university students' concurrent and retrospective emotions in a Biology Department’s fourth-year EAP/EScP (English for Academic Purposes/ English for Scientific Purposes) course. The assessments occurred prior- and post-teaching intervention which involved drama instruction with curated activities for regulating expression. Participants completed a questionnaire on EFL (English as a Foreign Language) Public Speaking Class Anxiety, prior- and post-drama intervention. In addition, students were asked to evaluate the experience. Results indicate an alleviation of mild negative academic, class-state emotion towards public speaking and communication in the EFL classroom, with students feeling more confident and less apprehensive towards using their voice and body expressively. The experience is deemed as very positive by students, who suggested that the intervention should be incorporated into their academic curriculum.
|
M. Mazlaghani, D. Zuidervliet, P. van Duijsen (THUAS , Delft, Netherlands)
Lifelong Learning in the Energy Transition: Implementation of Wireless Power Transfer
Research and education in the field of wireless power transfer (WPT) are diverse. Not only is the detailed electro-technical functioning of interest in education, but also a basic understanding for those without electro-technical knowledge is important, especially for broad acceptance of the WPT technique. To demystify the functioning, possibilities, and limitations of WPT, education is required from the low-level non-technical to detailed electro-technical level. A demonstration hardware that allows both non-echnical users as well as skilled electro-technical engineers and students to experiment with WPT helps both in understanding and in acceptance of wireless technology. In this paper, a hardware trainer is described, applicable for basic experiments, as well as suitable for more detailed educational explanations of the electro-technical functioning. Distance and alignment of the transmitter and receiver coils can be adjusted for basic understanding. This adjustment can be made manually to get a look and feel of the WPT. The structure of the hardware trainer is detailed, and numerical examples are given, which have to be proven by performing the experiment. This paper discusses the functioning and application of WPT for various interest groups, both technical and non-technical. It provides guidelines to instructors for these groups of audiences.
|
P. Matarrodona Moragas, R. Baltà-Salvador (Universitat Politècnica de Catalunya, Terrassa, Spain), M. Peña (Universitat Politècnica de Catalunya, Barcelona, Spain)
Generative Artificial Intelligence: A Tool to Bridge Gender Gaps in STEM Careers
This study investigates the potential of Artificial Intelligence (AI)-generated personalized images to address the underrepresentation of female students in university engineering programs and promote gender equality in STEM (Science, Technology, Engineering, and Mathematics). Persistent gender disparities in STEM present significant barriers to diversity and innovation, highlighting the need for innovative strategies to inspire underrepresented groups. The research involved 76 high school students from scientific tracks, who were shown with AI-generated personalized images portraying themselves working in STEM-related professions. Results indicate that self-envisioning in STEM fields increased for both genders after the intervention, with the effect being four times greater for female students. In engineering fields specifically, a significant increase in self-envisioning was observed among female students, while no significant impact was found for male students—likely due to the historical underrepresentation of women and the influence of gender stereotypes on career aspirations. These findings demonstrate the potential of AI-generated personalized images as a novel tool to reduce gender disparities in STEM. Integrating such an approach into career counseling could enhance participation and foster diversity in STEM disciplines.
|
P. Orta , H. Ahuett-Garza, R. Mora, I. Cazares (Tecnologico de Monterrey, Monterrey, Mexico)
Global Collaboration in Engineering Education: Six Years of IDEEA’s Multidisciplinary Projects
This paper presents the initiative of the International Design and Engineering Education Association (IDEEA), established in 2017, committed to promoting global collaboration in engineering education. IDEEA engages students from different fields in multicultural teams by partnering with an automotive company to address real-world challenges. Within the IDEEA program, students participate in a design thinking methodology course as the foundation for addressing real-world challenges. These student teams are composed of members from different universities and disciplines. Teams work virtually across multiple time zones, utilizing tools such as Zoom to conduct regular meetings and maintain collaboration. Six projects developed by IDEEA are introduced in this work. Annually, competitions are held as part of the IDEEA forum at different universities. Additionally, results from a student survey during the most recent iteration of the IDEEA global project are presented. This study highlights six years of IDEEA’s experiences, emphasizing lessons learned and the impact of global collaboration on student development. Results underscore the significance of integrating real-world problem-solving into engineering education to develop future engineers with the skills needed for a globalized industry.
|
E. NDASSIMBA (Laboratory of Computer Science Telecommunications and Applications (LITA) , Dakar, Senegal), N. ZOH-PONGUELE, Faculty of Science, Bangui, Central African Republic), G. KOSSINGOU (Doctoral School of Science and Technology (EDST), Faculty of Science, Bangui, Central African Republic), S. OUYA (Laboratory of Computer Science Telecommunications and Applications (LITA) , Dakar, Senegal)
Bridging the Digital Divide in Education: IPTV Architecture Using TVWS, FFmpeg, and OBS
In Africa, the digital divide in education, particularly in underserved rural areas, remains a major challenge for inclusion and equitable access to educational resources, according to UNESCO's Sustainable Development Goal 4 (SDG 4), which aims to ensure access for all, children and adults alike, to equitable, free, and quality education and to promote lifelong learning opportunities. This article proposes an innovative solution based on leveraging television white spaces (TVWS) to provide a broadband infrastructure for broadcasting educational content via an IPTV architecture. By using FFmpeg for video encoding, Open Broadcaster Software (OBS) for capture and live streaming, and the HLS (HTTP Live Streaming) protocol for adaptive video stream distribution, this architecture enables the delivery of real-time classes to students in low-connectivity environments. TVWS technology offers a wider range than traditional wireless networks, making it particularly suitable for remote areas. The Nginx-RTMP server is used to manage the distribution of live video streams, ensuring smooth and efficient broadcasting. This innovative approach highlights the effectiveness of this architecture in overcoming connectivity limitations while reducing costs associated with traditional IPTV and network infrastructures, thereby providing a viable and sustainable solution to bridge the digital divide and increase accessibility to distance education in the most isolated regions.
|
A. Dimitrova, P. Georgieva (Burgas Free University, Burgas, Bulgaria)
Improving Cognitive Skills with a Multi-Agent DQN: A MATLAB Implementation
This paper presents Multiple Intelligences Agent Deep Q-Network (MIADQN) which is a novel MATLAB-based framework for evaluating and enhancing cognitive skills in humans using a deep reinforcement learning. MIADQN integrates Multi-Agent Deep Q- Networks and the Theory of Multiple intelligences, developed by Howard Gardner. In the system each form of intelligence is modeled as an autonomous agent capable of real-time interaction with other agents and a dynamic, adaptive environment. The MIADQN architecture promotes inter-agent communication and decision-making, focusing on personalized learning experiences and advancing cognitive growth. Applying the MATLAB computational capabilities, the framework integrates deep reinforcement learning methodologies and enables effective management of shared memory across agents. Preliminary test results demonstrate the framework's ability to identify dominant intelligence and dynamically adjust to users' progress. With future development of the system, there is a potential to support people`s individualized instruction across diverse educational settings, including online and hybrid learning environments. By emphasizing adaptability and diversity, this paradigm lays a foundation for future innovations in kindergartens, as well as in STEM and distance learning in schools and universities, integrating artificial intelligence techniques with principles from educational psychology to redefine cognitive skill development.
|
B. Fetaji (Mother Teresa University, Skopje, Macedonia), M. Fetaji (South East European University, Tetovo, Macedonia), G. Armenski, F. Fetaji (UKIM- Ss.Cyril and Methodius University, Skopje, Macedonia)
Assessing Personalized Engineering Learning Experience with a Multi-modal AI Tutoring Framework
Objective of the study is to introduce an innovative and original multi-modal AI tutoring framework, able to dynamically intervene in engineering education and guide students towards engineering proficiency through intelligent, context sensitive intervention strategies. We employ a mixed methods research design, running a machine learning powered tutoring system and performing longitudinal experiments with 128 engineering students, using advanced learning analytics and sentiment analysis, and investigating cognitive performance, emotional engagement, and skill acquisition. To meet these objectives, applicable AI tutoring framework that couples cognitive load theory along with AI metrics of emotional intelligence and these adaptive learning algorithms, and empirically tests the framework's efficacy in improving student learning outcomes and involvement is created. The proposed framework provides a holistic adaptive learning experience that is responsive to student needs, cognitive states and learning trajectory in a dynamic manner. Theoretically, this study contributes to the understanding of the mechanisms of AI driven personalized learning, and practically contributes to making adaptive intelligent tutoring systems replication possible. The research ultimately bridges the gap between cognitive science and educational technology and shows synergy leading to increased student learning outcomes as well as more engaging educational experiences, while providing scalability and a personalized learning approach.
|
S. Chong (Universiti Tenaga Nasional, Selangor, Malaysia), I. Hanika (Universitas Pertamina, Jakarta, Indonesia), K. Loh (Universiti Kebangsaan Malaysia, Selanogor, Malaysia), A. Abd Rahman (Malaysian Examinations Council, Selanogor, Malaysia), E. Yeap (Unversiti Tenaga Nasional, Selanogor, Malaysia), H. Hashim (Universiti Kebangsaan Malaysia, Selanogor, Malaysia)
Assessing STEM Initiatives for Malaysian Secondary Schools: A Case Study on Basics of Sustainability (BoS)
This paper presents preliminary findings from an exploration of the teaching and learning of a newly developed elective course, Basics of Sustainability (BoS), in two remote Malaysian secondary schools. Offered to Form Four and Form Five students, BoS was introduced in alignment with the Malaysian Education Blueprint, the United Nations Sustainable Development Goals (SDGs), and the K-12 STEM Education Initiatives. While sustainability education is gaining traction in Malaysia, studies on its classroom implementation remain limited, especially in under-resourced settings. Using the Integrated STEM Education Framework prescribed by the Ministry of Education, this study investigates the challenges of delivering BoS to students from the B40 group—those in the lowest income bracket, including marginalized learners from indigenous communities and those with disabilities. The central research focus is on teaching topics that often assume a level of technological access and literacy typically associated with more privileged learners. Preliminary findings highlight two key themes: limited resources and inadequate technological infrastructure. One critical implication is the need for targeted teacher training, particularly for novice educators with minimal background in sustainability. Additionally, ensuring stable internet access in remote schools is essential for the delivery of BoS content.
|
E. Tuparova (Sofia University "St. Kliment Ohridski", Sofia, Bulgaria), D. Tuparova (South-West University "Neofit Rilski", Blagoevgrad, Bulgaria), G. Tuparov (New Bulgarian University, Sofia, Bulgaria)
Exploring the Role of Large Language Models in Advancing Student Assessment in Database Courses
Database courses are a fundamental element in computer science education. Performing effective student assessment in them is an essential aspect which often faces various challenges. Some of them include time-intensive preparation of complex and diverse tasks, as well as their subsequent grading. The study presented in this paper focuses on exploring the potential of large language models (LLMs) to support the assessment procedures in university database courses. The key aspects examined in the study are the capabilities of LLMs to create more variety in training and exam tasks and to aid in automatic grading of SQL queries. Along with the benefits of the suggested approach, some limitations are discussed.
|
N. Dehtiarova (Sumy State Pedagogical University named after A.S. Makarenka, Sumy, Ukraine), O. Zhmud (Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine), O. Boriak (Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine), D. Dehtiarova (Institute of International Relations Kyiv National Taras Shevchenko University, Kyiv, Ukraine)
Fostering a Responsible Attitude Towards Intellectual Property and Copyright Among Participants of the Discussion Club
The article explores the issue of fostering a responsible attitude towards intellectual property and copyright. Responsibility for violations of regulations should be cultivated in educational institutions. However, ordinary users should also be knowledgeable about copyright and intellectual property issues. Therefore, the authors introduced a teaching method called a discussion club. This method involves analyzing situations in which the legality of actions must be determined. This approach enables subject integration: informatics and law. Additionally, the club welcomed participants regardless of their specialization or education. The results of the study confirmed the relevance of the chosen topic and aligned with initial expectations. Based on participant feedback, on average, the proportion of individuals who developed or deepened their understanding of copyright, intellectual property, and academic integrity rose from 27% to 85%. An additional positive outcome was the engagement of professionals from diverse fields and age groups, which contributed to the enhancement of social skills and a greater sense of personal responsibility in the digital space. For specialists from various fields who completed their studies many years ago, participating in such meetings is often emotionally uncomfortable. To address this, the events were designed to be inclusive and welcoming to individuals of all ages and professions.
|
|
Basic information:
Chairs:
Predrag Pale (Croatia), Branimir Pejčinović (United States), Juraj Petrović (Croatia)
Steering Committee:
Diana Bairaktarova (United States), Leslie Martinich (United States), Predrag Pale (Croatia)
Program Committee:
Tomislav Jagušt (Croatia), Branimir Pejčinović (United States), Juraj Petrović (Croatia), Vanja Putarek (Croatia), Charanya Ramakrishnan (Australia), Ana Sović Kržić (Croatia)
Registration / Fees:
|
REGISTRATION / FEES
|
Price in EUR
|
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:
Predrag Pale
University of Zagreb
Faculty of Electrical Engineering and Computing
Unska 3
HR-10000 Zagreb, Croatia
E-mail: mipro@zesoi.fer.hr
Accepted papers will be published in the ISSN registered conference proceedings.
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.
|
|
|
|
| Currently there are no news |
|
|
|
|
|