IEEE 21st International Conference on Information Technology
Based Higher Education and Training (ITHET 2024)
Special Theme: The Future of Education, Powered by IT and AI
6 - 8 November 2024 | Paris, France
Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 3rd Jan 2025, 08:48:07am CET
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Session Overview |
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PRASAE 01
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ID: 175
/ PRASAE 01: 1
PRASAE (Full Paper) Topics: The impact of technology on assessment practices in higher education, with particular interest in support for selfand peer-learning and evaluation, and the challenge of plagiarism and cheating. Keywords: rubrics, peer assessment, computational thinking, in-service teachers, project Using Rubrics for Assessment and Peer Assessment of Artful Robotics Projects with the Focus on Computational Thinking Comenius University in Bratislava, Slovak Republic ID: 125
/ PRASAE 01: 2
PRASAE (Full Paper) Topics: The impact of technology on assessment practices in higher education, with particular interest in support for selfand peer-learning and evaluation, and the challenge of plagiarism and cheating. Keywords: Self Assessment, video games, disinformation, teacher competences, information literacy Self-assessment And Reflection Game For Training In Competences Against Disinformation University of Salamanca, Spain Bibliography
[1]M. C. Sierra-Daza, M. Martín-del-Pozo, and M. R. Fernández-Sánchez, “Videogames and learning in the university stage: a systematic review”. Revista de Educación, vol. 405, pp. 103-132, July-September 2024. [2]M. Romero, and O. Turbo Gebera, “Serious games para el desarrollo de las competencias del siglo XXI”. Revista de Educación a Distancia, vol. 34, pp. 1-22, 2015. [3]M. Cerezo-Pizarro, A. González-Fernández, J. Fernández-Franco, and J. Acevedo-Borrega, “Forge of Destiny. Diseño de un videojuego para el tratamiento de la desinformación”, in Libro de Actas de las XXX Jornadas Internacionales de Tecnología Educativa, M. Area Moreira, Coord. Tenerife: Universidad de La Laguna, 2023, pp. 379-383. [4]A. Rulyansah, S. Ghufron, and P. Mariati, "Competencies of Teachers in Game-Based Pedagogy." Pegem Journal of Education and Instruction 13.2, 2023, pp. 354-370. [5]A. Palacios-Rodríguez, Antonio, C. Llorente-Cejudo, and J.Cabero-Almenara, "Educational digital transformation: new technological challenges for competence development." Frontiers in Education. Vol. 8. Frontiers Media SA, 2023 [6]A. Sala, Y. Punie, Y., V. Garkov & M.C. Giraldez, “LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence”. Publications Office of the European Union, 2020. [7]G. Falloon, “From digital literacy to digital competence: the teacher digital competency (TDC) framework”, Educational Technology Research and Development, 68(5), 2020, pp. 2449-2472. [8]L. Scholes, et al., "Video gaming and digital competence among elementary school students." Learning, Media and Technology 49.2, 2024, pp. 200-215. ID: 155
/ PRASAE 01: 3
ITHET (Abstract first then Full Paper) Topics: Changing delivery patterns and asynchronous learning., The impact of technology on assessment practices in higher education, with particular interest in support for selfand peer-learning and evaluation, and the challenge of plagiarism and cheating. Keywords: peer assessment platform, project-based learning, Human-Computer Interaction, computer science course, student experience Applying Peer Assessment in a Human-Computer Interaction Course Following a Project-Based Learning Approach University of Craiova, CIF: 4553380, Romania Bibliography
Gabriel Badea, Elvira Popescu, LearnEval Peer Assessment Platform: Iterative Development Process and Evaluation, IEEE Transactions on Learning Technologies, ISSN: 1939-1382, vol. 15 (3), pp. 421-433, 2022. DOI: https://doi.org/10.1109/TLT.2022.3185423 Gabriel Badea, Elvira Popescu, A dynamic review allocation approach for peer assessment in technology enhanced learning, Education and Information Technologies, ISSN: 1360-2357, vol. 27 (9), pp. 13131–13162, 2022. DOI: https://doi.org/10.1007/s10639-022-11175-5 Gabriel Badea, Elvira Popescu, A Hybrid Approach for Mitigating Learners’ Rogue Review Behavior in Peer Assessment. In: Crossley, S., Popescu, E. (eds) Intelligent Tutoring Systems, ITS 2022, Lecture Notes in Computer Science, Bucharest, Romania, ISBN: 978-3-031-09680-8, vol. 13284, pp. 24–35. Springer, Cham, 2022. DOI: https://doi.org/10.1007/978-3-031-09680-8_3 Gabriel Badea, Advanced Peer Assessment Systems in Technology Enhanced Learning, PhD thesis, University of Craiova, 2023 Gabriel Badea, Elvira Popescu, Investigating Students’ Experience with Peer Assessment in Two Computer Science Courses - A Longitudinal Study, Proceedings ICSTCC 2023, Timisoara, Romania, ISBN: 979-8-3503-3798-3, ISSN (PoD): 2372-1618, pp. 30-35, 2023. DOI: https://doi.org/10.1109/ICSTCC59206.2023.10308452 Gabriel Badea, Elvira Popescu, Integrating a Comprehensive Gamification Model in a Peer Assessment Platform, Proceedings of 2024 28th International Conference on System Theory, Control and Computing (ICSTCC), 2024 (in press) ID: 215
/ PRASAE 01: 4
PRASAE (Full Paper) Topics: Curricula for key global technical challenges, Higher education as it is changing with the advent of pervasive information technology, Changing delivery patterns and asynchronous learning., Innovative uses of technology for teaching and learning within higher education and training, The impact of technology on assessment practices in higher education, with particular interest in support for selfand peer-learning and evaluation, and the challenge of plagiarism and cheating. Keywords: Project-Based Learning (PBL), formative self-assessment, psychological capital, digital tools, Padlet, self-efficacy, hope, resilience, optimism. Utilizing Padlet for Project-Based Learning: A Study on the Relationship Between Student Formative Self-Assessment and Psychological Capital National Tsing Hua University, Taiwan,1 | ||
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