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A Robust Interpretation of Criteria Interactions: Explaining the Human Development Index Ranking by a 2-Additive Choquet Integral Model 20th

A Robust Interpretation of Criteria Interactions: Explaining...

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20th International Conference on Information Processing and Management of Uncertainty in Knowledge-Based systems

作者： Mayag, Brice PSL Res Univ Univ Paris Dauphine LAMSADE CNRSUMR 7243 Pl Marechal Lattre Tassigny F-75775 Paris 16 France

ISBN: (纸本)9783031739965;9783031739972

The Human Development Index (HDI) is a widely recognized measure, designed to assess the overall well-being and development of nations. This article explores, in the context of Multiple Criteria Decision Analysis, the integration of the discrete 2-additive Choquet Integral into the computation of the HDI, by analyzing the interactions among its dimensions. We show that the HDI formula is equivalent to an additive model and then these interactions can only be interpreted as the possible interactions.

关键词： MCDA HDI Interaction Choquet integral Capacity

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Using Low-Code Development in Teaching Project Work Technology 27th

Using Low-Code Development in Teaching Project Work Technolo...

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27th International Conference on Interactive Collaborative Learning, ICL 2024

作者： Lutsenko, Galyna Hrytsenko, Valerii Bohdan Khmelnytsky National University of Cherkasy Shevchenko Blvd. 81 Cherkasy Ukraine

ISBN: (纸本)9783031835223

Low-code programming has significantly increased software development efficiency, becoming an international trend amidst the rapid advancement of technology. Low-code development platforms (LCDPs) feature an intuitively understandable interface, enabling developers and non-technical users to quickly grasp their functionality and create programs. Implementing low-code development in engineering education is considered to be an effective way to foster engineering students’ ability to deal with the continuous improvement and adaptation of industrial and business processes. In addition, introducing LCDPs in learning practice can greatly enhance student engagement in teamwork and project management concepts, by overcoming their lack of programming experience. Thus, this article highlights the pedagogical approaches and advantages of integrating LCDPs into students’ team projects focused on creating digital solutions. We also aim to present our ongoing experience using Google Apps Script in teaching the "Project Work Technology" course for engineering students and their perception of low-code development. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

关键词： Students

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Bridging the Knowledge Gap - Creating Opportunities: Integrating Interactive Collaborative Learning in an English as a Second Language Classroom 27th

Bridging the Knowledge Gap - Creating Opportunities: Integra...

引用

27th International Conference on Interactive Collaborative Learning-ICL

作者： Premawardhena, Neelakshi Chandrasena Univ Kelaniya Dept Modern Languages Kelaniya Sri Lanka

ISBN: (纸本)9783031856518;9783031856525

This paper presents the results of a pilot project conducted at selected remote and rural schools in Sri Lanka to enhance skills of English as a Second Language (ESL). Albeit English is taught at all schools from year one to year twelve, the ability of school children on practical use of English leaves much to be desired as evident in many a study conducted. The vast gap between the language competence of students of urban and rural schools cannot be ignored since the education policy of the country strives for equal opportunities for all. This project conducted by a group of undergraduates of the University of Kelaniya, Sri Lanka under the auspices of the Alumni Academy of University of Siegen, Germany on Urbanisation and Rural Development aimed to contribute to bridging the gap between urban and rural school children by integrating interactive collaborative learning in the ESL classroom. The students selected suitable schools and classes, obtained required approval, developed baseline tests as well as lessons to execute their teaching projects. The feedback from school children, their teachers of English, results of the pre- and post-tests as well as project reports, and feedback on the teaching experience of the undergraduates provided data for this study. The outcomes show that the novel approach in integrating interactive collaborative learning into the ESL classrooms awakened the interest of the school children in enhancing their language skills and motivated them to actively participate in the lessons which contributed to enhanced performance.

关键词： Collaborative Learning ESL Classroom Student Engagement

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Eager but Cautious Hungarian VET Teachers About Employing Artificial Intelligence in VET 27th

Eager but Cautious Hungarian VET Teachers About Employing Ar...

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27th International Conference on Interactive Collaborative Learning-ICL

作者： Bukki, Eszter Manojlovic, Helena Budapest Univ Technol & Econ 3 Muegyetem Rkp H-1111 Budapest Hungary

ISBN: (纸本)9783031856518;9783031856525

Artificial intelligence (AI) is widely seen as having the potential to revolutionise education by making it more efficient, personalised and accessible. Still, its use in education raises significant ethical, legal and societal concerns. For vocational educators, AI is particularly important both as forming its subject and as a means of delivering VET. However, there are still many challenges, related to infrastructure, lack of reliability or pedagogical relevance, and teachers must be supported in learning to use AI in a meaningful and effective way. To design effective professional development programmes, it is vital to explore and understand teachers' prior knowledge, attitudes and current practices related to AI. This paper presents the outcomes of such an explorative study, based on a survey of Hungarian VET educators (N = 599). Our results suggest that respondents have a strong interest in employing AI in their teaching, but they generally lack AI competences and have some concerns. Most felt they knew relatively little of the use of AI in both the vocation they taught and education, and many have never used any AI-based educational tools. They saw the benefits of AI in the facilitation of teacher preparation and planning, more varied lessons and increased learner motivation, but perceived students' over-reliance on AI, plagiarism and a reduction of critical thinking, creativity and communication skills as serious risks. While our study generally confirms prior research findings in a new context, it also identifies demographic and VET-specific factors that may explain differences in VET educators' perceptions and practices.

关键词： artificial intelligence vocational education and training teacher professional development

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Case Study on Providing AI Chabot-Based Support Services in E-Learning Platforms 27th

Case Study on Providing AI Chabot-Based Support Services in ...

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27th International Conference on Interactive Collaborative Learning, ICL 2024

作者： Baneș, Vasile Ravariu, Cristian Faculty of Electronics Telecommunications and Information Technology National Polytechnic University of Science and Technology Bucharest Bucharest060042 Romania

ISBN: (纸本)9783031835193

An important part of education is done by accessing e-learning platforms, where information such as class topics, homework, and practices is located. The use of chatbot AI in institutions, schools, and universities has to be a high priority for teaching staff. However, most chatbots lack proper integration mechanisms into e-learning platforms, as they should be configured with a friendly-user interface that is beneficial to students, teachers, and IT administrators alike. In this way, users would find the targeted information much faster due to the strong connection between the chatbot, teachers, and service support staff who administer the site. This paper addresses an analysis of the user’s feedback, learner satisfaction, and chatbot integration requirements. The evaluation of the chatbot was done with the participation of a group of 60 users. This article proposes an analysis of the provision of chatbot-based support services in the educational system, whose main objective is to serve as a tool to open users to their integration into an e-learning platform. According to our results, the chatbot mostly got positive feedback from test participants. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

关键词： Adversarial machine learning

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Using Specialized AI Services Offered by EOSC for the Professional Development of Science and Mathematics Teachers 27th

Using Specialized AI Services Offered by EOSC for the Profes...

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27th International Conference on Interactive Collaborative Learning, ICL 2024

作者： Kovalenko, Valentyna Marienko, Maiia Institute for Digitalisation of Education of the NAES of Ukraine M.Berlyns’koho Street 9 Kyiv04060 Ukraine

ISBN: (纸本)9783031835193

The article addresses the issue of utilizing specialized AI services for science and mathematics subjects, considering the specifics of the educational materials. There are few free specialized AI services available. As an alternative, Ukrainian teachers of science and mathematics subjects often resort to using general AI services for the educational process, which may sometimes fit the aims of these subjects’ learning not enough. The EOSC environment (https://***/) encompasses specialized AI services primarily for scientists. These EOSC services are offered free of charge or as open-source platforms, with pre-registration required for on-demand access by developers. While the primary focus of EOSC AI services is on the scientific community, they can also be effectively used by teachers of secondary schools. It is to extend the benefits of AI in teaching science and mathematics. By adopting EOSC services, it becomes feasible to enhance students' understanding of specific materials and facilitate the study of complex terms and processes. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

关键词： Teaching

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Formula Student: Assessing the Future of the Established Student-Led Engineering Competition 27th

Formula Student: Assessing the Future of the Established Stu...

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27th International Conference on Interactive Collaborative Learning, ICL 2024

作者： Shakya, Shobhit Dohnalova, Ludmila Cuevas Garcia, Carlos Karo, Erkki Mottl, Patrik Ragnar Nurkse Department of Innovation and Governance Tallinn University of Technology Tallinn Estonia Faculty of Electrical Engineering Czech Technical University in Prague Prague Czech Republic Department of Science Technology and Society Technical University of Munich Munich Germany

ISBN: (纸本)9783031835223

Engineering education must address real-life challenges, including ecological sustainability. This study examines Formula Student (FS), a student-led competition where participants design and build Formula racing cars. Although FS is a popular student-led engineering design competition engaging industry and academia, its impact on sustainability is debatable. As part of the EuroTeQ consortium’s research on co-creation tools in European Engineering Universities, this analysis explores FS’s role in Project-Based Learning (PBL). Using qualitative methods—interviews, field visits, participatory observation, and a focus group workshop—the study assesses FS teams from Tallinn, Prague, Munich, and Eindhoven. The findings, presented under six dimensions, highlight FS’s strengths in practical learning, university involvement, student participation, alumni engagement, and internal expertise and knowledge sharing. Challenges include inconsistent student dedication, diversity issues, and ecological concerns. Despite these, the FS ecosystem remains effective in bridging academia and industry. However, the trajectory of the dominant socio-technological imaginations in the automobile sector and the willingness of the competition formats to adapt to those suggests that the FS will remain relevant in the future too. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

关键词： Sustainable development

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Resilience Training in Higher Education: AI-Assisted Collaborative Learning 27th

Resilience Training in Higher Education: AI-Assisted Collabo...

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27th International Conference on Interactive Collaborative Learning, ICL 2024

作者： Gryshko, Svitlana Terziyan, Vagan Golovianko, Mariia Kharkiv National University of Radio Electronics Kharkiv Ukraine University of Jyvaskyla Jyvaskyla Finland

ISBN: (纸本)9783031835193

We propose a collaborative hybrid (human plus artificial intelligence) learning, which enhances learning impact with additional elements. These elements are: collective intelligence, created by integrating large language models (LLMs) into argumentation to strengthen students in various roles;adversarial learning, where competition between students is built on the principles of generative adversarial networks around complex decision objectives (dilemmas) towards developing resilience skills. We conduct an experiment, structured as a series of intellectual sparring between teams of players. The scenario of sparring evolved from classical disputes to technologically augmented competitions. The core hypotheses, "positive impact of adversarial training" and "game-changer role of LLMs in argumentation", have been confirmed. An important conclusion is that the added value of LLM tools strongly depends on how professionally they are used. Achieved results are presented as a contribution to collaborative hybrid learning using artificial intelligence as a personal digital assistant. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

关键词： Adversarial machine learning

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Identifying Gender Factors and Strategies that Promote Women's Retention in Engineering and STEM MOOCs: A Systematic Literature Review 27th

Identifying Gender Factors and Strategies that Promote Women...

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27th International Conference on Interactive Collaborative Learning-ICL

作者： Villa, Genny Nantsou, Tina Dagklis, Evangelos Callea, Viviana Otegui, Ximena Tovar, Edmundo Ursache, Mihai Univ Montreal Montreal PQ Canada Natl & Kapodistrian Org Univ Athens Sect Elect Phys & Syst Dept Phys Athens 15784 Greece Univ Macedonia Dept Appl Informat Egnatia 56 Thessaloniki 54636 Greece Sapienza Univ Rome Fac Civil & Ind Engn I-00184 Rome RM Italy Univ La Republ Fac Engn JH & Reissig 565 Montevideo Uruguay Univ Politecn Madrid Languages & Informat Syst & Software Engn Dept Campus Montegancedo Madrid 28660 Spain FLY FISH SRL Via Gregoriana 5 I-00187 Rome RM Italy

ISBN: (纸本)9783031856518;9783031856525

Massive Open Online Courses (MOOCs) allow their participants to acquire knowledge in various fields, such as STEM, at low cost or for free, provided they have access to the Internet and a web-enabled device. This study investigates a critical phenomenon in STEM MOOCs: dropout rates from a gender perspective. Our objective is to identify retention factors of women in Engineering and STEM MOOCs through a PRISMA-based Systematic Literature Review of conference papers and journal articles retrieved from IEEE Xplore and Scopus. Seventy-two papers were retrieved, of which 15 were relevant, with the majority of the information pertaining to the strategies and best practices enhancing women's retention and engagement in STEM MOOCs. Gender socialization, lower self-efficacy and time constraints were the main dropout factors, although female students have been found to adapt more easily to digital learning environments. This comprehensive analysis aims to establish solid foundations for future MOOCs and academic studies on this topic.

关键词： MOOC Engineering-STEM Gender-Women Dropout Retention

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Crafting a Speaker Authentication System for Online Proctored Exams 27th

Crafting a Speaker Authentication System for Online Proctore...

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27th International Conference on Interactive Collaborative Learning, ICL 2024

作者： Welsen, Sherif Chen, Zhuoyi Rankin, Richard The University of Nottingham Ningbo China Zhejiang Ningbo China

ISBN: (纸本)9783031856488

Authenticating the identity of examinees in online proctored examinations is a significant challenge, particularly when invigilators are unfamiliar with the students. The traditional method of identity verification, involving visual inspection of the examinee and their student identification card, is inadequate in the online environment. A speaker authentication system, designed for use in combination with the aforementioned visual checks in online proctored exams, was developed. The advanced speech recognition technologies incorporated result in accurate verification. The system offers a universal solution for exam invigilators, eliminating the need for prior acquaintance with the examinee, and its Graphical User Interface contributes to its user-friendliness for the proctor. It is also user-friendly for the examinee as it does not require them to have any additional hardware or install any additional software. The proposed robust and reliable speaker authentication system addresses the challenge of preventing contact cheating by way of impersonation in online proctored examinations. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

关键词： Graphical user interfaces

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