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Hybrid Event
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Papers
Chair: Duško Lukač |
P. Tomšič (University of Ljubljana, Ljubljana, Slovenia), D. Harish (ARNES, Ljubljana, Slovenia), I. Vasileska (University of Ljubljana, Ljubljana, Slovenia)
HPC Training Initiatives in the First Year of EuroCC 2 in Slovenia 
It's exciting to see the continuation of EuroCC through EuroCC 2, a vital step in the evolution of the European Union's Digital Europe programme. The commitment of participating countries to sustain and advance the activities of National Competence Centres (NCCs) in the realm of High Performance Computing (HPC) is a testament to the importance placed on fostering HPC excellence. Looking forward, EuroCC 2 holds great potential for further advancements in HPC across the region. Training presents one of the specific goals of the initiative that a broad community can be excited about.
We are reporting the progress at HPC training in Slovenia at the beginning of EuroCC 2! It's great to see our training actively engaging the community through a well-structured approach. The three-tier workshop system works as a comprehensive strategy to support users at different levels of expertise. The collaboration with consortium partners and international collaboration with other NCCs adds a valuable dimension to the initiative. The numbers speak for themselves—19 workshops and 4 seminars with altogether 301 registrations in 2023 show a strong interest and participation. We are proud of the excellent work in advancing awareness and competence in HPC!
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M. Dumančić, N. Rogulja, K. Tomljenović (Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb, Croatia)
The Importance of Algorithmic Thinking Development in Primary Education
Napredak u računalnoj tehnologiji proširio je naše kapacitete za rješavanje problema u razmjerima koji nikad nisu bili zamišljeni, koristeći strategije koje nam dosad nisu bile dostupne.
Današnji "digitalni domoroci" odrasli su u svijetu u kojem se tehnologija brzo razvija, stvarajući nova područja studija, nove vrste poslova i zahtijevajući nove skupove vještina. Danas je to vidljivo u značajnim iskoracima razvoja alata umjetne inteligencije.
Algoritamsko razmišljanje je sposobnost učenika da rade s algoritmima koji se percipiraju kao sustavni opis strategija rješavanja problema.
Algoritamsko i računalno razmišljanje su temelji za rješavanje različitih problema iz svih domena i nisu uvijek usko vezani za računala i programiranje. No, za sada ih vidimo samo u nastavi Matematike i Informatike (STEM), a njihova primjenjivost je u svim nastavnim predmetima i svim životnim situacijama.
U ovom radu prikazuju se različiti pristupi razvoja algoritamskog razmišljanja u nastavi informatike koji mogu biti vrlo korisni i u drugim nastavnim predmetima.
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S. Maričić, A. Kovač, M. Perić (Juraj Dobrila University of Pula, Faculty of Engineering, Pula, Croatia)
Innovative Technologies in Computer Education: Integration VR, CAD/CAM and 3D Modeling with Gamification
A significant advance that greatly improves the educational process is the incorporation of 3D models and CAD/VR technology. With the help of these tools, which create a dynamic and interactive environment, students can understand complex ideas and structures in a way that is both tangible and engaging. In fields like engineering, architecture, and medicine, where a thorough comprehension of conceptual connections and intricate designs is essential, computer-aided design (CAD) and virtual reality (VR), along with 3D modeling, are effective resources for learning and exploration. They effectively bridge the gap between theoretical knowledge and practical application by enabling interactive manipulation of models and multi-angle views, thereby deepening students' comprehension. Additionally, by accommodating a variety of learning styles, these technologies improve the efficacy and inclusivity of teaching strategies. The integration of gamification into these emerging technologies is crucial to enhancing the learning process. Gamification, the incorporation of game-design components into non-game settings, introduces an aspect of enjoyment and rivalry, thereby enhancing student involvement and drive to a significant extent. By fostering creativity, critical thinking, and problem-solving skills, their implementation in educational settings equips students for the demands of today's technologically advanced workplaces.
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D. Lukac (EPLAN, Mohnheim, Germany), I. Lukac (CCEC - Centre of Competence for EPLAN Certifications, Siegburg, Germany)
The EPLAN Education eLearning Framework as an Example of an International Learning Model for Sustainable CAE Training
EPLAN GmbH & Co. KG (as brand name in the spelling EPLAN) is a global software company that develops CAE software and services for the optimization of engineering processes. As with many companies in recent years, including EPLAN, the development of a comprehensive, sustainable, eLearning-based international training concept began in the COVID-19 period, although the idea had existed for a long time. Within 6 months, the company developed 600 learning contents in 14 languages and two standards, fully localized (including audio and text), for both industrial and educational clients, whereby the education customers were divided by target groups of educators and students. They developed their own LMS system, feedback system and much more. This paper presents how this mammoth project came about and what the results were. The project has meanwhile been awarded the eLearning Award 2024 by the eLearning Journal Germany.
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M. Ružić, S. Kadum, I. Dobrača (Faculty of Educational Sciences, Pula, Croatia)
Attitudes of Croatian Students on the Use of Cryptocurrencies and Non-Fungible Tokens (NFTs) in Some Higher Education Institutions
Cryptocurrencies and NFTs are conquering the world. The first higher education institution in Croatia which allowed its students to pay with cryptocurrencies is the Bjelovar University of Applied Sciences. The study, which aimed to examine the attitudes of students of Croatian universities and polytechnics regarding cryptocurrencies and NFTs and their use in the educational process, was conducted on a sample of 202 students. The subject of the research is related to the use of cryptocurrencies and non-fungible token (NFT) in higher education institutions with regard to the payment of student obligations (tuition, accommodation, food and college expenses). The results of the research show that a small number of research participants own cryptocurrencies and think that it is wise to invest in cryptocurrencies. Furthermore, also, a smaller number of respondents believe that cryptocurrencies are the money of the future. Regarding the possibility of paying school fees, accommodation, food and college expenses, more than ¼ of respondents are indecisive, i.e. they neither agree nor disagree with these options. The vast majority of respondents are not inclined to pay with cryptocurrencies, and to buy, sell and create NFTs. Survey participants are not inclined towards cryptocurrencies and NFTs and are distrustful of them. The reason for this are many "affairs" regarding the considered phenomenon that can be read about in the press and other media. This is why the obtained results are a reflexion of the fact that this can be the subject of a more comprehensive study, which would offer answers about the application of cryptocurrencies and NFTs.
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J. Mottl, M. Musílek (Univerzita Hradec Králové, Hradec Králové, Czech Republic)
Information Technology as a Tool for Teaching History with a Focus on Artificial Intelligence and Audiovisual Material
This paper examines the use of various teaching aids in upper secondary schools and their impact on the acquisition of new information and its long-term memory retention. A teaching experiment was conducted on students from three grades. The experiment involved students working with three different materials – text, video and a large language model (artificial intelligence, specifically ChatGPT). The experiment investigated the degree of knowledge gained from working with each material, especially the effect on long-term memory: the amount of knowledge approximately one month after performing the activity. This paper presents the results of this experiment and compares them to similar research. The results showed that the video was a very good tool to get information, although the other materials also had very good results, not to be neglected. Video, on the other hand, proved to be a less suitable material for retaining knowledge within long-term memory.
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N. Dehtiarova, S. Petrenko (Sumy State Pedagogical University named after A.S. Makarenka, Sumy, Ukraine), K. Parfylo (Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine), O. Shovkoplias (Sumy State University, Sumy, Ukraine, Sumy, Ukraine), O. Viunenko (Sumy National Agrarian University, Sumy, Ukraine)
Formation of Motivation in Learning the Python Programming Language Using a Differentiated Approach
The process of updating the content of education is continuous. This is especially true for computer science and, in particular, programming. In schools, programming languages have been taught from Basic to modern Python. However, the issue of students' interest and motivation to learn programming remains. This led to the search for ways to increase students' interest through the use of graphical elements and the application of a differentiated approach. The paper presents the results of a survey on programming languages, task complexity, analysis of reasons for student interest and failure in the subject. One of such reasons is considered to be tasks focused solely on mathematical programming. Therefore, work with graphical window objects such as buttons, text fields, etc., was proposed. In Ukrainian schools, this is not a widespread phenomenon. Research has shown that working with graphical objects during programming education demonstrates to students a wide range of applications of the acquired skills. The problem of teaching students programming prompted the authors to develop a manual that has been tested in schools. The manual contains theoretical material and practical tasks for learning the Python programming language. The authors combined a comparative analysis of programming skills acquisition with a differentiated approach to education, the results of which are presented in this publication.
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T. Sidekerskienė (Kaunas University of Technology, Kaunas, Lithuania), R. Damaševičius (Vytautas Magnus University, Kaunas, Lithuania)
Engaging the Z-Generation with Memes Shared through Social Media for STEM Education
The paper will focus on practical strategies for embedding social media in various STEM subjects, illustrating its transformative impact on student learning and engagement.
It will showcase real-life examples from class-room settings in teaching mathematics at university, while emphasizing the role of sharing and discussing pedagogical memes and other educational materials in making learning more open, dynamic and relevant for the Z-Generation students.
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N. Dehtiarova (Sumy State Pedagogical University named after A.C. Makarenko, Sumy, Ukraine), O. Zhmud, M. Medvedeva, V. Kolmakova (Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine), V. Makarova, R. Markov (Sumy State Pedagogical University named after A.C. Makarenko, Sumy, Ukraine)
Problems of Assessing Students' Knowledge during the Integration of Non-Formal Education into Formal Education
Aspects of the problem of assessing students' knowledge when integrating non-formal into formal education were considered in the article. The level of students' knowledge is determined according to the criteria adopted by the educational institution. And the teacher himself develops the criteria if we are speaking about a specific lesson. Assessment is an extremely important topic. After all, not only the level of knowledge and skills is determined here, but this process also affects the educational component of the learning process. Therefore, teaching the students self-assessment is an important step.
The publication proves the students' conscious perception of the criteria after acquiring self-assessment skills. The examples for the formation of self-assessment skills were proposed and the results of the implementation of these tasks in the real educational process were analyzed. The results of the research on the formation of self-assessment skills, conducted in schools and institutions of specialized education, were presented
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I. Tudor (University of Rijeka, Faculty of Maritime Studies, Rijeka, Croatia), M. Holenko Dlab (University of Rijeka, Faculty of Informatics and Digital Technologies, Rijeka, Croatia), G. Đurović (University of Rijeka, Rijeka, Croatia)
Learner Personas in Technology-Enhanced Learning
In modern education, the teaching and learning approach should be adapted to the specific needs and abilities of students using innovative strategies and educational technologies. This can be achieved using a representation of the student's identity, characteristics, preferences, and needs, referred to as a learner persona. Learner personas are mainly used in the field of user experience design, but this approach is also becoming increasingly popular in the field of education. The aim of this paper is to introduce the concept of learner persona in the context of technology-enhanced learning and to provide an overview of the information contained in learner personas, the methods used to create them, and examples of their possible use. The creation of a persona can involve a combination of real or imagined data as well as demographic and biographical data collected using qualitative and quantitative methods. In the field of technology-enhanced learning, the persona typically includes the student's preferred learning styles, their level of knowledge or skills, their goals, the challenges they face, and similar. This information is used to select an appropriate pedagogical strategy, learning activities, and tools that have the potential to positively influence the student's motivation and engagement as well as the achievement of learning outcomes.
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A. Rozumenko, A. Rozumenko (Sumy National Agrarian University, Sumy, Ukraine), I. Stotskyi (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine), S. Loboda (Sumy State Pedagogical University named after A. S. Makarenko, Sumy , Ukraine), O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Computer Visualization of Geometry Educational Material in Developing Students' Research Skills
The results of an experimental study of the development of students' research skills in assimilating geometric knowledge are summarized in the article. The types and functions of information visualization, the role of visualization in learning geometric concepts with a high level of abstraction, and a characteristic of the student's research skills are analyzed. The article describes the experience of using the app "DynamicGeometry" to organize students' research activities according to the following scheme: familiarization with the basic concepts of the educational topic, execution of search tasks in the app, formulation of the hypothesis, logical substantiation (or refutation) of the proposed hypothesis, formulation of the general conclusion. The experimental study was conducted on the example of studying the topic "Properties of a triangle." A conclusion was made about the effectiveness of the proposed methodological scheme for developing students' abilities to analyze, compare, formulate general conclusions, put forward hypotheses, and logically prove statements. The authors also note the strengthening of positive educational motivation of students with different levels of mathematical abilities. The methods of expert evaluations and descriptive statistics substantiated the research results.
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A. Yurchenko, M. Drushlyak, Y. Khvorostina, M. Ostroha, V. Ponomarenko, O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
The Impact of Team Competitions on the Development of Soft Skills in Youth
The article presents the results of a study on the impact of team competitions on the development of soft skills in pupils. The findings include an analysis of scientific research related to the interpretation of soft skills and the peculiarities of their formation. The article emphasizes the limitations of assessment methods for soft skills. It describes the experience of Sumy State Pedagogical University named after A.S. Makarenko (Ukraine) in organizing and conducting intellectual competitions "FEMMI," which aim to develop soft skills in high school pupils. Within the competitions, the dynamics of the development of five groups of soft skills were tracked: Communication, Problem Solving, Teamwork, Lifelong Learning, and Leadership. A total of 350 competition participants took part in the survey. Statistical analysis was conducted based on a double survey at the beginning and the end of the competition. The obtained data indicate statistically significant positive dynamics in the Communication, Problem Solving, and Teamwork groups. Based on the results of the intellectual competitions, recommendations are provided, including promoting teamwork, using both standard and non-standard tasks, and incorporating IT to create a collaborative space in searching for and discussing solutions.
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A. Pongrac Pavlina, K. Pavlina (University of Zagreb/Faculty of Humanities and Social Sciences, Zagreb, Croatia)
Evaluation of Student’s Teaching Skills in Computer Science Education
Students of computer science education at the Faculty of Humanities and Social Sciences of the University of Zagreb must attend and pass methodical courses where they acquire knowledge and master the skills of preparing and conducting teaching units. Students acquire knowledge about the complexity of the teaching process in lectures and develop the skill of conducting a teaching unit in methodical exercises. Students received feedback in written form from the subject teacher about the held teaching stages (on the course Teaching methods in computer science education 1) and the entire teaching unit (on the course Teaching methods in computer science education 2). From academic year 2022/2023. we expanded the feedback in such a way that the student receives feedback from the subject teacher, fellow students and the video recording of teaching unit they held. During the teaching stage (in the course Teaching methods in computer science education 1) and the entire teaching unit (Teaching methods in computer science education 2), the student conducts his stage/teaching unit which is recorded with a video camera. Other students participate in the class as pupils and at the end evaluate what they have seen with regard to the evaluation form prepared in advance. The subject teacher then analyzes the lesson. The student receives a recording of his stage/teaching unit, Excel document with feedback from his colleagues, and a teaching unit preparation with entered comments from the subject teacher. This paper presents an analysis of a survey that examined students' attitudes about these ways of giving/getting feedback.
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T. Nikolova, A. Staneva, K. Rasheva-Yordanova, S. Toleva-Stoimenova (University of Library Studies and Information Technologies, Sofia, Bulgaria)
Software Testing as Gamification in Education via VR Games
New learning models are constantly being used in education to engage students, e.g. games are frequently used for educational purposes. On the other hand, IT companies producing "serious" games must provide a product of high quality and the role of QA engineers contributes significantly to this goal. This paper describes an innovative approach for involvement of software testing in the teaching of various subjects. It increases the effectiveness of learning and transforms students into active users of the educational product. A sample based on exploratory testing is proposed for developing blended lessons. It applies the Testing Tours technique that allows a smooth transition from a VR game to a QA game. The latter one is focused on: detecting defects, consolidating, and evaluating knowledge. The benefits are as follows: checking the acquired knowledge based on the detected defects, improving the lesson, and bettering the game. The described lesson format can be used in: a/ secondary and higher education as an innovative and organized approach to learning; b/ software companies developing educational games, to improve the efficiency and effectiveness of beta testing, as well as use this sample to train QA engineers.
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S. Jantunen (South-Eastern Finland University of Applied Sciences, Mikkeli, Finland), T. Hynninen (Häme University of Applied Sciences, Hämeenlinna, Finland)
Narrowing Industry-Academia Gap with a Virtual Laboratory
Both the software industry and academia concur that teaching software engineering necessitates students to gain practical experience that aligns with the work in the software industry. Despite this consensus, establishing close collaborative ties between the software industry and academia has proven to be a gradual and challenging process. One method of immersing students in genuine software development contexts could involve assigning quality assurance tasks from companies and having students utilize a virtual laboratory for these assignments. This paper delineates the concept of utilizing a virtual laboratory to bridge the industry-academia gap in teaching software quality assurance activities. It provides real-life examples of employing a virtual laboratory for software quality assurance assignments and discusses the experiences derived from these cases.
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M. Vukšić, V. Kabalin Borenić, A. Stjepić (Faculty of Economics & Business, University of Zagreb, Zagreb, Croatia)
The Role of Game-Based Learning in Teaching English in Higher Education
In the countries of the European Union, foreign language learning begins at a young age, and in most countries, the emphasis is on learning English. Young people usually acquire satisfactory foreign language skills when they enroll at a higher education institution. Numerous challenges have been observed about students’ motivation to learn languages for specific purposes (LSP). The application of digital technologies, such as game-based learning and gamification, is one of the possible approaches. This research aims to identify the benefits and challenges of using games in learning and adopting LSP in higher education institutions. To this end, a systematic literature review was conducted in the Clarivate Analytics’ Web of Science (WoS) and Scopus database. In addition to the bibliographic analysis of the literature review results, systematized challenges and expected benefits from the application of gamification and game-based learning of LSP are analyzed. Guidelines are given for improving activities related to implementing digital technology in the studied area.
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V. Lang (Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia), M. Melanšek ( I. Osnovna šola Celje, Celje, Slovenia), A. Šorgo (Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia)
The Role of Smartphones in Biology Lessons: Insights from Slovenian Schools
Due to the many possibilities offered by smartphones, the question arises as to how they can be used as a didactic tool in the classroom. Such use can provide new opportunities for students to demonstrate their understanding of subject matter by using smart cell phones that enable m-learning (learning anywhere, anytime). As with the use of any information and communication technology (ICT), the use of M-ICT is an important prerequisite for use by teachers. There is no national regulation for the use of cell phones in schools that would dictate to schools or students how to use these devices. Therefore, schools must rely on themselves and their own internal rules when deciding on the use of cell phones. We would like to determine the frequency of ICT use in class, the propensity of students to use smartphones in class, the actual use of smartphones and the use of mobile applications in class. We obtained data showing that 83% of respondents use smartphones for teaching purposes. Respondents who have already used phones are very interested in using this type of technology in the classroom, but we could not find any significant statistical differences between the two genders. The remaining 17% stated that they have never used smartphones in their teaching but believe that they could be useful and should be used in practice. We concluded that students are inclined to use smartphones for educational purposes and that the majority are active on the World Wide Web. Despite the fact that cell phones are not widely or daily used in schools today, we can conclude that this type of use is perceived as beneficial and will increase over time.
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L. Marinčić (Faculty of Electrical Engineering and Computing, Zagreb, Croatia), N. Pantela, E. Xerou (CARDET, Nicosia, Cyprus), A. Sović Kržić (Faculty of Electrical Engineering and Computing, Zagreb, Croatia)
Empowering Primary and Secondary Students in STEAM through Robotics and Coding
Robotics plays a significant role in numerous aspects of modern society, offering a wide range of benefits and contributing to various fields. It has a lot of potential in helping the society in the future, and because of that, it is important to study it and pass the knowledge to the younger generations following gender equality approaches. „Robogirls“ robotics workshops have been organized in several European countries in order to gain interest in robotics among school children and youth. In this paper, the feedbacks collected from more than 500 participants from Spain, Cyprus and Croatia are analysed and processed and the results and conclusions are shown. The participants answered the questions about previous experience in robotics, how much they liked the workshop, how much the workshop empowers their confidence in robotics and whether they want to continue with robotics in the future etc. This paper analyses their answers, as well as correlation between the questions. The results show how the workshop influenced children’s interest in robotics and future career in science or engineering. It also shows how important it is to present robotics to children in a way they can enjoy it.
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| Croatian Day |
Papers
Chairs: Marina Mirković and Kristinka Blažeka |
S. Barbarić (Osnovna škola Milana Langa Bregana, Samobor, Croatia)
Čarobni vrt - Interaktivna digitalna slikovnica
Projekt se zove Izrada interaktivne digitalne slikovnice. Cilj je s najmanjim uzrastom učenika, uz minimalno znanje pisanja i čitanja, modernom tehnologijom, napraviti svestrani, javno dostupni materijal. Učenici su trebali praktično raditi, zavoljeti prirodu, upoznati aplikacije, učiti kako putem Interneta raditi odabir sadržaja koji čitaju. Odradili su radionice. Gledali slike vrta. Učili su raditi životinje (kukce) od papira tehnikom origami. Stariji su od krpica krojili i šivali životinje. Zajedno su izradili maketu vrta. Crtali su u 3D bojanju i pisali priče. Teme priča odabrali su sami. Zajednički su samo likovi. Priče su pisali u nekoliko grupa: krimi, drame, horori i obiteljske priče. Najstarija grupa učenika je radila medijski sadržaj, video i interaktivnu slikovnicu. Nakon prve stranice slikovnice čitatelj može odabrati klikom miša temu priče. Ako bira link krimi na novoj stranici slikovnice nalazit će se popis krimi događaja i nova mogućnost odabira. Svaka priča ima pripadajuću trodimenzionalnu sliku. Nakon čitanja, slikovnica omogućava povratak na novi odabir teme, ili drugu priču iste teme. Priča ima mnogo, čitanje i šetnja kroz slikovnicu je dugotrajna. Koristili su alate prilagođene uzrastu (6 – 10 godina). Naučili su najvažnije: interaktivnost omogućava svakodnevno dodavanje novog materijala i priče nemaju kraj. Veselo otvaraju stranicu da vide što ima novo.
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T. Ređep, T. Pavičić Zajec (I. OŠ Varaždin, Varaždin, Croatia), J. Bistrović (OŠ Braća Radić, Koprivnica, Croatia)
Mišljenja i stavovi učenika o zabrani korištenja pametnih telefona u školama
Današnja generacija školaraca pod jakim je utjecajem moderne tehnologije i intenzivno komunicira sa svojim prijateljima putem interneta, zbog čega manje razvijaju svoje komunikacijske vještine, socijalne vještine, uspostavljanje zdravih odnosa, sposobnost samokontrole i rješavanja sukoba. U Hrvatskoj ne postoji zabrana na razini države, svaka škola može donijeti svoja pravila oko korištenja uređaja za vrijeme nastave. U nekim školama učenici smiju koristiti mobitele za vrijeme školskih odmora, ali ne i na nastavi te postoje pravila kada i kako se mobitel smije koristiti. Cilj rada bio je ispitati mišljenja i stavove učenika osnovnih škola o zabrani korištenja mobitela u školama, te korištenja istog unatoč zabrani. U istraživanju je sudjelovalo ukupno 189 učenika viših razreda osnovnih škola iz Varaždinske i Koprivničko – Križevačke županije. Rezultati istraživanja pokazuju kako većina učenika ne podržava ideju zabrane korištenja pametnih telefona u školama (67,7%), no unatoč tome većina učenika ipak ne koristi pametni telefon u školi (37,1%) ili ga koristi za poziv roditeljima (36%), što pokazuje da većina učenika poštuje školska pravila nekorištenja pametnih telefona u školama.
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K. Brleković (Elektrotehnička i prometna škola u Osijeku, Osijek, Croatia)
Digitalni alati u nastavi matematike
Digitalni alati u nastavi matematike predstavljaju revolucionarnu promjenu u načinu na koji se matematika predaje i uči. Njihova upotreba donosi niz prednosti, ali istovremeno postavlja i izazove koje obrazovni sustav treba savladati.
Jedna od ključnih prednosti digitalnih alata u nastavi matematike je povećanje interaktivnosti. Učenici više nisu ograničeni na pasivno slušanje ili rješavanje problema na papiru. Umjesto toga, imaju priliku istraživati matematičke koncepte kroz dinamičke simulacije, interaktivne lekcije i grafičke prikaze. To čini nastavu zanimljivijom i pomaže učenicima da bolje razumiju apstraktne matematičke ideje putem vizualizacije.
Digitalni alati olakšavaju prilagodbu nastave individualnim potrebama učenika. Nastavnici mogu koristiti personalizirane alate i platforme koje prate napredak svakog učenika, identificirajući slabosti i jačajući razumijevanje specifičnih područja. Time se stvara inkluzivno okruženje u kojem svaki učenik ima priliku postići uspjeh.
Međutim, s prednostima dolaze i izazovi. Neki nastavnici možda nisu dovoljno osposobljeni za učinkovitu integraciju digitalnih alata u nastavu, što može ograničiti njihovu upotrebu. Pitanja privatnosti podataka također mogu postati zabrinjavajuća, posebice kada su u pitanju mlađi učenici.
Važno je naglasiti da digitalni alati ne bi trebali zamijeniti tradicionalne metode u potpunosti. Kombinacija tradicionalnih pristupa s inovativnim digitalnim rješenjima često pruža najbolje rezultate.
Postavlja se pitanje koliko nastavnici koriste digitalne alate u nastavi matematike.
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I. Naranđa (II. osnovna škola Čakovec, Čakovec, Croatia)
Informatika i održivi razvoj - obogaćivanje nastave sudjelovanjem učenika u međunarodnim inicijativama
U današnjem digitalnom svijetu školama se pružaju razne mogućnosti za međunarodnu suradnju u online okruženju. Osim međunarodnih projekata koji zahtijevaju višemjesečni ili višegodišnji angažman, učiteljima su na raspolaganju mnogobrojne inicijative, kampanje i događanja s izvrsnim aktivnostima i pripremljenim edukativnim materijalima koje su osmislili stručnjaci iz određenog područja, a koje se mogu realizirati u kraćem roku, najčešće u svega nekoliko školskih sati. Visokokvalitetni materijali napravljeni uz podršku međunarodno priznatih obrazovnih institucija i organizacija omogućuju učiteljima obogaćivanje nastave i pružaju učenicima iskustva učenja koja nadilaze uobičajenu nastavu. U ovom radu opisuju se praktična iskustva iz višegodišnjeg rada u nastavi Informatike i školskim izvannastavnim aktivnostima, uz naglasak na međupredmetne teme Održivi razvoj i Uporaba informacijske i komunikacijske tehnologije. Ističu se dobre strane sudjelovanja učenika u međunarodnim obrazovnim inicijativama i iznose manje teškoće s kojima se susrelo tijekom realizacije. Primjeri iz prakse obuhvaćaju sudjelovanje učenika u kampanjama World's Largest Lessona i eTwinninga, te inicijativama Moonhack, Scratch Day i Rosadigitale. Navedene kampanje i inicijative omogućile su učenicima sudjelovanje s vlastitim radovima koji su bili izloženi u online galerijama zajedno s učeničkim radovima kreiranim diljem svijeta, a bez izlaganja osobnih podataka učenika. Spominju se i druge mogućnosti, kao što su webinari i „Watch Party“ za učenike.
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N. Begičević Ređep (Fakultet organizacije i informatike, Sveučilište u Zagrebu, Varaždin, Croatia)
Agilnost planiranja i odlučivanja u obrazovanju
Sposobnost agilnog planiranja i donošenja odluka smatra se sržnim faktorom agilne organizacije. Temelj stvaranja agilnosti u obrazovnoj organizaciji su jasni i razumljivi ciljevi, odgovorno vodstvo, komunikacija s poštovanjem, osigurana kvalitetna infrastruktura, sposobnost primjene novih ideja i inovativnih koncepata te veće tolerancije nesigurnosti. Agilna organizacija kontinuirano propituje postojeće poslovne modele i eksperimentira s inovativnim modelima. Da bi obrazovna organizacija bila uspješna i digitalno zrela, strateško planiranje i odlučivanje moraju biti agilni. Digitalne su tehnologije jedan od glavnih čimbenika koji mogu unaprijediti obrazovne sustave, transformirajući prakse učenja i poučavanja. Danas obrazovne institucije moraju biti agilno vođene kako bi mogle ispuniti svoju misiju, viziju i strateške ciljeve u kontekstu digitalne transformacije. Cilj agilnog menadžmenta je donošenje jasne agilne strategije koja će moći uspješno odgovoriti na nepredvidive zahtjeve i događaje u poslovnom okruženju. Za lidere u visokom obrazovanju je više no ikada važno stvaranje prostora za inovativnost i kreativnost. U ovim izazovnim vremenima oni trebaju surađivati, poštovati i uključivati mišljenja svih članova tima, neprestano unaprjeđivati svoj rad i eksperimentirati. Uprava obrazovnih institucija mora igrati raznovrsne uloge i donositi informirane odluke kako bi postigla fleksibilnost organizacije. U okviru ovog rada bit će predstavljeni izazovi, karakeristike i metodologija agilnog planiranja i donošenja odluka u obrazovanju.
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I. Nađ (Visoko učilište Algebra, Zagreb, Croatia)
Statistika uz MS Excel u nastavi matematike u osnovnoj školi
Statistika se u osnovnoj školi najviše radi u nastavi matematike. Učenici se s njom susreću već u prvom razredu osnovne škole kada nailaze na piktograme. U svakom razredu učenici dodatno obogaćuju svoje poznavanje statistike, a što kulminira u osmom razredu kada koriste statistiku za rješavanje složenih problema. U radu je objašnjeno kako MS Excel može pomoći u obradi sadržaja iz statistike.
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S. Tokić (Srednja škola Ban Josip Jelačić, Zaprešić, Croatia)
Primjena igrifikacije u nastavno-obrazovnom procesu
Nastavnici i učitelji su često suočeni s nedostatkom motivacije učenika zbog čega moraju smišljati nove, inovativne metode poučavanja posebice u doba brzog digitalnog napretka. Jedna od takvih metoda je igrifikacija koja podrazumijeva uvođenje korištenja igara u obrazovne svrhe. Današnji razvoj tehnologije i umjetne inteligencije omogućava veliki izbor digitalnih alata pomoću kojih se igre mogu uvesti u nastavno-obrazovni proces. U ovom radu će pobliže biti objašnjen pojam igrifikacije, navedeni primjeri njezine primjene u nastavno-obrazovnom procesu (soba za bijeg preko Google prezentacije, soba za bijeg kao Android aplikacija u sklopu Erasmus projekta, potraga za blagom napravljena koristeći Windows formu) te analiza stavova učenika o takvoj vrsti nastavno-obrazovnog procesa.
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K. Udina (OŠ Kostrena, 51221 Kostrena, Croatia)
ChatGPT u istraživačkom učenju
Rad istražuje može li se ChatGPT upotrijebiti za vođeno istraživačko učenje, multipismenosti kao pripreme za život. Primjer primjene navedenog jest u školskom projektu o Ivanu Meštroviću. ChatGPT je AI model kojeg je Open AI trenirao korištenjem najnovije tehnologije učenja strojeva i dao mu ogromnu količinu tekstualnih podataka da može samostalno pružati informacije svim zainteresiranima. Funkcionalnost ChatGPT-ja su odgovori na pitanja, prijedlozi rješavanja postavljenih zadataka, pretraživanje baze pohranjenih informacija. Koristi se u mnogim znanstvenim područjima, a rad opisuje može li se i u kojoj mjeri ChatGPT koristiti u obrazovanju u osnovnoj školi.
Utvrđena je važnost načina postavljanja upita, potrebno kritičko mišljenje o pročitanom. Najvažnije je uočiti grešku koja se može pokazati u odgovorima ChatGPT-ija, što pretpostavlja korisnikovo znanje, iskustvo i razvijeno kritičko mišljenje. Zanimljivost je da Chat GPT priznaje pogrešku, ukoliko ju korisnik utvrdi i kaže mu, preuzima i odgovornost na određeni način, ali i ispravlja korisnika. Može li ChatGPT pomoći u istraživanju u školskom projektu “Ivan Meštrović od Splita do Chicaga”? Odgovor je pozitivan, ali za personalizirano učenje. Ograničenje u rješavanju problemskih zadataka je na razini besplatnih licenci. U osnovnim školama nisu podijeljene licence za AI tehnologiju ChatGPT. Može se zaključiti da će biti otežano uključiti korisne modele AI tehnologije u obrazovanje mladih sve dok pristup i korištenje ne bude omogućeno svima.
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I. Marić (Srednja škola Dante Alighieri Pula, Pula, Croatia), S. Kišiček (Filozofski fakultet, Zagreb, Croatia)
Igrifikacija u obrazovanju
Ovaj rad predstavlja čimbenike na temu napretka u konceptu i načinu primjene igrifikacije u obrazovnom sustavu kroz analizu osamnaest relevantnih istraživanja objavljenih u razdoblju od 2015. do 2023. godine. Unutar suvremene literature, termini poput "igrifikacija", "gemifikacija u nastavi" ili "digitalne igre" često se koriste kako bi opisali različite strategije koje se primjenjuju radi poboljšanja procesa učenja. Unatoč brojnim publikacijama koje istražuju ovu temu, precizna definicija i razlozi zašto je igrifikacija uspješna u savladavanju cilja u učenju i poučavanju još uvijek nisu u potpunosti razjašnjeni.
Pregledom dostupne stručne literature uočava se interes autora za temu igrifikacije, što je evidentno iz značajnog broja objavljenih radova. Tijekom posljednjeg desetljeća, nekoliko istraživača istaknulo je model igrifikacije kao ključan alat za poticanje motivacije kod učenika. Cilj ovog istraživanja je pružiti pregled suvremene literature o igrifikaciji u obrazovanju te identificirati glavne alate, karakteristike i trendove koji oblikuju ovo područje interesa. Dodatno, u ovom radu analizirani su i detaljno istraženi istraživački radovi koji se bave navedenim aspektima, pružajući dublji uvid u trenutačno razumijevanje i praksu korištenja igrifikacije u nastavi. Kroz sintezu ovih istraživanja, članak identificira glavne značajke koje oblikuju pristup igrifikaciji u obrazovanju te pruža uvid u stanje znanja i područja potrebnih za daljnja istraživanja u ovom području.
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B. Baraban (Sveučilište Josipa Jurja Strossmayera u Osijeku, Akademija za umjetnost i kulturu u Osijeku, Osijek, Croatia), I. Randić Đorđević (Osnovna škola Kostrena, Kostrena, Croatia)
Primjena alata i digitalnih obrazovnih sadržaja u poučavanju i učenju hrvatskoga jezika
U radu se kroz presjek iskustva uporabe tehnologije tijekom učenja na daljinu razmatraju načini uporabe novih tehnologija kao podrške u odgojno-obrazovnom procesu učenja hrvatskog jezika kao materinskog jezika. Temeljeći se na iskustvima i rezultatima učenja na daljinu, autori prikazuju prednosti i izazove te nastoje pružiti podršku poučavateljima putem integracije temeljnih metodičkih načela s uporabom novih tehnologija. Pritom analiziraju konkretne primjere nastale tijekom rada na izradi otvorenih digitalnih obrazovnih sadržaja u poučavanju hrvatskog jezika.
U segmentu posvećenom plagijatu autori analiziraju kako tehnologija može poslužiti kao sredstvo borbe protiv plagijata. Razmatraju pitanje etičnosti tehnološke asistencije u učenju i aspekte integracije umjetne inteligencije u obrazovno okruženje. Cilj je ovoga rada pokazati primjerima iz prakse izazove i prednosti uporabe novih tehnologija te potrebu za daljnjim istraživanjem i razvojem kako bi se iskoristile prednosti tehnologije u postizanju visokokvalitetnog obrazovanja u poučavanju.
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K. Maček Blažeka (Tehnička škola Ruđera Boškovića, Zagreb, Croatia)
Evaluacija rezultata provedbe međupredmetne teme Uporaba IKT za osnovne i srednje škole
U siječnju 2024. godine navršava se pet godina od donošenja Kurikuluma za međupredmetnu temu Uporaba informacijske i komunikacijske tehnologije za osnovne i srednje škole u Republici Hrvatskoj. U međuvremenu alati, primjena i mogućnosti umjetne inteligencije vrše značajniji utjecaj na mnoga područja života i rada, zbog čega se posljedično širi značaj i doseg ovog kurikuluma. Fokusirajući se na svrhu, opis i ciljeve spomenute međupredmetne teme korisno je napraviti evaluaciju trenutnog stanja i rezultata, pa je osnovna svrha ovog istraživanja ispitati stupanj postignutog kroz analizu razvijene svijesti i stavova vezano uz učinkovitost, primjerenost kao i odgovornu i stvaralačku primjenu informacijske i komunikacijske tehnologije u svakodnevnom životu, pri učenju i radu. Ovo istraživanje ispituje mišljenje učenika o njihovoj osposobljenosti za pravilnu uporabu informacijske i komunikacijske tehnologije. U tu je svrhu iskorištena metoda anketiranja na uzorku od oko 200 učenika u dvije srednje strukovne škole, te su temeljem dobivenih podataka analizirani ostvareni rezultati spajanja edukacije različitih strukovnih predmeta i tehnologije (predloženi ovim kurikulumom), te je prezentirano dostignuto shvaćanje prava i odgovornosti učenika kao digitalnih građana. Predstavljeni su i diskutirani rezultati istraživanja, čime se dobila korisna mogućnost za daljnje preporuke i vodilje ka poboljšanjima u ostvarivanju ishoda primjene ovog kurikuluma kao i njegovim mogućim dopunama.
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D. Ivanović-Ižaković (Elektrotehnička i prometna škola Osijek, Osijek, Croatia)
Primjena AI alata za generiranje projektnih i problemskih zadataka te završnih radova učenika
U suvremenom okruženju obrazovanja, mnogi kolege ističu kako je pojava alata umjetne inteligencije promijenila dinamiku obavljanja domaćih zadaća, problemskih i projektnih zadataka.
Programiranje je interdisciplinarna vještina koja omogućava rješavanje problema iz različitih područja, te je kao takva integrirana u različite predmete. Primjeri i zadaci za poučavanje programiranja uglavnom su općepoznati i unificirani. U kontekstu poučavanja programiranja u srednjoj školi situacija se pojavom AI nije značajno promijenila jer su se rješenja takvih zadataka već nalazila na nebrojenim mrežnim sjedištima, forumima i sličnim adresama na internetu samo je trebalo malo više truda uložiti u pretraživanje nego danas kad je dovoljno samo postaviti dovoljno precizan upit nekom od AI chatbotova. Nastavnicima programiranja je i do sada bio izazov osmisliti zadatke koji bi bili povezani sa svakodnevnim zornim životnim problemima, a koji bi omogućili kvalitetnu provjeru ishoda učenja.
Od trenutka pojave AI alata razmišljala sam kako bih njihovom uporabom podigla kvalitetu procesa poučavanja te olakšala provjeru ostvarenosti ishoda učenja.
U ovom radu detaljno ću opisati strategije kreiranja upita u različitim AI alatima te kako sam implementirala generirane sadržaje u svakodnevnu nastavu, s ciljem poboljšanja kvalitete nastavnog procesa i olakšavanja evaluacije postignuća učenika usmjereno na provjeru ostvarenosti ishoda učenja.
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M. Mirković (Tehnička škola, Požega, Croatia)
Uvođenje dronova u škole
Posljednjih godina nastavnici sve češće koriste interaktivne alate za učenje kao što su dronovi u učionici. Uvođenjem bespilotnih letjelica u učionicu, učenje postaje zabavnije, inovativnije i interaktivnije za učenike. Primjenom dronova u školi razvijaju se vještine aeronautike, inženjerstva, upravljanja projektima, poduzetništva, grafičkog dizajna i marketinga kroz zabavan i privlačan proces. Dronovi postaju praktičan alat za pomoć učenicima da steknu znanje, posebno u STEM području. Omogućen je razvoj ključnih vještina kao što su fina i gruba motorika pri upravljanju dronovima.
U radu su opisana iskustva Tehničke škole u Požegi u radu učenika s dronovima. Škola je dvije školske godine bila uključena u državni projekt Dron liga. Ove školske godine tim učenika uključen je u projekt Dron liga 2.0. Omogućeno je usvajanje naprednih STEM tehnologija kroz mentorirani, metodički oblikovan, kontinuirani, praktični rad s dronovima. Škola posjeduje kolekciju dronova za vježbanje te je ekipa škole bila uspješna u Dronatronu - natjecanju u upravljanju dronovima održanom u projektu „STRuKA i TI“ kojeg je provodila Tehnička škola Karlovac.
Primjena dronova širi se od komercijalnih, znanstvenih, rekreacijskih, poljoprivrednih i drugih područja. Uvođenjem dronova u škole, učenicima je pružena prilika da nauče o tehnologiji na kojoj će možda temeljiti svoju buduću karijeru.
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M. Holenko Dlab, D. Jakšić, M. Ašenbrener Katić (University of Rijeka, Faculty of Informatics and Digital Technologies, Rijeka, Croatia)
Jačanje kompetencija za edukaciju na daljinu: projekt VirtualEdu
VirtualEdu je projekt sufinanciran Erasmus+ programom u okviru Ključne aktivnosti 2, Strateška partnerstva za područje visokog obrazovanja (KA220-HED). Koordinator projekta je Zapadno sveučilište u Temišvaru, Rumunjska. Projektni partneri su Veleučilište u Temišvaru, Rumunjska, Sveučilište u Rijeci, Fakultet informatike i digitalnih tehnologija, Hrvatska, BICERO, Slovenija, ECQA, Austrija i denkstatt, Rumunjska.
Projektom VirtualEdu želi se uspostaviti sustav stjecanja kompetencija i usavršavanja za edukaciju i rad na daljinu s ciljem poticanja digitalne transformacije. Na taj način želi se poboljšati digitalnu spremnost u Europskoj uniji te otpornost na negativne učinke pandemija i sličnih neočekivanih događaja koji utječu na suradnju, obrazovanje i rad ljudi. Jačanje kompetencija visokoškolskih nastavnika, menadžera i drugih zaposlenika za edukaciju i rad na daljinu planira se ostvariti osmišljavanjem inovativnih metoda poučavanja koje će se temeljiti na primjerima dobre prakse, javnim objavljivanjem izrađenih resursa za učenje, pristupom platformi za e učenje te uspostavljanjem standardizirane sheme certificiranja za edukaciju i rad na daljinu.
Ovim je radom predstavljen kontekst i razlozi pokretanja projekta VirtualEdu, aktivnosti koje će se provesti, najvažniji rezultati koji se planiraju ostvariti te očekivani učinak projekta.
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F. Jukičić, M. Šitum (OŠ Granešina, Zagreb, Croatia)
Korištenje aplikacije OneNote u obrazovanju
OneNote je aplikacija za digitalno bilježenje koja pruža brojne mogućnosti za poboljšanje obrazovanja. Ova aplikacija omogućuje korisnicima da organiziraju svoje bilješke i materijale na jednom mjestu, pomažući u učinkovitom učenju i produktivnosti. Primjena aplikacije OneNote u obrazovanju može unaprijediti način učenja i podučavanja. Nastavnici mogu koristiti OneNote za stvaranje digitalnih bilježnica koje sadrže sve relevantne materijale za svoje predmete. Ovo je posebno korisno za udaljeno učenje, jer omogućuje brz pristup i dijeljenje materijala s učenicima. Učenici mogu koristiti OneNote za organiziranje i praćenje svojih bilješki, kao i za izradu interaktivnih bilježnica. Mogu dodavati multimedijalne sadržaje poput slika, videa ili zvučnih zapisa, što olakšava razumijevanje i pamćenje gradiva. OneNote također potiče suradnju među učenicima i nastavnicima. Moguće je dijeliti bilješke, bilježiti komentare i osigurati zajednički pristup dokumentima. To olakšava timski rad, zajedničko učenje i razmjenu ideja. Aplikacija OneNote također pruža mogućnost učenja putem mobilnih uređaja, omogućujući pristup bilješkama i materijalima kad god je to potrebno. Ovo je posebno korisno za učenike koji žele učiti izvan učionice ili koji putuju. Ukratko, primjena aplikacije OneNote u obrazovanju ima brojne prednosti. Poboljšava organizaciju, suradnju i produktivnost učenika i nastavnika, olakšava pristup i dijeljenje materijala te omogućuje interaktivno učenje. Na taj način možemo unaprijediti obrazovanje.
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J. Jung (Tehnička škola Zagreb, Zagreb, Croatia)
Analiza korištenja ChatGPT u srednjoj školi
Ovo istraživanje ispituje utjecaj umjetne inteligencije (AI), posebno chatbota ChatGPT, na srednjoškolsko obrazovanje i komunikaciju između učenika i nastavnika. Koristeći jedinstvenu metodologiju, istraživanje se fokusira na učenike završnih razreda srednjih škola u Hrvatskoj, analizirajući njihovo poznavanje alata AI, svrhe korištenja, etičke izazove i komunikaciju s nastavnicima. Rezultati otkrivaju široku upotrebu AI među učenicima, uglavnom za izvršavanje školskih zadataka i ispita. Unatoč etičkim zabrinutostima i percepciji varanja, učenici izražavaju želju za nastavkom korištenja AI alata u svojem budućem obrazovanju. Također, istraživanje identificira značajne izazove u komunikaciji između učenika i nastavnika u vezi s korištenjem AI, ističući potrebu za većom transparentnošću i dijalogom unutar obrazovnih institucija. Istraživanje ističe važnost izgradnje povjerenja, razumijevanja i svijesti o etici kako bi se stvorilo inkluzivno obrazovno okruženje pogodno za kritičko razmišljanje i etičko ponašanje u digitalnom dobu.
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| Award Ceremony for the Best Children's Drawings on the Topic "What Does a Programmer Do?" |
Papers
Chair: Matija Novak |
M. Novak, D. Drabić (University of Zagreb Faculty of Organization and Informatics, Varaždin, Croatia)
Facilitating Programming Proficiency in Young Children: Strategies and Expert Insights
The contemporary education landscape has witnessed a notable shift in the early introduction of programming skills among children, indicating a trend toward younger ages. This study describes the experiences of programming professionals who voluntarily engage in educating children about programming during their free time across various associations. Leveraging their expertise in the programming domain, these professionals, with numerous dedicated years, serve as both practitioners and mentors in this educational endeavor. Focusing on their impactful contributions, this paper showcases the achievements of these educators who have attained prominent positions in Croatia’s national programming competitions. Through a survey conducted in this study, insights from these teachers were gathered regarding their pathways to success and their effective approaches in teaching programming skills to young learners. The study aims to address the challenge of successfully teaching programming, which is considered as a complex subject to learn. It is hoped that these findings will aid anyone involved in programming education to enhance their instructional approaches.
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M. Drushlyak, T. Lukashova (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine), Y. Sabadosh (Vinnytsia National Technical University, Vinnysia, Ukraine), I. Melnikov, O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Using ChatGPT for the Development of Critical Thinking in Youth: Example of Inequality Proof
The article explores the problem of using artificial intelligence in education. Practices of using ChatGPT in professional training are analyzed, highlighting both the positive aspects and risks of AI implementation in the educational process. The possibility of using AI to develop pre-service teachers’ critical thinking is justified. ChatGPT is used as a generator of possible student responses. The application of artificial intelligence, specifically ChatGPT, in proving inequalities is demonstrated. The generated responses are analyzed. Results of a pedagogical experiment on using ChatGPT for the development of pre-service mathematics teachers’ critical thinking are described. The evaluation criteria for individual tasks are based on key characteristics of critical thinking: 1) the ability to analyze information critically; 2) the ability to identify logical inconsistencies in statements; 3) the ability to eliminate logical inconsistencies; 4) a tendency to seek the most rational solution to a problem. The sign test is employed for statistical analysis of the results. The hypothesis regarding the positive impact of analyzing proofs of inequalities proposed by ChatGPT on the development of students' critical thinking is confirmed. Problems in using ChatGPT in the Ukrainian language are identified.
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Y. Rudenko (Sumy National Agrarian University, Sumy, Ukraine), N. Dehtiarova (Sumy State Pedagogical University named after A S. Makarenko , Sumy, Ukraine), I. Bekh, K. Zhurba (Institute of Problems on Education of the NAES of Ukraine, Kyiv, Ukraine), O. Shabaldas (Sumy State Pedagogical University named after A S. Makarenko , Sumy, Ukraine), R. Pasichnyi (Lviv Polytechnic National University, Lviv, Ukraine)
Study of Factors Supporting Students' Motivation in the Formation of Information Hygiene
Abstract. The article deals with studying the nature of motivation and the factors capable of supporting it. The nature of motivation was studied in the formation of information hygiene of students in non-formal education. The analysis of theoretical sources made it possible to conclude that motivation is a set of stimuli aimed at activating cognitive activity, and the motivational process can be schematically presented as need → aspiration → motive → intention → activity → result.
It is shown that the motivation to master any course is based on the social significance of the acquired knowledge and skills. In the example of mastering the informal education course "Information Hygiene", the structure of motivation and the factors that allow it to be maintained throughout the entire learning process are studied. A pedagogical experiment was conducted, which consisted of three stages: 1) Motivational measures were conducted, which substantiated the importance of information hygiene for students, which includes media and information literacy, critical thinking, and behavioral skills to protect one's own information space. The real level of students' information hygiene was revealed and a conscious desire to improve it was formed. 2) In three groups, under the influence of various motivational factors, students studied courses on the formation of information hygiene. 2) The quality of knowledge and the level of students' motivation were checked after completing the courses.
Based on the results of the conducted experiment, the conclusions were formulated: the following factors had the best effect on supporting the motivation to master the information hygiene course throughout the learning process: encouragement, reward, creation of a situation of success, recognition, and support. Factors that had the least influence on motivation support: positive emotional mood and availability of freedom of choice. Control slices of knowledge and a survey of students of experimental groups confirmed the obtained results.
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J. Guniš, Ľ. Šnajder, A. Mišianiková, D. Kotlárová, K. Brinziková, A. Lešková (P. J. Šafarik University, Košice, Slovakia)
Programming STEAM Applications in Informatics Education and Their Use in Biology Education
In this paper, we present a proposal for a series STEAM activities developing students' computational thinking, improving their health literacy, and consequently taking care of their own well-being. The implementation of these activities in the classroom requires not only the knowledge and skills of informatics and biology, but also the collaboration of teachers of both subjects. These activities are implemented in phases, starting in biology lesson and continuing in informatics lesson. The first activity tests the level of sensitivity of people to colour differences. The second activity trains human adaptation to psychological stress. The third activity is focused on creation of compensatory aid that compensates for colour perception disorder. The design and programming of students' STEAM applications is a meaningful way to use informatics in problem solving. Using and experimenting with these applications helps students to better understand the biological content. STEAM approach strengthens students' orientation towards interdisciplinary studies (e.g. bioinformatics) at the higher education level and helps them to be more employable in the labour market.
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A. Mišianiková, A. Lešková, J. Guniš, Ľ. Šnajder, D. Kotlárová, K. Brinziková (P. J. Šafárik University, Košice, Slovakia)
STEAM Teaching Evolution by Collaborating Biology and Informatics
In this paper we present a proposal for STEAM activity for classroom use in which students, biology teacher and informatics teacher actively collaborate. We draw on a short survey in which we identified students' preconceptions on the topic of evolution. Students solve a specific problem related to evolution, using programming tools to understand the basic concepts of evolution and natural selection. The activity shows students that relying on impressions does not always lead to the right conclusion. Based on the results of simulation using their own programmed model, students confirm or disconfirm their preconceptions while also developing their critical thinking skills. The results of activity provide a good starting point for deeper understanding of the curriculum of both subjects. Students can explore other aspects of evolution in the context of biology lessons. In informatics, students gain experience of usefulness of programming, and the model is a propaedeutic for genetic algorithms that can be used to solve a wide range of practical problems. The activity also has potential to be beneficial for teachers themselves. Biology teacher develops his/her digital competences, and in addition, it helps informatics teacher to motivate students for programming itself. The activity thus has a strong synergistic effect for the benefit of both biology and informatics teaching.
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R. Jukić, S. Žižanović (Faculty of Humanities and Social Sciences in Osijek, Osijek, Croatia)
Challenges in the Implementation of Students’ Professional Practicum in a Virtual Environment
The coronavirus pandemic has introduced a new discourse into the reflections on the teaching process. Teaching shifted from a real-life environment to a virtual one, and teachers at all levels of education were faced with new challenges that depended largely on teachers’ digital skills, but also on their creativity and ingenuity. Professional practicum, as an integral part of the teaching process in higher education, proved to be a particularly challenging problem. The aim of the research presented here is to investigate teachers’ attitudes and experiences regarding students’ professional practicum in a virtual environment and to provide guidelines for organizing and conducting the professional practicum in a virtual environment in order to improve it. Using a questionnaire containing closed-ended and open-ended questions, 80 teachers involved in the implementation of students’ professional practicum in a virtual environment were interviewed. The results of the research show that teachers in all surveyed segments prioritize a professional practicum in a real-life environment (communication, “transfer” of competences, dynamism, assessment of learning outcomes, methodological pluralism...), and although they do see several advantages of online learning, they believe that the professional practicum should be carried out in a real-life environment. The main disadvantage is the impossibility of face-to-face interaction, the incomplete experience of teaching as a complete process combining cognitive, affective, and psychomotor aspects of personality, and the impossibility of following non-verbal communication and elements of the hidden curriculum.
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I. Shyshenko , Y. Chkana , O. Martynenko , O. Udovychenko , I. Udovychenko , O. Semenikhina (Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine)
The Use of Digital Technologies during the Study of Mathematical Analysis as a Basis for the Development of Students' Emotional Intelligence in New Crisis Conditions
The aim of the article is to reveal the experience of using digital technologies during the study of mathematical analysis for the development of students' emotional intelligence in new crisis conditions. This includes a study of new devices application software and a teaching resource for a mathematical analysis course (created using the Moodle platform).
Our developments include working with the help of digital technologies in classes on mathematical analysis, which allows the student to learn ways to develop emotional intelligence. For this purpose the use of social networks for the acquisition of team cooperation skills, mobile applications for analyzing real data of educational projects, visualization and calculation tools, web platforms for solving applied problems, artificial intelligence (ChatGPT3.5) for providing counterexamples, solving problems to illustrate mathematical statements, special testing programs for evaluating students are presented.
Digital technologies make it possible to create a comfortable environment in new crisis conditions to help maintain emotional health and create safety conditions in the process of learning mathematical analysis.
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V. Vidaček-Hainš (Faculty of Organization and Informatics University of Zagreb, Varaždin, Croatia)
Study Programs of Informatics and Adjustments for Students with Disabilities
Students with disabilities need different types of adjustments during their tertiary education. Adjustments are based on their visual or hearing impairments, motor disabilities, chronic illnesses, mental illness, specific learning difficulties and other health issues and impairments that might affect their education.
According to individual needs of each student and demands the different study programs, the specific adjustments are created. The research provides date for case study at the Undergraduate and Graduate study programs of Informatics at the example of one college during last seven academic years. The results showed that students and teachers need adaptation of teaching methods and ICT tools. Learning methods adjustments are longer time for written tasks, replacing written with oral reports, peer assistants, different sitting arrangements, psychological counseling, while ICT tools are linked to the spelling checkers, different fonts and font sizes, video materials with titles etc.
Results of quantitative and qualitative analyze can be implemented in similar higher education institutions with the study programs of informatics and other social sciences.
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N. Venelinova, B. Ivanova, K. Shoylekova, R. Rusev (University of Ruse "Angel Kanchev", Ruse, Bulgaria)
Practical Aspects of Integrating Virtual and Augmented Reality Technologies in Higher Education
The paper aims to facilitate the implementation of virtual and augmented reality technologies in higher education across the globe. It reports the results from the VRINHE transnational project, which aims to strengthen the introduction of VR/AR technologies in higher education. Universities from five different countries - Bulgaria, Latvia, Greece, Cyprus, and Austria - have joined forces to apply these technologies to higher education.The paper describes three key aspects of the project: a literature review, which identifies good practices for using Virtual and Augmented Reality in the world, and systematically presents the results so that institutions can integrate Virtual Reality and Augmented Reality in the educational process. The authors provide practical methods to integrate innovative technologies in education and showcase practical applications that successfully enhance the immersive learning experience. The presented projects results illustrate the capability of modern approaches to implement these technologies,strengthening the capacity of educational institutions to integrate virtual and augmented reality in teaching and learning.
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A. Milinković, D. Vuleta (Vern University, Zagreb, Croatia), T. Babić (Algebra University, Zagreb, Croatia)
Student Perception of Using Generative AI Tools in Relation to Academic Integrity and Their Advantages and Disadvantages
The increasing use of generative artificial intelligence (AI) tools in learning contexts calls for a reassessment of the complex dynamics surrounding academic integrity. It is a "hot" topic in the academic community, given that these more generative AI tools have become available to students to complete student assignments, and universities have had to urgently adopt rules on their use for academic purposes. While some universities have completely banned the use of such programs for the purpose of writing assignments and essays because they believe that this violates academic integrity, some other universities believe that they have the potential to influence the way we learn and approach education and that generative AI tools they must use for the benefit of students and faculty staff. The aim of the study conducted at the universities of Vern and Algebra in Zagreb, in the winter semester academic year 2023/2024 was to investigate whether students use generative AI tools for writing assignments and academic papers, how they perceive academic integrity in relation to the use of generative AI tools, and the advantages and disadvantages of generative artificial intelligence tools.
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Y. Rudenko, K. Ahadzhanov-Honsales, S. Ahadzhanova (Sumy National Agrarian University, Sumy, Ukraine), A. Batalova (Sumy National Agrarian University, Sumy , Ukraine), Y. Diemientiev (Sumy State Pedagogical University named after A. S. Makarenko, Sumy , Ukraine), O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Interactive Boards as Digital Tools in the Modern Educational Process
This article highlights the features of using interactive boards in higher education institutions. The expediency of incorporating interactive boards into the educational process is substantiated through the analysis of scientific publications. The most common practices of using interactive boards in distance learning are described. The results of a survey of educators from higher education institutions in the Sumy region regarding the selection of interactive boards for student education are presented. It is confirmed that the choice of interactive boards depends on the convenience of the interface and toolkit, the ability to organize group/project activities, and communication between the subjects of the educational process. Technical and pedagogical conditions for the application of interactive boards are characterized. The results of a comprehensive study of Padlet and Trello interactive boards are provided based on a series of indicators: clarity, adaptability to the educational process, security, feedback, and others. The comprehensive study was conducted based on a SWOT analysis in the directions of Strengths, Weaknesses, Opportunities, and Threats. The results of the SWOT analysis allowed for the identification of promising directions for the use of interactive boards, anticipating problems, and maximizing opportunities for improving student education organization.
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Papers
Chairs: Dana Paľová and Martin Vejačka |
Z. Martinović, A. Novosel, S. Kučina Softić, O. Orel (Srce, Zagreb, Croatia)
Connecting Dots... The Significance of the LMS-SMS Connection in Virtual Learning Environment
A virtual learning environment (VLE) is one of the most important steps in the implementation of digital technologies in the educational process. Teachers and students want highly integrated systems with one ID and one password, and the ability to pass seamlessly between these systems without barriers.
The SRCE has been maintaining and providing a VLE for higher education institutions in Croatia. An important part of the VLE is the connection of the e-learning platform called Merlin, and the Information System of Higher Education Institutions in Croatia (ISVU). Merlin is the national e-learning platform for higher education and is part of the VLE SRCE maintains, has further elaborated and adapted to the needs of users.
Connecting the e-learning platform Merlin with ISVU enables Merlin institution administrators to open all courses from the ISVU on Merlin and to enrol teachers and students into e-courses. Teachers also can enrol students from the ISVU in their e-courses as well. Connection works in the opposite directions as well as teachers can export the final grades from the Merlin to ISVU.
In this paper, we will present the LMS – IS connection in the VLE based on the successful case of the connection of the Merlin-ISVU.
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Ž. Kovačević (Zagreb University of Applied Sciences, Zagreb, Croatia), B. Bubnič, T. Kosar (University of Maribor, Faculty of Electrical Engineering and Computer Science, Maribor, Slovenia)
Exploring the Usage of Mobile Phones in the Assessment Process: A Case Study
Technology is changing how students learn in the 21st century significantly. Integrating mobile devices in teach ing, learning, and assessment processes has emerged as an important strategy for improving teaching methodologies and students’ learning. However, adopting mobile devices presents several challenges, including understanding the students’ performance, impact on time, and efficiency in the assessment process. This study explores this area with an empirical study of using mobile devices and compares the results to those using traditional desktop computers. In the educational environment, we investigated students’ effective use while interacting with mobile and desktop versions of the Second Introductory programming summative assessment. Multi national/multi-institutional research involved a comparative analysis between two student groups undertaking identical tasks on mobile phones and desktop computers. Our results suggest that the students’ results are not affected significantly by using the mobile version of the assessment application. These results highlight the usability of mobile devices as a f lexible and effective tool for various educational applications, strengthening their role in the modern learning environment.
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S. Vukmirović, M. Grčić Fabić (University of Rijeka, Faculty of Economics, Rijeka, Croatia)
The Influence of IT Education on the Performance and IT Usage of Startups in Croatia
The aim of the paper is to research the influence of the levels of IT education on the factors of digital entrepreneurship in startup companies. It defines the levels of IT education and the factors of development, utilisation and impact of digital entrepreneurship on the development and resilience of startup companies. A model of IT education levels related to utilisation in digital entrepreneurship was created, which includes four levels: 1) the level of understanding the role of ICT in digital entrepreneurship, 2) the level of using basic applications and tools, 3) the level of independently applying the necessary applications and tools in the company, 4) the level of creating and developing applications in the company. The empirical research has been conducted on a sample of 35 startup companies in Croatia. By systematizing the levels of IT education, methodically structuring and linking the factors of digital entrepreneurship and startup development, and exploring the impact of IT education on the factors of digital entrepreneurship, new insights can be gained on the opportunities and guidelines for the development of IT education in startup development and resilience. This paper was funded under the project line ZIP UNIRI of the University of Rijeka, for the project „Digital entrepreneurship and resilience: theoretical and empirical analysis of digital startups“.
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M. Vejačka, D. Paľová, J. Štofa (Faculty of Economics, Technical University of Košice, Košice, Slovakia)
Possibilities of Algorithmic Thinking Development for Students of Economics
Algorithmic thinking is a vital skill for economics students, enabling them to analyze complex data, model economic systems or processes and devise effective solutions. In today's data-driven world, understanding algorithms enhances their capacity to interpret trends, forecast outcomes, plan projects and make informed decisions. Algorithmic thinking fosters the ability to break down intricate problems into manageable components. It cultivates logical reasoning, enabling students to construct algorithms that simulate economic scenarios, facilitating better comprehension and prediction of market behaviors. By developing algorithms, students can devise models that improve efficiency in distribution, pricing strategies, and resource utilization, contributing to effective policy-making and business strategies. It also encourages students to explore unconventional solutions and adapt algorithms from other disciplines, fostering creativity in problem-solving. Our students often achieved poor results in tasks that are applied to data or creating their own algorithms. Therefore, we try to develop or support their algorithmic thinking. Learning of programming language R for basic data analysis and algorithm implementation was introduced. Furthermore, elements of gamification were introduced into educational process. Also, collaborative learning in peer-to-peer groups where students can discuss and work together on algorithmic challenges is supported, promoting diverse perspectives and innovative problem-solving approaches.
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D. Paľová, J. Štofa, M. Vejačka (Faculty of Economics, Technical University of Košice, Košice, Slovakia)
Importance of Integration the Topic of Comprehending and Utilizing Data in Higher Education in the Economic Field of Study
These days, artificial intelligence applications are proliferating, and data-driven decision-making is becoming indispensable in many spheres of life, especially in business. It is crucial that graduates of the educational system not only have a sufficient level of practical skills in the use of various computing applications. More emphasis needs to be placed also on the ability of students to identify the problem, to understand and determine the data that are currently collected, or need to be collected, ability to evaluate not only data quantity but also quality and then to work correctly with the data, depending on the area of their implementation. Numerous job positions in the labor market require some level of dealing with data, although they may not identify themselves in the data analytics field. The fields of economics and public administration management, which we teach our students, significantly intersect with the processing and analysis of data. Therefore, it is essential to include these topics in their education. By analyzing students’ different assignment types, we have discovered the insufficient level of understanding and competence of our students in this field. Thus, to enhance the educational process, we will try to highlight the problematic parts and suggest alternatives.
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D. Paľová, J. Štofa, M. Vejačka (Faculty of Economics,Technical University of Košice, Slovakia, Košice, Slovakia)
Gender Gap in STEM Courses at Faculty of Economics Technical University of Kosice
STEM is an educational curriculum based on educating students in four core areas – science, technology, engineering and mathematics. In addition to providing basic knowledge from four areas, students also develop their logical thinking and their ability to solve problems. Thanks to the STEM program, in the USA or Great Britain, the number of qualified workers know how to control the latest technologies, come up with new knowledge, has significantly increased. Despite the fact that economics belongs to the social sciences, in the current era of data-oriented decision-making, it is part of all areas of our lives. It is therefore important that our students also acquire skills in the field of technical sciences during their studies. The field of IT, where these skills are essential, is manifested by a significant imbalance in the employability of students on the labor market, especially from the point of view of gender. Based on statistics, female show a long-term lower interest in working in IT. There are several reasons. By studying the available statistics, analyzing the study results of our female students in STEM subjects, we tried to identify the most problematic areas and propose the implementation of appropriate solutions to change this unfavorable situation.
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L. Reveszova (Faculty of Economics, Technical University of Kosice, Kosice, Slovakia)
Informatics Education in Slovak Secondary Schools in Connection with Higher Education and Practice Requirements
Basic knowledge from various areas of informatics as well as an appropriate level of digital literacy are a necessary prerequisite for studying at a university of any specialization, as well as for applying to the labor market in today's society. In the paper, we compare the level of informatics education of high school graduates who entered the first year at the Faculty of Economics, Technical University of Košice, in selected periods. The research was carried out by means of a questionnaire when entering university. We also analyze the necessary knowledge base of high school students in connection to teaching at the university and subsequently with the practice requirements.
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Z. Trzun (Military Academy, Zagreb, Croatia), D. Lucić, T. Ivanjko (Faculty of Humanities and Social Sciences, Zagreb, Croatia)
Misinformation as a Security Threat: Recognition of Misinformation in Student Population
This paper presents a study on students' ability to recognize misinformation disseminated via social media, websites, forums, etc. The research was conducted with students from the Faculty of Humanities and Social Sciences and the Croatian Military Academy (N=100). Respondents were presented with 48 stories, of which 32 were false (misinformation) and others were true. Students were asked to indicate which stories they thought were false. To recreate the typical environment in which young people (students) consume news nowadays, music and videos were played for two experimental groups while they read the stories, whereas the control group completed the questionnaires in a quiet environment. Only 58.4% of the information was correctly recognized as true or false. There was no statistically significant difference in the recognition of misinformation between the students who read the messages without distraction and those who were distracted while completing the questionnaire. However, our findings suggest that young people may generally be inattentive to the content they are exposed to, making them more susceptible to misinformation, i.e., often encountering misleading and manipulative information.
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S. Stoev, K. Rasheva-Yordanova, M. Bankovska, I. Getova (University of Library Studies and Information Technologies, Sofia, Bulgaria)
Analysis of the Applicability of VR in the Education of Children with Disabilities
In recent decades, the development of Virtual Reality (VR) has transformed the technology into an innovative and influential tool in the education sector. In this context, a particularly crucial and challenging application of VR is in the education of children with special educational needs. This technology provides unique perspectives and opportunities, reshaping the way children with impairments receive educational content. Studies indicate that VR technologies have the potential to offer a variety of educational scenarios adapted to the individual needs of children. These technological innovations combine visual and auditory stimuli, creating more interactive and engaging educational experiences. In this context, the paper explores the perspectives and possibilities that Virtual Reality offers to enhance the educational achievements of children with impairments. The aim of this paper is to analyze the technological challenges and potential limitations, as well as to address ethical questions related to the use of VR in the education of this specific group of children. Practices illustrating the potential of VR to improve motor skills, communication, social abilities, and cognitive functions are presented. The paper directs attention towards optimizing the learning environment and maximizing educational benefits for children with disabilities through the integration of VR in educational therapies.
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A. Yurchenko, V. Shamonia, R. Burtovy, S. Bohoslavskyi, O. Semenikhina (Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine)
Detection of Existing Practices and Forecasting of Future Research in the Field of Cloud Technologies in Education
This research touches upon the use of cloud technologies in education based on the keywords of scientific publications. The study aims to detect existing practices and predict future research in the field of Cloud technologies in education. The research method is bibliographic analysis. The basis of the study was the scientometric database SCOPUS. The sample is limited to scientific articles (monographs, conference materials, scientific reports, reviews, and others were rejected). The computer app VOSviewer was applied to simplify data analysis. Visualization and quantitative analysis were applied to characterize the existing practices. The results of the analysis showed a significant increase in the popularity of cloud technologies in education and the popularity of research in machine learning and artificial intelligence. A high-quality discussion gave reason to predict the mandatory use of AI in teacher training, changes in approaches and teaching methods, the emergence of fundamentally new courses related to big data processing, the Internet of Things, and the virtualization of learning.
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P. Voštinár (Matej Bel University, Banská Bystrica, Slovakia)
Micro:bit for STEAM Education
Teaching programming in primary schools has rapidly changed during the last years. Many schools bought a very popular educational board BBC micro:bit which is suitable for practicing programming thinking.This contribution deals with using micro:bit for STEAM education through two types of extensions: an experiment microbit box Kit and with educational kit with a breadboard, leds, buttons, etc.
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T. Ivanjko, D. Lucić (Filozofski fakultet u Zagrebu, Zagreb, Croatia), Z. Trzun (Hrvatsko vojno učilište , Zagreb, Croatia)
Gamification in Support of Decision Making in Military Higher Education
This paper offers an overview of the application of gamification in military higher education, examining its transformative potential in this specific academic domain. The focus lies on how gamification, through elements such as role-play, simulation, and strategic games, enriches the educational landscape within military settings. The article underscores the potential impact of gamification on enhancing student engagement, motivation, and learning outcomes, while also investigating the decision making behaviours fostered by these interactive pedagogies. Furthermore, it discusses the effective implementation of gamification strategies, emphasising their relevance in shaping sociological perspectives within military educational settings.
The paper aims to provide an understanding of the current state of gamification in military education but also provides insights into future directions, effective strategies, and best practices for the implementation of gamification in military educational contexts, encompassing both pedagogical efficacy and technological integration.
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Papers
Chairs: Jaak Henno and Hannu Jaakkola |
N. Vlahović, M. Košanski, L. Milanović Glavan (Faculty of Economics and Business University of Zagreb, Zagreb, Croatia)
Reinventing Mobile-Assisted Language Learning Using Natural Language Processing
Mobile-assisted Language Learning (MALL) is a trend in language acquisition through informal learning supported by mobile devices. The transition from the previous generation of software solutions, Computer-Assisted Language Learning applications or CALL applications, was characterized usually by direct translation of known functionalities from stationary hardware to mobile hardware without taking into account all of the capabilities of mobile devices while creating and implementing various mechanisms for language acquisitions. Additionally, natural language processing technologies have reached level of maturity even more recently and as such have not been used on a larger scope to enrich the approaches to language acquisition. In this paper we will investigate several possible concepts that utilize natural language processing capabilities with mobile technology in order to provide more variety and enhance engagement in informal language learning process. The main goal of the paper is to present several types of activities that aim to reinvent mobile-assisted language learning using generative AI for text-to-speech and speech-to-text functionalities provided by natural language processing.Additionally, we will also present a study of attitudes of students toward the presented solutions and innovations. Results testify that student population assesses these approaches as useful, refreshing and engaging.
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K. Aerts (KU Leuven, Diepenbeek, Belgium)
Improving Students' Engagement and Learning Outcomes in a Primer Course on Object Oriented Programming in Java
The course ‘Software design in Java’ is a 4 ects course on object-oriented programming in the first bachelor year of the bachelor/master in Engineering Technology, jointly organized by KU Leuven and Hasselt University, Belgium. The course used to be perceived as a (very) difficult, partly because this first bachelor year is part of the general phase of three semesters, after which students choose their major. Of the seven options only two are geared towards electronics and/or computer science, implying that many students in the course have little affinity with programming. This paper discusses seven didactical methods that have been applied in different forms in the course in an attempt to increase student engagement in the short term and learning outcomes at the end of the semester. The methods cover a variety of techniques: from different forms of feedback and coaching, over blended offerings with on-campus-first in mind, up till nudges in evaluation to encourage excellence. The paper discusses evolutions and success stories as well as measures with presumably little impact. While each of the measures in its own might have little statistical evidence, the accumulated effect shows a substantial increase in students succeeding the course—without lowering the requirements—.
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T. Aaltonen, A. Postari (Satakunta University of Applied Sciences, Pori, Finland)
Developing an Open-Source Software Stack for On-Premise GPU Resource Management for Teaching in Artificial Intelligence and Deep Neural Networks
In the realms of computing and education, numerous tasks have transitioned to cloud-based solutions. Often, this shift represents the most convenient and cost-effective approach. Many cloud providers extend complimentary services to students and educational institutions, fostering learning and experimentation. However, a significant limitation emerges in scenarios requiring compute-intensive calculations, especially those dependent on graphical processing units (GPUs). Although cloud-based services offering higher compute power exist, their cost can be prohibitively high. In numerous instances, an on-site server emerges as a more economical alternative. However, such setups necessitate a software stack capable of managing resource reservations and allocations. Our survey of existing solutions revealed a common drawback: the necessity for multiple licenses, which undermines cost efficiency. To address this challenge, we propose an innovative solution: an open-source software stack designed to efficiently manage these needs without requiring any licensing fees to external companies or vendors. This paper details the architecture and design decisions underpinning this novel system.
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T. Hynninen (Häme University of Applied Sciences, Hameenlinna, Finland)
E-Learning in Regenerative and Sustainable Farming - A Scoping Review
Regenerative farming is a crucial practice for sustainable agriculture that aims to restore soil health, enhance biodiversity, and mitigate climate change by storing atmospheric carbon in farmlands. However, there remains a significant education and training gap in disseminating these practices, particularly in the e-learning domain. This scoping review aims to explore the state-of-the-art in e-learning and computer-supported education in regenerative and sustainable farming. The current study seeks to how digital approaches are being utilized to deliver sustainable agriculture education. The importance of digital learning is highlighted contributing to both the development of sustainable food systems and the pedagogic practices of agricultural education.
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J. Henno (Tallinn University of Technology, Tallinn, Estonia), H. Jaakkola (Tampere University, Pori, Finland), J. Mäkelä (Lapin Yliopisto, Rovaniemi, Finland)
Can We Make Teaching Great Again?
Abstract – Teaching – preparing the next generation for their more and more complex environment – is the greatest job, since we work and (try to) modify the most complex object in our Earth – the Human Mind. But for some time there have appeared several signals, that the quality of our output – the Intellectual Ability of our students may be decreasing, some even say that students are becoming 'Dumb and Dumber': the IQ is steadily declining (the Flynn effect), students lack critical thinking ability and can manage only the imaginary world behind their mobile/console/VR headset screens; problems appear already in pre-university education, results of the last PISA tests were in many European countries worse than in previous years. There are umpteen explanations/reasons provided – the Covid (which has not gone anywhere), climate change and the Evil Invention – the chatGPT, which (together with Internet) has made senseless the cornerstone of university education – tests, thus should be forbidden and burned on open fire like Galileo. But yearners for the 'Good Old Times' where 'Everything was Great' – 100% face-to-face lectures without students access to Internet - forget, that Future is imminent and forceful (it is based on the Second Law of thermodynamics), it can't be forbidden, it happens in spite of all petitions what we sign in order to stop it. The Covid seems to be eternal, chatGPT is already 'out of bottle' and we have to live with it and try to use it the best way. In the presentation are discussed some of our ideas for this which (hopefully) can improve or work and increase the satisfaction we receive from it.
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S. Babić (Juraj Dobrila University of Pula, Faculty of informatics, Pula, Croatia), M. Čičin-Šain (Cybernetics society Rijeka, Rijeka, Croatia), B. Denys (Zamojskie Towarzystwo Oświatowe, Zamošć, Poland)
Cross-Curricular Learning of Programming Using the Mema Method in Lower Grades of Primary School
The Mema method was developed with the purpose of enabling young children to develop logical thinking in an accessible way. Using this method, children can understand through play how a computer works, what a program is, and even write their first programs themselves. But apart from that basic purpose, the Mema method seems to have some other potentials. The Mema method, additionally supplemented, promises possibilities that go beyond the framework of programming and informatics. Teaching programming using Mema method could cause some attendant benefits, as having a positive effect on the teaching of mathematics, the development of fine motor skills and positive effects on art education. In some way the Mema method could contribute to the teaching of the mother tongue, the development of subjects as nature and society and the development of teaching English as a foreign language. The paper gives guidelines on how to use the Mema method in the lower grades of elementary school to connect subjects with each other.
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M. Čičin-Šain (Cybernetics society Rijeka, Rijeka, Croatia), A. Čičin-Šain (Ostfalia University of Applied Sciences, Wolfenbüttel, Germany), B. Denys, K. Garbacik (Zamojskie Towarzystwo Oświatowe, Zamošć, Poland), O. Metin (Zubeyde Hanim Ortaokulu, Umraniye, Istanbul, Turkey), S. Babić (Juraj Dobrila University of Pula, Faculty of informatics, Pula, Croatia)
Problems with the Translation of IT Content on the Example of ANDOR Verses
IT content is not always easy to translate, because in addition to the usual knowledge of the language, a professional dictionary is also required. The translation is especially complicated if, in addition to the usual translation, it is also necessary to translate a special form of text, for example a text in rhyming verses. This challenge arose for the authors of this paper when translating the manual for teachers from Croatian to Polish and Turkish, whereby English was used as an intermediate step, because no one in the team could directly translate from Croatian to Polish or Turkish.
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X. Jashari (Graz University of Technology, Graz, Austria), B. Fetaji (Mother Teresa University, Skopje, Macedonia), C. Guetl (Graz University of Technology, Graz, Austria)
Assеssing Digital Literacy Skills in Secondary and Higher Education: A Comprehensive Literature Survey of Validatеd Instrumеnts
Dеspitе growing rеcognition of vеrsatilе digital litеracy as еssеntial for studеnt succеss, limitations еxist with many currеnt sеlf-rеportеd compеtеncе mеasurеs, alongsidе gaps in authеntic pеrformancе assеssmеnts groundеd in multidimеnsional framеworks. This comprehensive literature rеviеw analyzеd rеcеnt studiеs on digital litеracy instrumеnts for sеcondary and highеr еducation studеnts, gathеring rеliability and validity еvidеncе whilе critiquing limitations. Findings rеvеal an ovеrrеliancе on pеrcеivеd ability ratings vеrsus dеmonstrations of compеtеncy applying intеgratеd knowlеdgе, skills, and attitudеs within rеprеsеntativе acadеmic contеxts. On this note, custom survеys oftеn lack standardization procеssеs substantiating consistent mеasurеmеnt.Original synthеsis illuminatеs avеnuеs for instrumеnts modеling sophisticatеd lеarning еnvironmеnts to quantify prеparеdnеss еnacting highеr-ordеr tеchnical, cognitivе and еthical digital capabilitiеs nееdеd for collеgе achiеvеmеnt and carееr rеadinеss. Largе-scalе implеmеntation of еnhancеd assеssmеnts could еnrich comparativе data еvaluating dеvеlopmеntal diffеrеncеs across dеmographic factors. This rеviеw contributes an up-to-date, focused analysis on thе assеssmеnt of digital litеracy for sеcondary and postsеcondary еducation contеxts spеcifically. Findings of the research address notеd mеasurеmеnt gaps through actionablе dirеctions for instrumеntation advancing еssеntial skills. Insights can guidе institutions’ assеssmеnt stratеgiеs and inform futurе tool dеsigns to еnrich understanding of this multidimеnsional construct dеmonstrating intеnsifying importancе for academic, carееr and lifеlong lеarning trajеctoriеs.
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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)
Globalization and Education
Globalization is one of the long-term trends in the world. It refers to the interconnectedness and interdependence of economies, cultures, societies, and technologies worldwide. In practice it means increasing flow of goods, services, capital, information, ideas, and people across national borders. The driving forces of it are progress in communication, transportation, and technology, as well as liberalization and variety of integration policies. It has impacts on various aspects of life, including culture. An interesting question is about unification – does globalization lead to unification of cultures. The opposite phenomenon to globalization is nationalism, which is also one of the visible trends of today. Nationalism is an ideology that emphasizes the importance of national identity and culture. It seeks to preserve the unique characteristics of a nation and promote its interests. It can be seen as a positive phenomenon to maintain traditional values as a part of society, but also as a negative progress when it is used as a tool of political goals. How is globalization seen in education? In this article, we open a discussion on the topic, first by examining globalization and nationalism as phenomena and then by going through the studies on the topic.
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E. Ndassimba, Polytechnic School of th, Dakar/Senegal, Senegal), E. Zabolo, Polytechnic School of th, Dakar, Senegal), Y. Dodoagnen (Laboratory of Computer Science, Telecommunications and Applications (LITA), Polytechnic School of th, Dakar, Senegal)
VXLAN and SDN for Smart Agriculture in Online Learning: Case Study at Higher Institute of Rural Development, Mbaïki, University of Bangui
This paper explores the integration of VXLAN (Virtual Extensible LAN) technology and Software Defined Networking (SDN) for online learning of agricultural engineers at the Higher Institute of Rural Development in Mbaïki, with the goal of promoting smart agriculture in the Central African Republic. Smart agriculture, based on the Internet of Things (IoT), represents a significant evolution in the agricultural sector, optimizing agricultural processes, improving productivity, and fostering sustainability. In the absence of a national data center, the Central African Backbone Fiber Optic Project (CAB) aims to support the emergence of a digital economy in the Central African Republic. The deployment of a data center at the University of Bangui is being considered, with the synergistic use of VXLAN and SDN to enhance agricultural efficiency. This innovative approach facilitates connectivity, data management, and collaboration within smart agricultural ecosystems. Expected impacts include the implementation of a data center for the University of Bangui, addressing capacity constraints for the training of agricultural engineers, and the transmission of scientific and technical knowledge. Ultimately, this solution aims to enable engineers to contribute to improving agricultural productivity by applying the skills acquired through online training and the Internet of Things.
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J. Arigye (Purdue University, Indiana, United States)
Exploring the Landscape of Online Coding Education in Africa: A Literature Review
The rising demand for digital skills in Africa, coupled with the global shift towards online learning accelerated by the COVID-19 pandemic, has led to a significant increase in the prevalence of online programming education across the continent. This paper investigates the current state of online programming education in Africa through a qualitative literature review. Analysis of eleven papers from various African countries reveals four major trends: emphasis on blended learning, development of policy frameworks for online and blended learning, innovative tools to enhance teaching and learning of computer programming, and initiatives promoting programming in non-formal settings. Additionally, the paper discusses the importance of course design, management of technological infrastructure challenges, and the need for cultural sensitivity in pedagogy. Future research aims to explore informal online coding experiences among learners in Africa since most articles in this review focused on formal university settings.
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M. Stojčevski, A. Nikolić , S. Kišiček (Faculty of Humanities and Social Sciences, Zagreb, Croatia)
Potential Efficiency of Digital Technology in Teaching and Learning Latin
The paper deals with the possibilities and potential benefits of ICT in Latin language teaching. First, a general overview is given of current knowledge about the benefits of digital technology in education and the existing issues of using ICT in teaching. An emphasis is placed on the research that has dealt with the use of multimedia and digital technologies in language teaching and learning. Furthermore, the relevant research of the use of ICT in Latin teaching is highlighted and research is conducted on the benefits and frequency of using ICT in Latin teaching in secondary schools in Zagreb and the surrounding area. The results show that there is a high representation of students who use ICT in teaching and learning Latin, and the potential benefits of different media and types of media for learning Latin and other subjects in the context of interdisciplinary and holistic approach to learning are discussed. The Translation Alignment tool is mentioned the most, which shows a great potential in education in foreign educational institutions. Finally, the conclusion presents the importance of encouraging further experimental research in the field of learning Latin with the help of various multimedia and the possibility of developing cross-curricular topics is being discussed.
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I. Kunović (Faculty of Electrical Engineering and Computing, Zagreb, Croatia), I. Filipović (Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia), A. Sović Kržić (Faculty of Electrical Engineering and Computing, Zagreb, Croatia)
Teaching Robotics Concepts with Besiege: A Game-Based Approach for Developing Design and Problem-Solving Skills
This study introduces an innovative game-based approach to robotics education, utilizing the physics-based construction game 'Besiege'. The research examines the effectiveness of integrating game-based learning for developing design and problem-solving skills in engineering and computing education.
A comparative analysis was conducted between two student groups: one engaging with physical educational robots, and the other utilizing virtual robotics within the game environment. This methodological contrast aims to evaluate the impact on students' comprehension of robotics principles, their engagement, motivation, and creativity in problem-solving.
The study applies a mixed-method approach for evaluation, incorporating pre- and post-intervention questionnaires to quantify changes in students' knowledge and performance metrics focused on design efficacy and programming proficiency. Key outcomes highlight the game-based approach's success in fostering innovative thinking, technical understanding, and practical problem-solving skills among students. The findings suggest that such immersive and interactive learning environments can significantly complement traditional pedagogical methods, potentially revolutionizing robotics education.
This paper contributes to the evolving field of educational technology by demonstrating the practical application and benefits of game-based learning in technical education.
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J. Žufić (Fakultet za odgojne i obrazovne znanosti, Sveučilište Jurja Dobrile u Puli, Pula, Croatia), T. Žajgar (Osnovna škola Veli Vrh Pula, Pula, Croatia), A. Debeljuh (Fakultet za odgojne i obrazovne znanosti, Sveučilište Jurja Dobrile u Puli, Pula, Croatia)
Increasing Elementary School Students' Motivation for Computer Science through the RobotDay Project Activities
Robot Day is a pilot project that was created as a series of promotional activities in primary schools during the EU programming week in October 2023. The activities that were carried out were focused on programming several types of robots: Lego, MODI car, Hexapod, mBot, micro:Maqueen Plus and micro:bit. The goal of the research was to determine whether promotional activities would increase the interest of upper elementary school students in the STEM field, primarily in informatics, computing and robotics.
The survey conducted at the end of the activities confirmed the hypothesis. 56% of students stated that they agree or completely agree with the statement that they are very interested in continuing their education in the STEM field.
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M. Sokele, D. Kuvačić, S. Morić (Tehničko veleučilište u Zagrebu, Zagreb, Croatia)
Challenges in Authenticity Check of Student Papers at the Study of Digital Economy
The accelerated development of information technology and artificial intelligence tools that assist students in written assignments have become an increasing challenge for teachers in verifying their authenticity. The goal of this research is to determine the differences of seminar papers and master theses at the study of Digital Economy, before and after the possibility of artificial intelligence aid usage. The comparison is carried out by analyzing detailed reports from the Turnitin originality checking service and determining the number of distinct words in a document as a function of the text length according to Heaps' Law. Additionally, complementary indicators for effective number of different sources and similarity index per source based of the Herfindahl–Hirschman Index (HHI) are calculated from Turnitin originality report, and then compared.
Technology is constantly evolving, and regardless of the tools available in the teaching process (live / online / hybrid), the key of success in education is in the communication and interaction between educators and students. To maintain the quality of study and preserve the alignment of student competencies with the qualification they acquire upon completion of the educational program, there is an equal importance of systematic monitoring of students' progress, academic integrity awareness empowerment and adequate forms of knowledge assessment.
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T. Alajbeg, D. Duš, M. Sokele, K. Osman (Zagreb University of Applied Sciences, Zagreb, Croatia)
Electrical Circuit Analysis in CAD Software Tool
The electrical circuit analysis is performed in Electronic Design Automation (EDA) software tools specifically developed for that purpose. Recently, CAD tools have appeared that, in addition to their primary purpose, offer the circuit analysis as an additional option. The advantage of using CAD tools for such purposes is supplementing already acquired skills in 2D and 3D drawing and modeling in a known and proven user interface. This integration enables a holistic approach to engineering tasks, and from a teaching perspective, such incremental addition of skills is a more time-efficient way of transferring knowledge because students do not have to learn a new user interface of EDA tools. The paper presents a comparison of the circuit analysis possibilities in CAD and EDA tools on existing teaching examples of the course Personal computers in electrical engineering at the undergraduate study of Electrical engineering at the Zagreb University of Applied Sciences.
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Papers
Chairs: Marjan Krašna and Robert Repnik |
R. Repnik, M. Suvajac (Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia)
High-Speed Video Analysis of Subharmonic Oscillations for Physics Education
This research paper presents a comparative study of two powerful tools, Tracker and Python, in analyzing high-speed camera footage for exploring subharmonic oscillations in physics education. By utilizing high-speed video capture, we delve into the nuanced study of these oscillations, capturing intricate details at frame rates unattainable by standard video. Our study emphasizes the comparative effectiveness of Tracker, an open-source video analysis and modeling tool, and Python, a versatile programming language with extensive libraries for data analysis and visualization, in extracting and interpreting the physical parameters of subharmonic oscillations.
We explore the capabilities of each tool in processing high-speed footage, focusing on their strengths in enhancing students' understanding of complex oscillatory behaviors. The paper evaluates the ease of use, accuracy of data extraction, and the depth of analysis provided by Tracker and Python. By presenting a side-by-side analysis, we aim to guide educators in selecting the appropriate tool for their pedagogical needs, enhancing the learning experience in physics classrooms. The comparative study not only illuminates the potential of integrating advanced technologies in education but also serves as a guide for educators to harness these tools effectively in physics education, making a significant contribution to the field of Computers in Education.
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T. Keščec, M. Kolarić, I. Pancirov, M. Fabijanić (Algebra University College, Zagreb, Croatia)
Gamification in Higher Education Database Courses
Universities are trying to adapt the education process for students, who may benefit from different approaches to learning. Gamification is an example; it may provide an opportunity for practical testing of the acquired knowledge and valuable feedback on their weaknesses and strengths. With an element of competition, it may further boost students' enthusiasm for learning and their self-confidence. Researchers proposed many ways to implement gamification in the education process. This paper proposes a newly developed information system and gamification model combined with the previously developed Automated Programming Assessment System (APAS) for evaluating SQL solutions at Algebra University. During learning, APAS contributes by providing rich and immediate feedback to students. The first goal is to enhance student engagement during the academic year, and the second goal is to help students who need to reenroll in the course due to their previous failure. To increase their chances, they need to prepare more whenever they are willing to learn, often physically outside the university. The proposed system is used at Algebra University in the Introduction to Databases course with the aim of empowering students, but the benefits could also be significant for the university, which is interested in minimizing the student dropout rate.
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M. Galić (University North, Koprivnica, Croatia), D. Zoretić, P. Barbaros Tudor (Faculty of Kinesiology, Zagreb, Croatia)
Education of Kinesiology Students in a New Environment
The application of ICT tools in the education system makes it much easier for students to start their professional career. Kinesiology is the science of laws that regulate the maximum efficiency of human movements. The efficiency of movement is also optimized through the application of new technological achievements. The use of modern ICT tools relates to top sports, yet the field of kinesiology covers amateur, recreational, as well as school sports which are important for society.
This paper deals with the quantitative and qualitative analysis of the study programme of the Faculty of Kinesiology in the context of content related to ICT tools and their subsequent application in a professional career. The study programme of Kinesiology combines theoretical and practical teaching. Therefore, this paper analyses the application of ICT tools both in the system of theoretical education in the post-pandemic period where the danger of infection with the coronavirus changed traditional methods of education to practical education where the implementation of new ICT systems contributes to the enhancement of the process of education and facilitates subsequent professional application of technological achievements. The paper provides answers as to which changes are necessary for following or keeping up with the process of digital transformation of society and education.
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D. Surin, A. Zaikina (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), O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Digital Public Health Tools: An Attempt at Classification within Ukrainian Practices
The article substantiates the need to classify digital public health tools in physical and occupational therapists' professional activities. The results of scientific works in the field of application of digital technologies in the field of public health are summarized. The use of the most common digital technologies in the activities of Ukrainian physical therapists is analyzed. Authors comment on classifying digital public health tools by their functional purpose. They substantiate the need to change physical and occupational therapy specialists' educational and professional training programs.
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M. Yachmenyk (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine), I. Kharchenko (Sumy National Agrarian University, Sumy, Ukraine), O. Semenog, M. Ostroha, S. Petrenko, V. Dubinsky, O. Semenikhina (Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Development of Information and Media Literacy in the System "Students-Parents-Teachers": Ukrainian Practice
Youth information and media literacy (IML) are priorities for Ukraine and are perceived as elements of national security. The development of IML is possible within educational activities implemented in the students-parents-teachers system. Cooperation within this system makes it possible to directly and indirectly influence the development of critical thinking, tolerant and ethical communication on social media, the ability to resist cyberbullying and perceive media products, and others. This idea became the basis for the all-Ukrainian project "School of Responsible Parenting "Mediapazly," the results of which are briefly presented in the article. Some results of the project are described. They include a website with methodological materials; an online quest to form a family media landscape; a manual "Self-Cyberpolice or Family Media Literacy in 30 Days" for parents and children; training focused on critical thinking and cybersecurity skills on the Internet, media hygiene, reading literacy, and culture of media surfing. It has been proven that participation in such projects contributes to developing the IML of students and parents and strengthens trust between them.
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D. Atanasova, V. Molnar (University of Ruse, Ruse, Bulgaria)
Flipped Classroom, Gamification and Game-Based Learning in the Traditional Classroom and in Non-Formal Education
The article analyzes methodological approaches of the flipped classroom, gamification and game-based learning.
Emphasis is placed on the similarities and differences between gamification and game-based learning, as well as attempts to apply them simultaneously. The paper discusses the impact of the flipped classroom on the effective implementation of gamification and game-based learning.
Digital applications and platforms, as well as elements of computer game design in non-game contexts, which introduce the element of play into the Bulgarian classroom are examined.
Gamification has been analyzed not only as a tool in traditional learning, but also in non-formal education - in the formation of soft skills, in interest classes, in conflict resolution, etc.
The article shares teachers' experiences of implementing the above innovative practices and their benefits for quiet students, expressive students, and/or those with disabilities.
The results of a two-year Erasmus+ project are presented, analyzing the results after the implementation of the flipped classroom, gamification and game-based learning. Details of the Bulgarian school, the project coordinator and the recipient of the prestigious innovation award are provided.
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F. Škopljanac-Mačina (Sveučilište u Zagrebu Fakultet elektrotehnike i računarstva, Zagreb, Croatia), I. Zakarija (Sveučilište u Dubrovniku, Dubrovnik, Croatia), B. Blašković (Sveučilište u Zagrebu Fakultet elektrotehnike i računarstva, Zagreb, Croatia)
Analysis of e-Learning System Usage Before and After the COVID-19 Pandemic
In this paper we examine the effects of the COVID-19 pandemic on the usage of e-learning systems. Process mining techniques were used to analyse detailed log data from our in-house e-learning system. This enabled us to identify the most frequent and most common patterns of the ways students interact with our e-learning system before and after the COVID-19 pandemic. We observed that the students' activity on our e-learning system increased during the pandemic and that this higher activity level is sustained even in the post-pandemic environment. Furthermore, we applied Formal Concept Analysis method to compare the students' success on our freshmen year course Fundamentals of electrical engineering with the level of their activity on our e-learning system. This allowed us to visualise how did the COVID-19 pandemic impact the relationship between academic success and e-learning system engagement.
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B. Šumak (University of Maribor, Faculty of Electrical Engineering and Computer Science, Maribor, Slovenia), D. López-de-Ipiña, O. Dziabenko (University of Deusto, Universidad de La Iglesia de Deusto Entidad Religiosa, Bilbao, Spain), S. Duarte Correia, L. M. Serrano de Carvalho, S. Lopes (Portalegre Polytechnic University, Instituto Politécnico de Portalegre, Portalegre, Portugal), İ. Şimşek, T. Can (Istanbul University - Cerrahpasa, Istanbul, Turkey), D. Ivanuša Kline (Institut za napredno upravljanje komunikacij, Maribor, Slovenia), M. Pušnik (University of Maribor, Faculty of Electrical Engineering and Computer Science, Maribor, Slovenia)
AI-Based Education Tools for Enabling Inclusive Education: Challenges and Benefits
Progress in the field of artificial intelligence (AI) has elicited optimistic expectations regarding the prospective influence of AI on the realms of education and learning. AI tools designed for educational purposes encompass diverse solutions, including intelligent tutoring systems, chatbots, robotics, learning analytics dashboards, adaptive learning systems, and automated assessments. These tools have the capacity to fortify and augment the educational process. Integrating AI-based educational tools not only holds advantages for students, educators, and institutions but also has the potential to facilitate or enhance inclusive education notably. This article presents the findings of a review of available AI technologies and tools for education with the capacity to contribute to inclusive education. The study aims to identify and classify the challenges and benefits associated with IA-based education tools in the context of enabling inclusive education.
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B. Šumak (University of Maribor, Maribor, Slovenia), S. Duarte Correia, A. Cunha (Lusófona University, Lisbon, Portugal), T. Can, I. Simsek (Istanbul University - Cerrahpasa, İstanbul , Turkey), K. Kous, M. Pušnik (University of Maribor, Maribor, Slovenia)
Identification of Factors That Impact e-Inclusion in HEI
E-inclusion is an important component within Higher Education Institutions (HEIs), ensuring fair and equal access to educational resources for all students, regardless of their diverse backgrounds, abilities, or disabilities. This paper identifies factors influencing e-inclusion in HEIs through a literature review and a survey conducted among HEI staff. The presented findings provide insights into the perspectives of pedagogical staff regarding e-inclusion in HEIs. Key thematic areas include leadership strategies, collaboration and networking, infrastructure requirements, professional development, pedagogical support mechanisms, classroom implementation, assessment practices, and student digital competence. The summary of these findings contributes to a holistic understanding of e-inclusion in HEI, offering valuable implications for educational policymakers, institutions, and pedagogical staff, motivated to create inclusive digital learning environments.
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M. Krašna, S. Gartner (University of Maribor, Faculty of Arts, Maribor, Slovenia)
The Effects of AI Services to the Educational Processes - Survey Analysis
The initial hype of the public available generative AI with the Chat GPT is over. The initial emotional perturbation between teachers have calmed and the intellectual reasoning overcome the fear of unknown. In 2023 the teachers correctly recognised the AI systems in the background of their online activities. Our research has shown that 81% of teachers use Chat GPT and that 66% of the teachers are aware of the AI system behind Office 365. The most problematic feature for the teacher is the recognition of authorship of the text where more than 70% have doubts. Despite most of the teachers feels discomfort about AI the reality is not dark. The teachers know that students do not know to how to evaluate the data. Therefore, AI generated results of the students’ assignments could be easily identified if the students do not understand the text provided by the AI. From the data and the educated reasoning, we can conclude that education processes would need to change in the near future but learning would remain the same. We would need to address the the ethical topics of using AI in the education and educate students what is right and what is wrong.
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F. Borović, K. Aleksić-Maslać, P. Vranešić (Zagreb School of Economics and Management, Zagreb, Croatia)
Comparative Analysis of Generative AI Tools in Enhancing Educational Engagement
Technological development is continuously reshaping the traditional educational setting, presenting various possibilities for educational refinement. It is pivotal to motivate active engagement among all participants, and generative AI tools emerge as possible enablers in this pursuit. This paper presents survey insights from 246 students and 105 educators, collectively affirming the significance and potential benefits of AI integration within education. Within this study, 10 evaluative criteria have been established and applied to compare four publicly available generative AI tools ChatGPT 3.5 and 4, Google Bard and Microsoft Copilot, including data confidentiality and various recommendations on what, how, and when should certain AI tools be used. The findings spotlight educators' current preference for ChatGPT among the surveyed tools, however, they are also open to diverse AI tool adoption.
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A. Milak (Sveučilište Sjever, Koprivnica, Croatia), M. Konecki, M. Konecki (Fakultet organizacije i informatike, Varaždin, Croatia)
Importance of Using Videogames in Primary School Education
Video game industry is a prominent source of various technological options that can be used as an aiding mean in the process of education. Some of the first educational activities come from playing various games, and video games are the latest form of not only fun but a promising educational platform. In this paper, the importance of using video games in primary school education is discussed and the research results about using video games in primary school education are presented and elaborated.
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P. Pitschek, W. Werth, C. Ungermanns (CUAS, Villach, Austria)
Control Lab Experiments Investigating Wireless Sensor Connectivity
In most control systems, the sensor and the control unit are connected via a cable to minimize the susceptibility to errors. However, for some systems a wired connection is not possible or is considered a disruptive factor.
The aim of this work is to evaluate the feasibility of a wireless transmission standard to replace wired connections in standard and complex control applications.
Therefore, a wireless technology is chosen that is suitable for transmitting small data packets in the shortest possible time intervals. Based on this technology, a transmission system is set up to exchange data wirelessly between the sensor and the controller.
For this system, the negative effects of a wireless standard, such as transmission errors or latency problems, are investigated for their influence on control performance.
A comparison between wired and wireless systems, applied to our control laboratory experiments, shows that the use of less aggressive controllers results in similar control performance, while the use of aggressive controllers can lead to system instability caused by small time delays due to transmission errors or interference.
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J. Pahel, S. Stipić, T. Babić (Algebra University, Zagreb, Croatia)
Students Evaluation of Creative Art Learning Based on Online Art Resources
The evolution of art learning and teaching in the digital era is undergoing a powerful transformative change with the rise of highly accessible online resources. They offer a wide range of new opportunities for emerging artists, ranging from tutorials as additional help in learning new techniques, using art digital books in literature, social media as a source for inspiration or joining communities and promoting your own artwork, or using digital libraries photographs, videos and other artistic expressions. However, information overload or the questionable quality of online sources and skipping basic steps can also be obstacles in learning and teaching art. Given their increasing presence, understanding the use and quality of online resources and the difference between their use in relation to traditional learning methods becomes very important for improving artistic skills. The research, conducted through a survey on a sample of Algebra University design students during the winter semester of 2023/2024, sought to answer whether students use online art resources, how they evaluate the quality of these resources and their implementation in formal education, and to what extent they consider them to be helpful in artistic learning and development.
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C. Ungermanns, G. Pöppel, W. Werth (CUAS, Villach, Austria)
Discovering Differential Equations from Data: A Didactic Approach with Regression Analysis
Differential equations are used to predict a wide range of phenomena in physics, engineering, and other fields. In education, differential equations are usually introduced axiomatically, and experimental results are predicted from them. However, in practice, there is often a different procedure. First of all the measurement data is available and in a second step it is desired to find the differential equation on which it is based. In this paper, a didactic approach is proposed to determine the underlying differential equation from a given dataset. To achieve this, the concept of regression is used, and the method is demonstrated through a practical example.
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Papers
Chair: Ivan Kaštelan |
V. Bušelić, I. Rajković (Zagreb University of Applied Sciences, Zagreb, Croatia)
Teaching Generic Skills with/or against Chat GPT
The field of development of student generic competencies is extremely complex, and becoming even more intensified, accelerated and complicated by comprehensive changes in society. The worldwide popularity of Generative AI/Chat GPT, and its rapid involvement into the educational system did not eased, but complicated educational paradigm. In this work, early experience of utilizing its use as valuable student assistant is given. Redesigning, one can argue intensifying, the Class of Information Literacy and Critical Thinking for freshmen students of IT at Zagreb University of Applied Sciences, by changing a delivery form to debate, and introducing concept of Mental Models for better understanding of given topics, plus giving them Chat GPT as legal assistant for preparation and debate, very positive results in teaching Information Literacy and Critical thinking are produced. In addition to enhancing certain Generic Competencies, there is a notable improvement in key IT employability skills.
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I. Kaštelan, T. Novković (University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia)
Introducing Digital System Design to High School Students
Teaching methodology for high school students is in many ways different from teaching at the university level. This paper presents an approach to teaching introductory digital system design to high school students of ages 17-18. Students learn the basics of the functionality of digital system components with the goal of understanding the architecture of a simple hypothetical processor. This topic goes beyond the general high school curriculum in Serbia and is targeted at students in classes with a special curriculum for mathematics and computer science subjects. The class covered the following main topics: 1) fundamentals of combinational and sequential circuit design and 2) architecture and design of a simple processor. Practical sessions were performed using a simulator, such that each student designed their own instance of a processor with a simple set of instructions. The classes were evaluated using the exit surveys which showed that students widely accepted the simulator and learning material and were excited to experience and complete the design of a processor. This teaching experience provided additional motivation for the development of more learning materials in computer science and engineering for pre-university education.
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M. Marković, I. Kaštelan (University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia)
Demonstrating the Potential of Visualization in Education with the Manim Python Library: Examples from Algorithms and Data Structures
Visualization is a powerful tool for learning and teaching complex concepts, especially in the field of computer science. However, creating effective and engaging visualizations can be challenging and time-consuming for educators and students. This paper demonstrates how the Manim Python library, a free and open-source project for creating mathematical animations, can be used to create visualizations that illustrate algorithms and data structures in an undergraduate course. The paper showcases several examples of visualizations created with the Manim library and explains how they help the students understand the logic, behavior, and performance of the algorithms and data structures. The paper also discusses the benefits and limitations of the Manim library and suggests some directions for future research and development.
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R. Vrana (Faculty of Humanities and Social Sciences Zagreb, Zagreb, Croatia)
Exploring the Impact of AI on Teaching in Higher Education: An Exploratory Study
AI has gained its momentum and has entered higher education learning. This paper focuses on the students at the Faculty of Humanities and Social Sciences, University of Zagreb, Croatia (FHSS), and their views and opinions about AI in their learning process. The research study used an online 18-question questionnaire administered to students from end of December 2023 to mid-January 2024. The findings indicate occasional use of AI supported tools in searching sources of information on the internet and possible improvement of that search. The same tools have potential to improve library services at the FHSS. The AI supported tools are used mostly for text creation and for self-tracking progress in learning. The students don’t expect AI supported tools to give grades and make the final assessment of their learning progress. They don’t believe AI supported tools will be a replacement for teachers and communication with them, however, they believe that AI will influence the labor market and that learning can be improved by AI to a certain extent. More than half of the students haven’t received any education yet about AI. The students at the FHSS are getting acquainted with AI abilities, but they still need additional education about AI.
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K. Bedi (Graditeljska škola Čakovec, Čakovec, Croatia)
Transformation of Student Testing Using Tests Generated by ChatGPT
In modern education, there is a growing gap created by artificial intelligence for the entire education system, considering that it is changing the traditional and hybrid teaching methods. Thematic tests are technologically improved in new ways and teaching becomes dominantly student-oriented. Such optimization of the teaching process affects the quality of the tests as well as the monitoring of progress, development, and knowledge. In this way, it contributes to the learning effect and simplifies the process of working and checking knowledge for the teacher, but also creates an environment in which the effectiveness of the teaching process can be additionally planned and measured, increasing interactivity and responsibility for testing. The paper explores an innovative approach to learning and testing through technology that uses advanced language models for formulating questions and conducting tests using ChatGPT, using the example of the Database course in media technician education. Tools like ChatGPT represent a transformative shift in assessment in modern education. With optimization, improvement of test quality and monitoring of student progress, testing as an evaluation process is simplified.
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W. Alger, M. Doan, N. Caporusso (Northern Kentucky University, Highland Heights, United States)
Student Evaluations of Teaching: Using Big Data Visualization to Explore Challenges and Opportunities
Teaching evaluations are commonly used in educational institutions to assess and improve the quality of education. They provide a structured mechanism for gathering feedback from students, allowing educators to gauge their teaching effectiveness, make pedagogical enhancements, and enhance communication with their students. However, student evaluations have a large potential for bias. Striking a balance between the advantages and limitations of teaching evaluations is crucial for their fair and effective use in educational settings. RateMyProfessors.com (RMP) is a popular website that enables students to share informal reviews of their teachers. Formal teaching evaluations collected by educational institutions, which are based on review criteria defined by the school, are not shared with the students, and track completion percentages. On the contrary, reviews on RMP are publicly available, incomplete, and might lack reliability and objectivity. The unstructured nature of the data collected by RMP has raised many concerns from teachers in the past years.
In this paper, the authors present the results of a study that focused on RMP and explored how data visualization could help teachers and prospective students navigate the challenges and opportunities offered by informal teaching reviews. Specifically, presenting contextual information might help users achieve a more informed perspective and gain better insight from the data.
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M. Ayub, O. Karnalim (Universitas Kristen Maranatha, Bandung, Indonesia)
The Effectiveness of Hedy and Python Tutor in Helping Students Learning Programming
Understanding programming syntax and program execution are sometimes challenging for novices. In this study, we combined Hedy and Python Tutor to support undergraduate students in their first year to learn programming. Hedy is a text-based programming language to introduce syntax rules gradually from human language to Python while Python Tutor is a popular program visualization tool to show how a program is executed step-by-step. We performed quasi-experiments measuring the impact of introducing both Hedy and Python Tutor over three batches of students (133). The result shows that although students with Hedy and Python Tutor have comparable programming performance to those without it, they appreciate the use of Hedy and Python Tutor to support them in understanding some Python concepts.
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A. Šorgo, M. Merdaus (University of Maribor, Maribor, Slovenia)
Attitudes of Slovenian Upper Secondary School Students towards Online Education
Online teaching and learning is seen by many as a way to improve not only the learning outcomes of traditional courses by providing participants with an anytime, anywhere learning experience. During the COVID-19 pandemic, when educational institutions were forced to offer online courses to students, a critical reflection on the sometimes overly optimistic predictions about the possibilities of such education was possible. Based on the assumption that knowledge and skills acquired in the classroom only form competences in connection with attitudes, we were interested in the attitudes of Slovenian upper secondary school students in connection with online education. Therefore, we conducted a survey in which we asked students to rate 25 different aspects of online learning on a scale from 1 (strongly disagree) to 7 (strongly agree). We were able to collect data from 1081 students from different secondary schools. The main findings were that the majority of students, regardless of their gender: (1) would prefer to fulfil their duties at school rather than learn online; (2) do not find working in online environments challenging; and (3) do not feel that this work is more productive or efficient compared to face-to-face teaching.
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M. Bednjanec, D. Bednjanec, T. Galović (Elektrotehnička škola, Zagreb, Croatia)
Research on the Impact of Multimedia Content and Internet Sites on Ethics and Sustainable Development among High School Students
Research into the impact of multimedia content and internet sites on ethics and sustainable development among high school students provides a deeper insight into how digital media shapes the values and behavior of young people. The study focuses on high school students, recognizing their key stage of development and formation of attitudes towards social issues. Multimedia content, including videos, social networks and websites, increasingly influence the perception of ethical norms and the importance of sustainable development.
The research identifies how high school students are exposed to diverse information through digital media, and how this affects their ability to make informed decisions related to ethical dilemmas and sustainability. The findings suggest that young people are exposed to different perspectives, but also to challenges in filtering and critically reflecting on information.
In conclusion, the research points to the need for media literacy and education on ethics and sustainable development among high school students. Understanding the influence of digital media on the formation of their attitudes is crucial for shaping future generations who will be aware of ethical norms and the importance of sustainable development in the digital age.
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K. Kopše Kaljun (Celje School Center, Secondary School of Civil Engineering and Environmental Protection , Celje, Slovenia)
Exploring the Impact of Video Tutorials on AutoCAD Learning: A Comprehensive Analysis of Learning Tasks, Goals, and Outcomes
The paper explores the impact of video tutorials on Autodesk AutoCAD teaching and aims to provide a comprehensive understanding of the learning tasks, objectives and outcomes associated with this approach. The lessons cover fundamental concepts such as drafting, editing and precision drawing.
The primary objectives of this research are twofold: first, to evaluate the effectiveness of video tutorials in promoting a deeper understanding of AutoCAD concepts, and second, to identify potential areas of improvement in the instructional design of such tutorials.
The study uses a mixed research method that combines quantitative measures and qualitative analyses to comprehensively assess the impact of video tutorials on AutoCAD learners. Quantitative measures are used to quantify knowledge acquisition and retention. At the same time, qualitative data will be collected through participant surveys, interviews and observational analyses to gain nuanced insights into learners' experiences.
Preliminary results indicate that video tutorials have a positive impact on the understanding of AutoCAD concepts and improve the efficiency and effectiveness of the learning process. The results of this research contribute to insights into the design and implementation of educational materials for AutoCAD training and inform educators and curriculum developers about best practises for integrating video tutorials.
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K. Kopše Kaljun (Celje School Centre, Secondary School of Civil Engineering and Environmental Protection, Celje, Slovenia), J. Kaljun (University of Maribor, Faculty of Mechanical Engineering, Maribor, Slovenia)
Enhancing Creativity in Sustainable Product Design: The Impact of Generative AI Tools at the Conceptual Stage
The study investigates the impact of generative artifitial intelligence (AI) tools, in particular Vizcom, on the creativity of product design students working on "green and sustainable" projects. We focused on the concept design stage, where we conducted a controlled experiment to assess the changes in creativity metrics, such as ideation diversity and novelty, when students use AI-assisted design support. At the same time, qualitative data has been collected through participant surveys, interviews and observational analyses to gain insights into stuednts' experiences.
Preliminary results indicate a significant positive correlation between the use of generative AI tools and increased creativity in sustainable product design. The integration of Vizcom in the conceptualisation phase not only accelerated the ideation process, but also promoted innovative solutions that are in line with environmental goals. These results emphasise the potential of AI-driven tools to support students in developing innovative, environmentally conscious designs and thus advance education in the field of sustainable product design.
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J. Komazec, E. Vranjković (Vern University, Zagreb, Croatia), T. Babić (Algebra University, Zagreb, Croatia)
The Role of Social Media Platforms Instagram and Tinder in the Sentimental Relationships of the Students
Instagram is a social media platform for sharing images and videos, while Tinder is a social media platform for online dating and finding potential partners based on user preferences displayed on their profiles. Young individuals use Instagram to share moments, express creativity, and maintain social connections, while Tinder is employed for meeting and connecting with potential partners due to the ease of connecting with those who share similar interests. Both Instagram and Tinder have a significant impact on the sentimental relationships of the youth, shaping the dynamics of relationship status posts, insecurities, conflicts, and breakups, reflecting the complexity of their roles in forming emotional connections. The research, conducted through a survey among students at the University of Vern in Croatia during the winter semester of the academic year 2023/2024, aimed to more comprehensively determine the role of social media platforms Instagram and Tinder in the sentimental relationships of students, specifically regarding relationship status posts, relationship insecurities, conflicts, and breakups.
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N. Koceska, S. Koceski (Faculty of Computer Science, Goce Delcev University, Stip, Macedonia), E. Tashkova (OOU “Goce Delcev”, Stip, Macedonia)
Design and Development of Educational Game Using ARCS Model
Design and development of an educational game for children with special educational needs is presented in this paper. The study combined the Attention–Relevance–Confidence–Satisfaction (ARCS) motivation model with a game design model to develop a user interface through which learners can control learning objects using their physical movements. The validation of the design was done using the quality assessment instrument called LORI (Learning Object Review Instrument). A descriptive analysis is presented, and conclusions are drawn
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B. Kotevski, N. Koceska, S. Koceski (Faculty of Computer Science, Goce Delcev University, Stip, Macedonia)
Augmented Reality Application for Improving Writing and Motoric Skills in Children with Disabilities
Gestures serve as an instinctive and familiar means of interaction, seamlessly extending our body language to convey messages in various social contexts. By performing predefined gestures in front of a camera, we can assign specific actions to each gesture, enabling computers to recognize and execute the corresponding commands. Leveraging computer vision and artificial intelligence libraries, we aim to develop contactless interactive game-based application for children with disabilities. Moreover, immersive experiences captivate children's attention and stimulate their curiosity, making learning more engaging and enjoyable. For children with disabilities who may face additional challenges in traditional learning environments, AR and immersive technologies can provide a motivating and empowering way to explore new concepts, develop skills, and achieve learning goals. Therefore, the developed application is overlaying additional layers and object over the real-time video captured by the webcam. With this application, children will simultaneously enhance their motor skills while learning to write letters in the Macedonian Cyrillic alphabet. The application interface, including colors, sounds and animations, was designed having in mind special needs of disabled children. The developed application is tested and evaluated and the results are presented in this paper.
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E. Đerić, D. Frank, M. Malenica (University North, Koprivnica, Croatia)
Comparison and Quantification of GAI Tools Use among Different Academic Population Segments
This study explores the Generative Artificial Intelligence (GAI) field, focusing on its integration within the academic community of University North in Croatia. Specifically, it compares and quantifies the usage of advanced GAI tools such as ChatGPT, Microsoft Copilot (Bing AI), Gemini (Google Bard), and others within the different user groups - including students (undergraduate, graduate, doctoral students), and teachers/researchers. The objective was to discern the varying usage patterns and acceptance levels among these groups, particularly in the context of research and work. Our findings indicate significant variations among those groups when considering both GAI users and non-users. However, once we narrow the analysis to GAI users only, the differences between different groups diminish. The study concluded that the most widely accepted and used GAI tool was ChatGPT, with undergraduate and doctoral students adopting it at the highest rates. Also, self assessed GAI proficiency was higher for individuals who use those tools longer and for teachers/researchers and doctoral students who use them for more complex tasks. Doctoral students were more likely to pay for premium features.
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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:
Lejla Abazi-Bexheti (Macedonia), Nikola Kadoić (Croatia), Ivan Kaštelan (Serbia), Mario Konecki (Croatia), Božidar Kovačić (Croatia), Gorana Mudronja (Croatia), Dana Paľová (Slovakia), Libuša Révészová (Slovakia), 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 6 May 2024 |
REGULAR
From 7 May 2024 |
| Members of MIPRO and IEEE |
243 |
270 |
| Students (undergraduate and graduate), primary and secondary school teachers |
130 |
150 |
| Others |
270 |
300 |
The 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
Rovinjska 14
52100 Pula, Croatia
E-mail: snjezana.babic.ce@gmail.com
Marina Cicin-Sain
Cybernetics Society
Jadranski trg 1/II
HR-51000 Rijeka, Croatia
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.
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There is a possibility that the selected scientific papers with some further modification and refinement are being published in the following journals: Journal of Computing and Information Technology (CIT), MDPI Applied Science, MDPI Information Journal, Frontiers and EAI Endorsed Transaction on Scalable Information Systems.
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 170 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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