@inproceedings{StauferHauserEzeretal., author = {Staufer, Susanne and Hauser, Florian and Ezer, Timur and Grabinger, Lisa and Nadimpalli, Vamsi Krishna and R{\"o}hrl, Simon and Bugert, Flemming and Bittner, Dominik and Mottok, J{\"u}rgen}, title = {EVALUATION OF THE LEARNING MANAGEMENT SYSTEM PYTHIA}, series = {EDULEARN Proceedings: 16th International Conference on Education and New Learning Technologies, Palma, Spain. 1-3 July, 2024}, booktitle = {EDULEARN Proceedings: 16th International Conference on Education and New Learning Technologies, Palma, Spain. 1-3 July, 2024}, publisher = {IATED}, issn = {2340-1117}, doi = {10.21125/edulearn.2024.2189}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-73474}, pages = {9089 -- 9098}, abstract = {Learning management systems gain importance due to the Corona pandemic. To personalize such a learning management system, a Moodle adaption named Pythia was created. Pythia is implemented as a Moodle plugin solution. The possibility of generating learning paths with various algorithms and the change of the graphical user interface is significant. Learning paths are generated with two different algorithms. Nestor algorithm generates learning paths with a Bayesian network, while Tyche algorithm uses a Markov model. The graphical user interface is adapted to the generated learning paths where learning element symbols are customized and the individual learning paths are depicted. This paper presents the results of a qualitative survey among German students with the aim of evaluating the first version of the learning management system Pythia. 25 students took the subject "Software Engineering for Safe and Secure Systems" in the winter term of 2023/24. The 68 asked questions focus on usage behavior, graphical user interface, usability, preferences, volume, and quality of learning elements, and learning paths. Our Moodle course for the lecture contains seven sections, each section has minimum one subsection on which the learning path is calculated. Last three sections are designed by presenting minimum one learning element of each learning element category except the collaboration tool. In a previous work, ten learning element categories were designed and evaluated comprising manuscript, brief overview, learning goal, quiz, exercise, summary, three types of additional material, and collaboration tool. The first sections are left as they are initially designed by the lecturer (normal section). The survey considers the difference between normal sections and diverse sections. Furthermore, the generated learning paths are evaluated. 13 students undertook Nestor learning paths, whereas 12 undertook Tyche learning paths. The results suggest that for the majority of students, the learning element symbols are well-chosen. Moreover, all students wish the elements relevant to the exam to be labelled. 23 students are overwhelmed by the number of learning elements in the last sections of the Moodle course. In the future, some suggestions will be implemented such as the labelling of exam relevant learning elements. To overcome the overload of learning elements, a strategy could be developed like hiding learning elements not preferred by the learning path algorithm.}, language = {en} } @inproceedings{RoehrlStauferNadimpallietal., author = {R{\"o}hrl, Simon and Staufer, Susanne and Nadimpalli, Vamsi Krishna and Bugert, Flemming and Bugert, Flemming and Hauser, Florian and Grabinger, Lisa and Bittner, Dominik and Ezer, Timur and Mottok, J{\"u}rgen}, title = {PYTHIA - AI SUGGESTED INDIVIDUAL LEARNING PATHS FOR EVERY STUDENT}, series = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, booktitle = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, isbn = {978-84-09-59215-9}, issn = {2340-1079}, doi = {10.21125/inted.2024.0783}, pages = {2871 -- 2880}, abstract = {During the COVID-19 pandemic, the importance of digital course rooms, where teachers provide their learning materials, increased dramatically. While these platforms are crucial for providing teaching materials, they often fall short in addressing individual student needs. A system within an academic setting, capable of creating and presenting individual learning paths for each student, can solve these issues. These paths are composed of various learning elements - defined in our previous work as units of educational content with which a learner works. Currently, there is no suitable system that enables the integration of learning path generating algorithms into a digital course room. Therefore we present an application that enables this integration into the Moodle Learning Management System (LMS). More precisely, this paper presents a Moodle plugin together with its framework. It describes the mechanism for effectively collecting data from Moodle, which AI algorithms then use to generate personalized learning paths. Subsequently these paths are visualized with the help of the Moodle plugin. We started with a set of requirements and use cases for the interface connecting Moodle to the AI system, which were established with a group of experts. Based on the requirements, various relevant technologies were assessed, and the best ones were chosen for implementation. Following that, the paper develops a strategy for software structuring as well as an architecture, focusing on performance, modularity, and ease of deployment for widespread use. Furthermore, the architecture ensures a simple method for integrating the algorithms. Afterwards, the framework's concrete implementation is described. A technique for enriching learning elements with metadata is presented, and additionally a concept for presenting these learning elements within a hierarchy. Moreover, it is shown how questionnaire responses and learning analytics are utilized for data collection. We cover in detail techniques for extracting and storing data from the Moodle database, as well as methods for customizing Moodle course rooms and a standard API for incorporating AI algorithms. Finally, the paper discusses the application of the proposed framework in an actual course and how student feedback is collected, which could enhance the framework. It concludes with an assessment of the outcomes obtained and prospects for the framework's future advancements.}, language = {en} } @inproceedings{StauferHauserGrabingeretal., author = {Staufer, Susanne and Hauser, Florian and Grabinger, Lisa and Bittner, Dominik and Nadimpalli, Vamsi Krishna and Bugert, Flemming and Ezer, Timur and R{\"o}hrl, Simon and Mottok, J{\"u}rgen}, title = {Learning elements in LMS - a survey among students}, series = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, booktitle = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, publisher = {IATED}, isbn = {978-84-09-59215-9}, issn = {2340-1079}, doi = {10.21125/inted.2024.1087}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-71135}, pages = {4224 -- 4231}, abstract = {In higher education, improving learning and learning success are goals of general improvement. Lecturers teaches content and students acquire that content in an efficient way. To structure content, learning element categories are evaluated from the student's point of view in higher education area. The aim is to validate given definitions of ten learning element categories within a Learning Management System (LMS). This paper evaluates a categorization of learning elements for organizing learning content in online education within LMSs. Therefore, ten categories of learning elements and corresponding definitions were defined in a previous work as base for this paper. The learning elements to examine are manuscript, exercise, quiz, brief overview, learning goal, summary, collaboration tool, auditory additional material, textual additional material, and visual additional material. To validate the definitions and to get improvements to each learning element a survey is processed. Beside the demographic data questions, the survey consists of two questions to the acceptance of the definitions and asks for improvements. 148 students between the ages 19 and 35 participate in the survey in summer term 2023. The education level of the participants ranges from undergraduates to Ph.D. students. The results of this paper are that more than 80\% accept the given definitions. Some definitions of the learning elements are changed, but the changes are restricted to additions of maximal four words. This categorization of learning elements could lead to improvements in learning by giving the content more structure. With the structure students get the possibility to learn with preferred learning elements which could lead to more success in learning and to a decreasing dropout rate in universities. In the future, the learning elements allow to classify content within LMSs with the goal of generating individual learning paths. Furthermore, our project will integrate these learning elements, use them to generate learning paths, and could set a new standard in the way of personalized learning.}, language = {en} } @inproceedings{EzerGrabingerHauseretal., author = {Ezer, Timur and Grabinger, Lisa and Hauser, Florian and Staufer, Susanne and Mottok, J{\"u}rgen}, title = {EYE TRACKING AS TECHNOLOGY IN EDUCATION: FURTHER INVESTIGATION OF DATA QUALITY AND IMPROVEMENTS}, series = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, booktitle = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, publisher = {IATED Academy}, isbn = {978-84-09-59215-9}, issn = {2340-1079}, doi = {10.21125/inted.2024.0802}, pages = {2955 -- 2961}, abstract = {Eye tracking serves as a powerful tool across a variety of empirical research areas: From usability research over cognitive research to educational research and applications in classrooms. However, data noise in eye tracking data poses a challenge to researchers and educators, as it leads to gaze positions being measured imprecisely under unfavorable conditions. In our previous study, we systematically investigated factors that influence data quality and are easily controllable in a classroom or laboratory environment, such as illumination, sampling frequency, and head orientation. However, no recommendations regarding the light source and light orientation could be provided, as these influences could not be analyzed in sufficient detail. Yet, a further examination of these factors, eliminating human influences by using an artificial head, revealed significant differences between individual settings. Hence, in this empirical study of eye tracking as an educational technology, we delve deeper into examining the impact of both light source and light orientation on data quality. This is investigated with an artificial head together with the Tobii Pro Spectrum eye tracking device. To measure data quality, we use the metrics precision and standard deviation as indicators of data noise. The obtained results derive practical advice for educators and researchers, such as not to illuminate the subject from the rear, in order to gather useful data for research and future classroom applications. Thereby, this study serves as a complement to our previous research, answering open questions regarding best practices for researchers and educators when using eye trackers. It aims to provide valuable insights into producing data of the highest quality possible when using eye trackers, both in laboratory settings and in future classrooms applications.}, language = {en} } @inproceedings{EzerGrabingerHauseretal., author = {Ezer, Timur and Grabinger, Lisa and Hauser, Florian and Staufer, Susanne and Mottok, J{\"u}rgen}, title = {EYE TRACKING METRICS FOR DISTINGUISHING GLOBAL AND FOCAL GAZE PATTERNS: A SYSTEMATIC LITERATURE REVIEW}, series = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, booktitle = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, publisher = {IATED Academy}, isbn = {978-84-09-59215-9}, issn = {2340-1079}, doi = {10.21125/inted.2024.0814}, pages = {3005 -- 3014}, abstract = {Global and focal eye tracking gaze patterns are distinguished in a variety of domains, such as radiology research, empirical software engineering, behavioral psychology, and cartography research. A global gaze pattern is present if a participant in an eye tracking study gains an overview of the stimulus, whereas a focal pattern emerges during a more detailed evaluation of a specific part of the stimulus. With this higher-level measure of global and focal gaze patterns, cognitive effort, expertise levels, and even neurological characteristics - such as autism - can be quantified. Furthermore, with this measure, cognitive efforts of students in certain tasks can be investigated and clues for targeted support can be provided. These properties in particular make this eye tracking measure valuable for the education domain. In the field of eye tracking research, many researchers have established distinct criteria for differentiating global and focal gaze patterns. Moreover, it is rarely quantitatively measured which of these patterns is present, but rather determined based on qualitative considerations. However, some studies explicitly use quantitative metrics like saccade-length or fixation-duration to distinguish between global and focal gaze patterns. This is the focus of the present systematic literature review: It searches for and compiles the eye tracking metrics used in the literature to distinguish global from focal gaze patterns in a quantitative way. In doing so, this study fills the yawning gap in quantitative metrics for determining global and focal gaze patterns. In the long run, this can be used to answer questions about cognitive load and problems in processing tasks during eye tracking studies and to provide further insights into the cognitive processes of students. The present paper first discusses definitions of global and focal gaze patterns and presents examples in which this metric has already been applied. Then, the research questions together with search strings and search engines used for the systematic literature review are described. Finally, the results are summarized, presenting a compilation of and connections between quantitative metrics utilized in the literature to distinguish between global and focal viewing patterns.}, language = {en} } @inproceedings{StauferHauserGrabingeretal., author = {Staufer, Susanne and Hauser, Florian and Grabinger, Lisa and Bittner, Dominik and Nadimpalli, Vamsi Krishna and Mottok, J{\"u}rgen}, title = {Learning elements in online learning management systems}, series = {Proceedings of the 16th annual International Conference of Education, Research and Innovation (ICERI 2023), Seville, Spain, 11/13/2023 - 11/14/2023}, booktitle = {Proceedings of the 16th annual International Conference of Education, Research and Innovation (ICERI 2023), Seville, Spain, 11/13/2023 - 11/14/2023}, editor = {G{\´o}mez Chova, Luis and Gonz{\´a}lez Mart{\´i}nez, Chelo and Lees, Joanna}, publisher = {IATED}, doi = {10.21125/iceri.2023.0815}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-67725}, pages = {3121 -- 3130}, language = {en} } @inproceedings{StauferNadimpalliHauseretal., author = {Staufer, Susanne and Nadimpalli, Vamsi Krishna and Hauser, Florian and Bittner, Dominik and Grabinger, Lisa and Bugert, Flemming and Ezer, Timur and R{\"o}hrl, Simon and Mottok, J{\"u}rgen}, title = {Persistence of Questionnaire Data on Learning Styles, Learning Strategies AND Personality Traits}, series = {ICERI2024 Proceedings: 17th Annual International Conference of Education, Research and Innovation, 11th-13th November 2024, Seville, Spain}, booktitle = {ICERI2024 Proceedings: 17th Annual International Conference of Education, Research and Innovation, 11th-13th November 2024, Seville, Spain}, publisher = {IATED}, isbn = {978-84-09-63010-3}, issn = {2340-1095}, doi = {10.21125/iceri.2024.1524}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-78246}, pages = {6310 -- 6319}, abstract = {In the context of learning, questionnaires are carried out to gain information about learners. This learner profile has various benefits, like adapting the learning content, promoting of self-reflection, or increasing motivation in learning and therefore better learning results. Some researchers take the results of such questionnaires as ground truth or trust them blindly. Examining how persistent questionnaires are, asking the same questions twice, and comparing the results is a way to prove or falsify this statement. Our research procedure compares the results of three different questionnaires. The first questionnaire is the ILS (index of learning styles) according to the Felder-Silverman Learning Style Model (FSLSM) with about 44 questions. Learning strategies are examined with the LIST-K questionnaire consisting of 39 questions after Klingsieck. The third and last questionnaire is about personality traits. With only ten questions, Rammstedt et al. describe the BFI-10 questionnaire for personality traits. To compare results, the same study with the three named questionnaires is carried out twice with three to four months in between. The sample includes 35 students in their bachelor studies taking the course Software Engineering in a blended learning format. After collecting the questionnaire data from the students, a comparison is made in two different ways. First, we compare the data points based on the given answers. Second, a comparison is made based on the calculated questionnaire results because each of the three questionnaires has its own analysis method. For example, the analysis method of the ILS delivers as a result four integers representing the four characteristics of a learning style, while LIST-K makes a factor analysis. The results of the paper show that both the given answers and the calculated questionnaire results differ. Not one student has given the same answer inside each questionnaire with causes, like a change of learning style, learning strategy, and personality traits, or not filling in conscientiously.}, language = {en} } @article{RoehrlStauferBugertetal., author = {R{\"o}hrl, Simon and Staufer, Susanne and Bugert, Flemming and Nadimpalli, Vamsi Krishna and Hauser, Florian and Grabinger, Lisa and Bittner, Dominik and Ezer, Timur and Altweck, Ricardo and Graf, Sabine and Kriza, Thomas and Mottok, J{\"u}rgen}, title = {Ethical Considerations of AI in Education: A Case Study based on Pythia Learning Enhancement System}, series = {IEEE Access}, volume = {11}, journal = {IEEE Access}, publisher = {Institute of Electrical and Electronics Engineers (IEEE)}, issn = {2169-3536}, doi = {10.1109/ACCESS.2025.3583975}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-83403}, pages = {1 -- 25}, abstract = {As the use of AI in education increases, addressing ethical concerns is essential for its responsible use and implementation. This study explores the ethical considerations of AI in education by analyzing a concrete application, the Pythia Learning Enhancement System, which enables personalized and adaptive educational experiences. In this case study, the concrete implementation of Pythia, contrary to high-level abstract analyses, provides practical insights into these ethical issues. To achieve this goal, we first define Pythia and outline its implementation. Using the various topics covered by Pythia, the ethical issues associated with each of these topics are outlined, resulting in a list of ten distinct ethical issues. Because there is overlap in issues covered by similar applications, they can benefit from this identification. An ethical (human rights) and didactic (constructivism) theoretical background is then provided as a basis for further discussion. This is used to build the arguments used in the main study. This consists of analyzing each of the issues and providing recommendations to mitigate potential harm arising from these issues. This helps to provide guidelines for future applications. In the analysis, the ethical discussion is mainly based on the human rights of the stakeholders involved, emphasizing human dignity. After the analysis, each of the issues is contextualized with the recent AI Act of the European Union, providing a novel mapping of the issues of AI in education to the AI Act. Finally, the limitations of the study are stated and a plan for future research is presented.}, language = {en} } @inproceedings{BugertStauferBittneretal., author = {Bugert, Flemming and Staufer, Susanne and Bittner, Dominik and Nadimpalli, Vamsi Krishna and Ezer, Timur and Hauser, Florian and Grabinger, Lisa and Mottok, J{\"u}rgen}, title = {Ariadne's Thread for Unravelling Learning Paths: Identifying Learning Styles via Hidden Markov Models}, series = {2024 IEEE Global Engineering Education Conference (EDUCON), 08-11 May 2024, Kos Island, Greece}, booktitle = {2024 IEEE Global Engineering Education Conference (EDUCON), 08-11 May 2024, Kos Island, Greece}, publisher = {IEEE}, issn = {2165-9567}, doi = {10.1109/EDUCON60312.2024.10578825}, pages = {1 -- 7}, abstract = {Modern education through Learning Management Systems (LMSs) provides learners with personalized learning paths. This is achieved by first querying the learning style according to the theory of Felder and Silverman to recommend suitable learning content. However, a rigid learning style representation is lacking of adaptability to the learners' choices. Therefore, the present study evaluates the idea of providing adaption to the representation of learning styles by using Hidden Markov Models (HMMs). Thus, data is collected from participants out of the Higher Education Area. The Index of Learning Styles questionnaire is used to obtain the learning style based on the theory of Felder and Silverman. Also, a questionnaire that asks the respondents to create a preferred learning path with the sequence length of nine learning elements is provided. From the given data, we initially evaluate the probability relationships between learning styles and learning elements. Then, we use the Viterbi algorithm in HMMs to identify alterations in learning styles from the provided learning paths. The alignment is then quantified by introducing a metric called support value. The findings imply that our concept can be used to adapt the learning style based on the user's real choice of learning elements. Thus, the proposed model also offers a way to integrate a feedback loop within LMSs leading to an improvement of learning path recommendation algorithms.}, language = {en} } @inproceedings{BugertGrabingerBittneretal., author = {Bugert, Flemming and Grabinger, Lisa and Bittner, Dominik and Hauser, Florian and Nadimpalli, Vamsi Krishna and Staufer, Susanne and Mottok, J{\"u}rgen}, title = {Towards Learning Style Prediction based on Personality}, series = {Proceedings of the 5th European Conference on Software Engineering Education, Seeon/Germany, June 19 - 21, 2023}, booktitle = {Proceedings of the 5th European Conference on Software Engineering Education, Seeon/Germany, June 19 - 21, 2023}, publisher = {ACM}, isbn = {978-1-4503-9956-2}, doi = {10.1145/3593663.3593682}, pages = {48 -- 55}, abstract = {This paper assesses the relation between personality, demographics, and learning style. Hence, data is collected from 200 participants using 1) the BFI-10 to obtain the participant's expression of personality traits according to the five-factor model, 2) the ILS to determine the participant's learning style according to Felder and Silverman, and 3) a demographic questionnaire. From the obtained data, we train and evaluate a Bayesian network. Using Bayesian statistics, we show that age and gender slightly influence personality and that demographics as well as personality have at least a minor effect on learning styles. We also discuss the limitations and future work of the presented approach.}, language = {en} } @inproceedings{BittnerHauserNadimpallietal., author = {Bittner, Dominik and Hauser, Florian and Nadimpalli, Vamsi Krishna and Grabinger, Lisa and Staufer, Susanne and Mottok, J{\"u}rgen}, title = {Towards Eye Tracking based Learning Style Identification}, series = {Proceedings of the 5th European Conference on Software Engineering Education, Seeon/Germany, June 19 - 21, 2023}, booktitle = {Proceedings of the 5th European Conference on Software Engineering Education, Seeon/Germany, June 19 - 21, 2023}, publisher = {ACM}, isbn = {978-1-4503-9956-2}, doi = {10.1145/3593663.3593680}, pages = {138 -- 147}, abstract = {The dropout rate at universities has been very high for years. Thereby, the inexperience and lack of knowledge of students in dealing with individual learning paths in various courses of study plays a decisive role. Adaptive learning management systems are suitable countermeasures, in which learners' learning styles are classified using questionnaires or computationally intensive algorithms before a learning path is suggested accordingly. In this paper, a study design for student learning style classification using eye tracking is presented. Furthermore, qualitative and quantitative analyses clarify certain relationships between students' eye movements and learning styles. With the help of classification based on eye tracking, the filling out of questionnaires or the integration of computationally or cost-intensive algorithms can be made redundant in the future.}, language = {en} } @inproceedings{NadimpalliBugertBittneretal., author = {Nadimpalli, Vamsi Krishna and Bugert, Flemming and Bittner, Dominik and Hauser, Florian and Grabinger, Lisa and Staufer, Susanne and Mottok, J{\"u}rgen}, title = {Towards personalized learning paths in adaptive learning management systems: bayesian modelling of psychological theories}, series = {Proceedings of the 16th annual International Conference of Education, Research and Innovation (ICERI 2023), Seville, Spain, 11/13/2023 - 11/14/2023}, booktitle = {Proceedings of the 16th annual International Conference of Education, Research and Innovation (ICERI 2023), Seville, Spain, 11/13/2023 - 11/14/2023}, editor = {G{\´o}mez Chova, Luis and Gonz{\´a}lez Mart{\´i}nez, Chelo and Lees, Joanna}, publisher = {IATED}, doi = {10.21125/iceri.2023.1144}, pages = {4593 -- 4603}, abstract = {In educational research, non-personalized learning content increases learners' cognitive load, causing them to lower their performance and sometimes drop out of the course. Personalizing learning content with learners' unique characteristics, like learning styles, personality traits, and learning strategies, is being suggested to improve learners' success. Several theories exist for assessing learners' unique characteristics. By the end of 2020, 71 learning style theories have been formulated, and research has shown that combining multiple learning style theories to recommend learning paths yields better results. As of the end of 2022, there is no single research that demonstrates a relationship between the Index of Learning Styles (ILS) based Felder-Silverman learning style model (FSLSM) dimensions, Big Five (BFI-10) based personality traits, and the Learning strategies in studying (LIST-K) based learning strategies factors for personalizing learning content. In this paper, an innovative approach is proposed to estimate the relationship between these theories and map the corresponding learning elements to create personalized learning paths. Respective questionnaires were distributed to 297 higher education students for data collection. A three-step approach was formulated to estimate the relationship between the models. First, a literature search was conducted to find existing studies. Then, an expert interview was carried out with a group of one software engineering education research professor, three doctoral students, and two master's students. Finally, the correlations between the students' questionnaire responses were calculated. To achieve this, a Bayesian Network was built with expert knowledge from the three-step approach, and the weights were learned from collected data. The probability of individual FSLSM learning style dimensions was estimated for a new test sample. Based on the literature, the learning elements were mapped to the respective FSLSM learning style dimensions and were initiated as learning paths to the learners. The next steps are proposed to extend this framework and dynamically recommend learning paths in real time. In addition, the individual levels of learning style dimensions, personality traits, and learning strategies can be considered to improve the recommendations. Further, using probabilities for mapping learning elements to learning styles can increase the chance of initiating multiple learning paths for an individual learner.}, language = {en} } @inproceedings{EzerPloesslGrabingeretal., author = {Ezer, Timur and Pl{\"o}ßl, Moritz and Grabinger, Lisa and Bittner, Dominik and Staufer, Susanne and Nadimpalli, Vamsi Krishna and Bugert, Flemming and Hauser, Florian and Mottok, J{\"u}rgen}, title = {Deep learning for eye movement classification}, series = {ICERI 2024 Proceedings, 17th annual International Conference of Education, Research and Innovation,11-13 November, 2024, Seville, Spain}, booktitle = {ICERI 2024 Proceedings, 17th annual International Conference of Education, Research and Innovation,11-13 November, 2024, Seville, Spain}, editor = {G{\´o}mez Chova, Luis and Gonz{\´a}lez Mart{\´i}nez, Chelo and Lees, Joanna}, publisher = {IATED}, doi = {10.21125/iceri.2024.1028}, pages = {4056 -- 4065}, language = {en} }