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A novel course concept to enable master's degree students to acquire research skills is described as an experience report. A hybrid, inquiry-based format was developed to simulate each phase of writing and presenting a research paper at a scientific conference. Students self-organized into groups to conduct each phase of the research process to conduct a research project for a scientific topic, bionic computation. Weekly group meetings with the instructor were conducted via video conference. Students learned to formulate research questions, write abstracts, acquire experimental data and evaluate open-source libraries and tools to build their own experimental models. An in-house, mini-conference was held in person, in which each group held a presentation of their work. At the end of the semester, a retrospective was held to reflect on students' experiences and summarize the lessons they have learned. After the course, slight majority of the students stated that they could imagine writing a paper about their master's theses and taking part in a real conference. [For the full proceedings, see ED636095.]

The project "Making voice and Presence a Virtual Realistic Experience" is funded by "HessenHub - Network digital university teaching Hessen". At the Center for Foreign Language and Occupational Competencies (German: ZfbK) at the University of Giessen, a teaching concept for student teacher training was developed that includes both the learning and use of a physiologically sound voice and offers transfer to professional practice. For this purpose, a virtual classroom featuring avatars of noisy school children was developed. The teaching concept includes exercises on breathing, posture, articulation and physiological voice enhancement at the syllable, word, sentence and text levels, up to spontaneous speech. Utilizing virtual reality (VR) headsets, student teachers practice these exercises in a realistic classroom environment under the guidance of a speech scientist. The ultimate objective is to enable future teachers to naturally and physiologically modulate their voice in professional settings. Technical implementation relied on contemporary, agile software development methodologies. After extensive online research, specific software tools were chosen for successful project execution. This paper discusses both the technical approach and the software techniques and tools employed. [For the full proceedings, see ED661759.]

German primary school students' reading skills have declined between 2016 and 2021, with a deficit of up to one third of a school year. The most significant portion of the decline is attributed to the COVID-19 pandemic experiences. These delays are critical because children have to catch up on skills and knowledge they should already have while continuing to acquire new skills and knowledge. Students who are ill prepared in core readiness skills for secondary schools are simultaneously having to cope with the stressful experiences of school transition. Anxiety generally impedes participation in science classes, but the specific concept of science anxiety is less explored. Mindfulness has been successfully implemented in schools to alleviate stress as well as being somewhat effective in positively supporting student anxiety. This paper presents background to a current study that aims to address the significance of the issue of science anxiety amongst German post-transition students, and whether science anxiety can be improved through the implementation of a mindfulness program. [For the full proceedings, see ED652261.]

In this paper we compare the early years mathematics curricula of Germany, South Africa, and Australia in relation to the place value concept. Place value is an important topic as it underpins much of the number work completed by learners in the early years of schooling. We found that there were differences between the three curricula that could be summarised using five themes: namely, number range, place value structure, role of the zero, influence of language, and use of materials. We argue that how the different curricula deal with these five themes influences the quality of learning provided and we highlight key areas of concern. In concluding we identify three important implications for our future research project.

Augmented reality (AR), a cutting-edge technology, has the potential to change the way students learn by superimposing virtual items and information onto the real environment. Through more immersive and interesting interactions with digital content, AR might help students better understand difficult concepts and boost their drive to learn. As a result of its contribution to student learning, AR has become increasingly appealing to educational researchers. This study aimed to descriptively explore the characteristics of AR studies in education and to qualitatively analyze the most influential ones indexed in the Web of Science (WoS) between 2000 and 2022. A scoping review was conducted to determine the sample of the AR studies in education based on the inclusion criteria. Accordingly, descriptive analyses were conducted to identify the characteristics of the AR studies in education between 2000 and 2022 in terms of publication year, country, affiliations, journals, funding agencies, and citation trends. Then, the research methodologies and implications were found among the most influential AR studies in education between 2000 and 2022 by synthesizing qualitatively. The overall results indicated that AR studies in education have been conducted since 2008, with an increasing number of studies over time. Based on the implications of the most influential studies identified in terms of citation numbers, it was detected that AR has the potential to enhance education and training by providing interactive and engaging environments, linking real-world contexts with digital resources, and promoting efficiency and effectiveness in learning. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 273-291.]

Due the wideness of the term Physical Computing, there is a need for a better structure of this topic. This paper is about an approach of structuring this field by finding attributes of different physical computing devices which can be used in class. Those attributes are meant to enforce teachers as well as researchers to analyze different devices from a pedagogical perspective in order to use those devices in class and use their full educational potential. [For the full proceedings, see ED636095.]

Applying computing technology during problem solving and the reflection of the appropriateness of this application are crucial skills for modern life. This is especially true while working on interdisciplinary STEM problems. However, up to now, few ready-to-use materials are available to foster such competencies. This paper starts bridging this gap by presenting a workbook for students in higher secondary education (around age 15). The workbook focuses on a complex STEM problem, primarily rooted in mathematics, computing, and technology education: Estimating the time it takes to evacuate a building. In the workbook, students work through five exercises focused on the problem of trying to make a sports hall safer. For three potential changes to the building, they should evaluate whether it increases the safety of the sports hall and whether the measure can reasonably be evaluated with a given simulation. During their work, students become aware of arguments useful for such an critical evaluation. For example, a change can only be evaluated if its magnitude is greater than variation in the (randomized) fleeing algorithm of the software. After development of the workbook, we used a design-based research approach to improve its quality. To do so, we asked eight educators for feedback and piloted it with 20 students from two mathematics classes of different capabilities. The results show that students had fun while working on the exercises and both the students and their tutors evaluated the workbook to be educationally relevant. Several issues, most importantly regarding the wording of several exercises, were identified and improved. Multiple exercises were further sub-divided to better suit learners of the age targeted. [For the full proceedings, see ED636095.]

In Engineering Design education, huge numbers of students are a challenge in university teaching, especially since the students have an initially heterogeneous level of technical knowledge, which influences their acquisition of competences. In frontal classroom lectures, individual deficits can hardly be addressed and in self-study phases, students find it difficult to remedy these independently. Therefore, students with prior technical experience achieve better final module grades. This paper examines the extent to which heterogeneity in prior experience can be compensated by using an adaptive e-learning environment for the self-study time. For this purpose, students are provided with a prototypical implementation of an adaptive e-learning environment for the self-learning phase. The feedback of the users and their examination results are statistically evaluated with respect to the gain of knowledge. [For the full proceedings, see ED636095.]

Many language learners lack the motivation to read complex texts. Because high-immersion Virtual Reality (VR) is increasingly reported to be highly motivating, the goal of our study was to compare English as a Second Language (ESL) learners' (N=79) motivation while reading a story with subtitles in VR (experimental group) versus reading the same story screencast in two-dimensions (2D -- control group). The Wilcoxon signed-rank test revealed that learners' motivation in VR was significantly higher compared with the control group. Our finding confirmed that VR is highly motivational in the context of reading foreign texts and can be useful for Computer Assisted Language Learning (CALL) researchers, practitioners, and instructional designers. This analysis is a part of a larger study (Kaplan-Rakowski & Gruber, 2023) on VR facilitating reading tasks. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Foreign language teaching achieves best learning outcomes when individual differences of learners are taken into account. While it is difficult for teachers to support internal differentiation in the classroom, digital tools can adaptively propose individual learning paths through activities so that students can practice with appropriately challenging exercises. But how can sufficiently varied, systematically parametrized exercises be provided to enable a system to match them to individual learner needs? We present an approach for high-variability exercise generation that transforms a single specification into a multitude of exercises varying in complexity. The approach is currently being evaluated in a randomized controlled study in regular German seventh grade English classes, facilitating a systematic empirical exploration of adaptive exercise complexity in relation to learning outcomes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The present exploratory study investigated the efficacy of secondary face-to-face classroom-based English as a Foreign Language (EFL) instruction digitally supported by the FeedBook, an interactive computer assisted language learning web-based suite of exercises providing item-level scaffolded feedback. Seventy-seven native (L1) German seventh-grade students used the FeedBook during four two-week training periods (cycles, here we analyse Cycle 2 and 3). Classroom and FeedBook practice occurred in parallel, except for grammar constructions for which only FeedBook practice was provided (controls). At the end of Cycle 3, students engaged in a classroom-based communicative task for which the practised constructions were relevant. Custom-designed pre- and post-tests, administered via the FeedBook, assessed language accuracy in each cycle. Mixed-effect models revealed significant pre-/post-test accuracy gains independent of the learners' proficiency in English, but not in controls. Gains from digitally supported instruction were also positively related to accurate use of EFL grammar constructions in the communicative task. Overall, the results indicate learning benefits for face-to-face classroom-based instruction supported by the FeedBook, evidenced both in grammar tests and in communicative activities. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Within the parameters of the new Erasmus programme, this Blended Intensive Programme (BIP) combines virtual exchange with physical mobility. There were three institutions involved in this project: Letterkenny Institute of Technology, Ireland, Hochschule Bremerhaven, Germany, and Malaga Healthcare College, Spain. The virtual exchange ran for five weeks from November to December 2021 and the physical mobility took place in Bremerhaven in the first week of April 2022. Twenty-seven participating students from diverse academic backgrounds engaged in shared tasks during the virtual exchange on a Blackboard platform, hosted by Letterkenny Institute of Technology and were awarded two ECTS credits, which was embedded into their local curricula. Content was delivered using both synchronous and asynchronous tools. The topic was global citizenship and students collaborated in multicultural teams to create presentations on their chosen topics. In addition to this team work, they also shared their individual insights into the course content by posting to a discussion forum in Weeks 1, 3, and 4. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

With individual, social, and emotional skills increasingly emerging as integral components of a comprehensive education, this scientific study aims to organize and summarize the range of different approaches found in the literature regarding the role and contribution of to the holistic development of students and adolescents. This study serves as the theoretical background upon which extensive research will be based concerning educational policies and life skills life skills in compulsory education in Europe, through a comparative analysis of three different European educational systems: Greece, Germany, and Finland. [For the complete Volume 22 proceedings, see ED656158.]

Computational thinking (CT) is a fundamental ability for learners in today's society. Although CT assessments and interventions have been studied widely, little is known about CT predictions. This study predicted students' CT achievement in the ICILS 2018 using five machine learning models. These models were trained on the data from five European countries and then tested on the Korean and the Danish sample, respectively. Results indicate that the models trained on the individualistic-European data were generalizable to the individualistic European country, Denmark, but not to the collectivistic Asian country, Korea. This study fills a void in the CT literature and highlights the importance of considering the contextual relevance of data sources when making algorithmic predictions.

Studies on math learning programs are lacking that consider a wide set of outcome variables, and students' practice behavior. Therefore, we investigated whether an adaptive arithmetic learning program fosters students' math performance (addition and subtraction), math self-concept, and a reduction of math anxiety, and how practice behavior (practiced tasks and practiced weeks) affect the investigated variables. We used a pre-post control group design with a total of 366 fifth grade German students. Randomization took place on the class level. Students in the experimental condition used the program for 22 weeks. Math self-concept only improved in the experimental group. Students' subtraction performance improved as a function of practiced tasks, and addition performance improved as a function of practiced weeks.

The project "Making voice and Presence a Virtual Realistic Experience" is funded by "HessenHub - Network digital university teaching Hessen". At the Center for Foreign Language and Occupational Competencies (German: ZfbK) at the University of Giessen, a teaching concept for student teacher training was developed that includes both the learning and use of a physiologically sound voice and offers transfer to professional practice. For this purpose, a virtual classroom featuring avatars of noisy school children was developed. The teaching concept includes exercises on breathing, posture, articulation and physiological voice enhancement at the syllable, word, sentence and text levels, up to spontaneous speech. With the help of virtual reality (VR) headsets, these exercises are to be trained and consolidated in a realistic classroom environment under the guidance of a speech scientist. The goal is for future teachers to be able to intuitively use a physiologically healthy voice that can be increased in volume without negative repercussions. The study conducted is based on a total sample of 20 students. The methodology of the accompanying research adheres to the Scholarship of Teaching and Learning (SoTL) approach. A pre-post survey on voice use and voice-influencing habits was employed to investigate improvements resulting from voice training. Additionally, a survey on VR experience and its impact was conducted at the end of the seminar, with 19 participants. Preliminary results indicate trends suggesting improvements in voice quality among most participants. The VR experience also yielded predominantly positive outcomes, and participants perceived added value in the use of VR headsets. This study is to be considered a pilot study, as it was conducted with only 20 participants. It is necessary for future research studies to increase the sample size to obtain definitive results on the effectiveness of voice training using VR headsets. [For the full proceedings, see ED661759.]

Due to the precautionary measures during the COVID-19 pandemic many universities offered unproctored take-home exams. We propose methods to detect potential collusion between students and apply our approach on event log data from take-home exams during the pandemic. We find groups of students with suspiciously similar exams. In addition, we compare our findings to a proctored comparison group. By this, we establish a rule of thumb for evaluating which cases are "outstandingly similar", i.e., suspicious cases. [For the complete proceedings, see ED630829.]

Biology, a living science, is known as a balance and complement among other branches of science. Just like the science of biology, biology as a course also plays a very important role among other courses at all school types and grades. It is thought that the adults of the future should not be deprived of knowledge in the field of biology and should use every correct information they have acquired in their daily life to overcome related problems they may encounter. For the change that occurs in the individual's life to be permanent, the way to effective education is through a curriculum developed with socio-cultural, scientific and technological developments, taking into account the conditions of t he country. For example, comparing other countries' educational practices and curricula based on the results from international assessments such as PISA TIMSS. According to the PISA science scores (2018), Germany has performed above the average determined by the OECD. Therefore, current education programs in Munich are discussed as an example in this research. This study adopted document analysis, one of the qualitative research methods, as the methodology. The "2018 Secondary Education Biology (9, 10, 11 and 12th Grades) Curriculum" published by the Ministry of National Education in Türkiye and the "Biology Curriculum of Germany" published by Kultusministerkonferenz were examined. While examining the documents in the study, they were subjected to content analysis. According to the findings, as in Bavaria, instead of encouraging rote learning regarding these topics for the sole purpose of university entrance purposes, Türkiye should include in curricula or teach in seminars the social and ethical aspects of HIV/AIDS, sexual/reproductive health, adolescent development, transmission and prevention of diseases, reproductive drug diagnostics, biomedical processes, opportunities, and risks. As a result, there are some differences in terms of content in the curriculum of both countries. [For the full proceedings, see ED654100.]

TVET is an education and training process with a strong emphasis on industry practises that strives to generate competent workers in particular fields. Cooperation with industry in TVET has the potential to improve the quality and relevance of TVET programmes and equip students with the practical skills and knowledge demanded by employers. Thus, there is a need for a complete bibliometric study of research linked to collaboration between TVET and industry, despite the fact that the number of studies in this field continues to increase. The bibliometric analysis in this research which was extracted from Web of Science database is analyze using VOSviewer. The research conducted a descriptive analysis of the publication number trends, the top authors and leading journals in this field. Next, the researcher also analyzed the co authorship based on authors and countries, research trends, citation and keywords analysis as well as co citation analysis. The article found that most of the articles in this field are published by authors from developed countries where the majority is from the United States. Other than that, the recent research hotspot were also identified indicating the future direction of the research in this field. [For the full proceedings, see ED654100.]

This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]

The Home Learning Environment (HLE) focuses on everyday learning habits in families to support children's competency development. In this study, we used multitrait-multimethod (MTMM) analyses to compare two theoretical dimensions and three methods for assessing the HLE and their associations with linguistic and mathematical competencies of kindergarten children. Our sample consisted of N = 190 children (M[subscript age] = 64 months, SD = 4.4). The MTMM matrix showed a substantial effect of common methods and indicated a one-dimensional HLE construct. A children's book title recognition test was the best predictor of children's linguistic and numeracy competencies. Even when controlling for child and family characteristics, the HLE was significantly related to both children's mathematical and linguistic competencies in a structural equation model.

Academic resilience is difficult to define in an international setting, since economic levels and achievement standards vary across countries and over time. In studies of academic resilience, the concept is typically operationalized using pre-defined cut-offs of achievement and social background. The main objective of the current study is to apply a modelling approach to identify academically resilient students. Data come from educational systems in the Progress in International Reading Literacy Study 2016. Main method was latent profile analysis. The current study showed that it was possible to identify a group of academically resilient students using a set of indicators indicating positive adaptation in terms of higher reading achievement than expected and higher levels on protective factors like school belongingness.

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.