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Virtual reality promotes prosocial behavior on various issues, including homelessness, ageism, and the environment. Recently researchers have explored the potential for a virtual reality experience to promote an empathic perspective transformation with promising results. The purpose of my proposed research is to investigate and explain the effectiveness of virtual reality as a strategy to bring about a transformative learning experience through historical empathy and reduce implicit racial bias. The expected outcomes of my research will show virtual reality as an intervention to reduce implicit racial bias through historical empathy. Consequently, indicating engagement in virtual reality is more effective than traditional methods, a 2D desktop or written transcript. Results of this proposed study are hypothesized to demonstrate that virtual reality is a beneficial strategy for prosocial behavior. [For the full proceedings, see ED631897.]

The complex and dynamic nature of collaboration makes it challenging to find indicators of productive learning and quality collaboration. This exploratory study developed a collaboration metric to capture temporal patterns of joint attention (JA) based on log files generated as students interacted with an immersive astronomy simulation using augmented reality headsets and tablets. JA is defined as the ability to coordinate attention, which thus plays an important role in collaborative problem-solving to build the common ground for knowledge co-construction. We first developed a JA metric consisting of six distinct but closely relevant states as a measure of the collaboration process. We then conducted descriptive statistics to compare frequency and temporal pattern of JA states across three learning performance groups. Our results showed that high-learning-gain groups demonstrated visual coordination behaviors more frequently and utilized this collaboration strategy in the early stage. We then investigated sequences of these JA states, focusing on one key behavior: long and consistent shared view as a proxy for collaboration. This sequential analysis revealed two different collaboration profiles: attention follow-leader and turn takers, suggesting the existence of asymmetrical participation. Our findings indicate the potential of JA metric to predict overall collaboration quality, identify undesirable collaboration behaviors, and serve as an early warning to provide just-in-time guidance. [For the full proceedings, see ED623995.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

It is considered important for school principals to have technology leadership competencies in digital age conditions in order to carry out education and training efficiently and effectively. Since teachers see school principals as role models, how teachers perceive the technology use skills of school principals is an important factor for the technology integration process in the school. In this context, this research aimed to examine primary school teachers' views on their school principals' technological competencies. The study was designed as a phenomenological research within the qualitative research paradigm. The participants were 15 primary school teachers working in the city center of Isparta, Turkey. Data were collected through online and face-to-face semi-structured interviews and analyzed using descriptive qualitative data analysis methodology. Participants' views were categorized under six main themes as school principal's knowledge and use of general technology in the school, artificial intelligence, cloud computing, augmented reality, cyber security, and 3D printer. The findings generally reveal that steps should be taken to increase the technology competencies of school principals. [For the full proceedings, see ED631133.]

Memory palaces are effective tools for learning vast amounts of information in a canonical order using mnemonics. However, our review of the literature revealed a lack of implementation and user study of memory palace in Virtual Reality (VR) for neuroscience education. VR technology enables us to build highly interactive virtual learning spaces that are engaging and interesting. As a result, we implemented a web-based version of VR (known as WebXR) to help students about brain regions for the first time including the name, function, and location of each brain part.

Theoretical background: Learning in virtual realities (VR) has become increasingly important. In this context, VR appears to be particularly conducive to affective learning objectives, such as perspective-taking in VR actors. Previous research has often focused on investigating cause-effect relationships that focus on the direct effects of different VR visualization technologies on learning outcomes. Little research has been conducted on more complex constellations of learning-related variables. Therefore, the present study aims at elaborating a research design that can be used to investigate both the direct effects of VR visualization technologies as well as the mediating effects of learning process variables latent in VR. For this purpose, the research design will be experimentally tested by comparing head-mounted display (HMD)-based VR with laptop-based VR with respect to the intended learning objectives, and controlling for influences by underlying learning processes (here: the experience of flow within VR). Methods: 132 students of grades eight and nine were recruited. The subjects were assigned to experimental conditions (HMD vs. laptop). The VR content dealt with the exploration of the hiding place of Anne Frank at the time of World War II in Amsterdam. Questionnaires were used to collect several data including sociodemographic characteristics, knowledge gain, perspective-taking, subjective evaluation, and the learning process variable flow. Results: A significant main effect for the variable VR visualization technology was uncovered averaged across all learning indicators. However, a superiority of HMD-based VR was found for the two evaluative indicators and also for the affective learning indicator. For the cognitive learning indicator, the effect was reverse. More relevant than unidirectional relationships are the mediating effects. Mediating effects through the experience of flow were discovered several times. Thus, the experience of flow within VR can significantly explain the cause-effect relationships between VR visualization technology and learning outcomes, even if, for the most part, only effects for evaluative indicators could be determined. Conclusion: The present study was able to exemplify that the investigation of complex interaction structures of VR visualization technologies and learning process variables can make a large contribution to the understanding of learning in VR environments. Advantages of HMD-based VR over laptop-based VR with respect to some learning indicators were uncovered. The significant findings of the mediation analyses point to the fact that the direct effects of VR visualization technologies on parameters of learning can be significantly explained by learning process variables such as flow experience and are systematically overestimated if such learning processes are not taken into account.

A virtual reality learning unit for the functioning of a router is used to show how students at bachelor level can be provided with another teaching tool in the future, whereby the didactic approach of a change of perspective makes optimal use of the advantages of virtual reality and should enable a more profound understanding. Further studies are needed to determine a long-term learning effect as well as the efficiency of a combination of teaching methods. However, the high demand from students in the field study shows that students are open to virtual reality as a tool beyond traditional teaching methods.

Game-based learning (GBL) environments are shown to support open-ended inquiry, collaborative learning, shared knowledge creation and decision-making processes. The study at hand focuses on examining students' descriptions of problematic situations and collaborative learning in a virtual simulation game. We were interested in what kinds of challenges the students encounter in virtual teamwork in GBL. Data of the study stems from gaming sessions in which teams of 5-7 students worked in a virtual learning environment and steered their simulation companies' supply chain in real-time. Students' reflection assignments were analyzed with qualitative content analysis. Our results show that during the sessions students encountered communication challenges, collaboration challenges, organizing challenges and skills and competence issues. As all these are typical for modern dispersed collaborative work, we can state that the game-based course of this study provided the students with opportunities to rehearse and solve these challenges in a virtual working context. Our results emphasize the importance of providing students an opportunity to exercise collaboration and problem-solving skills in authentic, safe and inspiring settings, and that simulation games represent a feasible context for this.

It is important to make car-drivers improve their way of looking for recognizing key objects or areas precisely. This study designs a system following such a motivation that distinguishes several areas in a display with weights of importance. A present proposing function for successful area detection offers drivers an opportunity to compare their gaze with experts. Concrete method for this implementation includes U-Net that is one of major techniques of machine learning combined with grid segmentation.

Previous research has shown that providing video recommendations to students in virtual learning environments implemented at scale positively affects student achievement. However, it is also critical to evaluate whether the treatment effects are heterogeneous, and whether they depend on contextual variables such as disadvantaged student status and characteristics of the school settings. The current study extends the evaluation of a novel video recommendation system by performing an exploratory search for sources of heterogeneity of treatment effects. This study's design is a multi-site randomized controlled trial with an assignment at the student level across three large and diverse school districts in the southeast United States. The study occurred in Spring 2021, when some students were in regular classrooms and others in online classrooms. The results of the current study replicate positive effects found in a previous field experiment that occurred in Spring 2020, at the onset of the COVID-19 pandemic. Then, causal forests were used to investigate the heterogeneity of treatment effects. This study contributes to the literature on content sequencing systems and recommendation systems by showing how these systems can disproportionally benefit the groups of students who had higher levels of previous algebra ability, followed more recommendations, learned remotely, were Hispanic, and received free or reduced-price lunch, which has implications for the fairness of implementation of educational technology solutions.

This study used Bloom's Revised Taxonomy to examine 30 questions produced for a mobile quiz game with augmented reality contents to be explored in a formal learning context, in an urban green park, in Portugal. The game was co-created by 14 in-service teachers involved in a 50h training that aimed to promote the collaborative development of open digital educational resources that foster Science, Technology, Engineering and Mathematics (STEM) learning based on game approach and supported by mobile devices in outdoor settings. This is a qualitative study, based on the questions planning documents produced by the teacher trainees, which was treated using a hybrid process of inductive and deductive content analysis. The results indicate that teachers developed questions that, in the learner point of view, fall in the lower taxonomy levels, namely Remember, Understand, Apply and Analyze. Moreover, the most frequent type of question required "Direct application" of contents already known to real situations and mobilization of information expected to have been already covered at school, in a "Consolidation" approach. The empirical results suggest that the highest levels of Bloom's Revised Taxonomy (Evaluate and Create) are only achievable, during the process of game creation, and not while playing the game. Suggestions were made regarding future research, such as to analyze the process of game co-creation by teachers familiar with this classification system, to triangulate with the current study. This work is relevant for teacher trainees and teachers to promote higher quality game-based learning in teaching practices, as well as its associated resources. [For the complete proceedings, see ED639262.]

Food waste is an important issue in the global warming debate. In this study, a virtual reality (VR) application was built from the insights and requirements of a focus group. The VR prototype was then validated using A/B-testing in an online experiment due to COVID-19 restrictions. VR is considered suitable for transferring information and building awareness regarding the topic of food waste. However, it is necessary to maintain the right balance between an informative and a serious gaming application. VR scenarios that people enjoy using have positive learning effects. Furthermore, scenarios that feature gamification elements are rated more highly regarding intention to use, which, in turn, benefits learning. [For the complete proceedings, see ED639262.]

The authors developed, implemented, and evaluated a digital simulation game for media education in teacher training. The aim of the simulation game is to simulate decision-making processes in schools for the implementation of hybrid teaching in the context of the pandemic. The question is whether the participation in a digital simulation games initiates reflection processes that change or deepen students' attitude towards hybrid learning concepts. For this purpose, N=300 students who participated in 12 simulation games were surveyed by means of a questionnaire as part of a pre-post design. [For the complete proceedings, see ED639262.]

These proceedings contain the papers of the 20th International Conference on e-Society (ES 2022) and 18th International Conference on Mobile Learning (ML 2022), organised by the International Association for Development of the Information Society, held virtually during 12-14 March 2022. Due to the unprecedented situation caused by the COVID-19 pandemic, this year the conferences were hosted virtually. The e-Society 2022 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. The Mobile Learning 2022 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. These events received 152 submissions from more than 28 countries. In addition to the papers' presentations, the conference also included one keynote presentation by Professor Pedro Isaias (Information Systems & Technology Management School, The University of New South Wales, Australia) and a Special Talk by Wilson Ramon Hernandez Parraci (Ph.D. Student, Northern Illinois University, USA). [Individual papers are indexed in ERIC.]

The purpose of this study was to examine the application of Augmented Reality (AR) Application in the Geography lesson of Primary School. The application covered the Earth's atmosphere and was evaluated by 71 students in the sixth grade of primary school who completed questionnaires before and after the educational intervention. The results were positive, since most cognitive goals were achieved, and application proved to be interesting and easy to use for students. The significance of this study is twofold. A new ready-to-use digital educational tool was created, while at the same time it is one of the few studies that have investigated the efficiency of AR in terms of cognitive and usability goals with a large sample of students. [For the full proceedings, see ED638044.]

In some low-resource settings, there are several challenges such as financial crisis, inadequate infrastructure facilities, personal skills efficiency and motivation that contribute or hinder the success of virtualization in an industry. This study investigates the factors that could influence the success of virtualization requirement in the learning industry during and after the COVID phase on students' perceived usefulness and their intention to continue using electronic learning. A qualitative research was conducted among university students through several focus groups and one to one interviews. Several factors that are expected to influence students' perceived usefulness and intentions to continue using online learning were identified and a trifold model was proposed based on three different theories to be empirically tested on a larger scale in the future. This study provides input to improving knowledge of e-learning for educational institutions in developing countries. [For the full proceedings, see ED639633.]

Past applications of virtual reality (VR) and related research have provided evidence that VR technology is helpful for educational and training purposes and that it can be used as a therapeutic measure. Virtual reality exposure therapy (VRET) may, therefore, be beneficial in reducing public speaking anxiety (PSA), which is a very common phenomenon. In this preliminary study, we conducted an experiment to investigate the psychological and physiological response to stressors experienced when speaking in public by creating a virtual audience displaying worst-case-scenario behavior (gossiping, shaking their heads, pointing at the speaker, standing up, and even leaving the room). In addition, other potential stressors were introduced (standing on an elevated platform, jumping off the platform, blocking someone's path, approaching a door that opens automatically, and throwing objects). To measure the responses of participants to these stimuli, we asked them to complete a questionnaire and monitored their heart rate. Our findings suggest that people's anxiety increases when they interact with other people in a virtual world, and when they are exposed to certain stimuli, which may be reduced with the repeated application of VRET. [For the full proceedings, see ED639633.]

These proceedings contain the papers of the 16th International Conference on e-Learning (EL 2022), which was organised by the International Association for Development of the Information Society, 19-21 July, 2022. This conference is part of the 16th Multi Conference on Computer Science and Information Systems 2022, 19-22 July, which had a total of 608 submissions. The e-Learning (EL) 2022 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. Besides the papers' presentations, the conference also included one keynote presentation from an internationally distinguished researcher, Professor Piet Kommers, UNESCO Professor of Learning Technologies, The Netherlands. The conference also featured one special talk by Professors: Cathie Norris, Regents Professor, University of North Texas, USA, Elliot Soloway, Arthur F. Thurnau Professor, University of Michigan, USA, and Anne Tapp, Professor, Dept. of Teacher Education, College of Education, Saginaw Valley State University, USA, and a talk by Dr. Yaping Gao, Ed.D., Senior Academic Director, Member Services & Partnerships Quality Matters, USA. [Individual papers are indexed in ERIC.]

Educational technology has exploded at a rapid pace, requiring educational institutions to select the most innovative techniques and platforms to complement instruction. Incorporating the latest technologies such as Open Educational Resources (OER) and Virtual Reality (VR) into curricula have proven to be beneficial in the areas of active engagement and student-centered learning. For instructors of higher education, it is not a matter of "if" the use of technology will increase in the classroom but "how." This paper discusses OER and VR and how these technology resources can be implemented into lesson design through a study conducted at two universities in North Carolina. [For the full proceedings, see ED596991.]

In this research paper, we present an AR- and AI-based mobile learning tool that provides: 1.) automatic and accurate intelligibility analysis at various levels: letter, word, phrase and sentences, 2.) immediate feedback and multimodal coaching on how to correct pronunciation, and 3.) evidence-based dynamic training curriculum tailored to each individual's learning patterns and needs, e.g., retention of corrected pronunciation and typical pronunciation errors. The use of visible and interactive virtual expert technology capable of intuitive AR-based interactions will greatly increase student's acceptance and retention of a virtual coach. In school or at home, it will readily resemble an expert reading specialist to effectively guide and assist a student in practicing reading and speaking by him-/herself independently, which is particularly important for dual language learners (DLL) whose first language (L1) is not English as many of their parents don't speak English fluently and cannot offer the necessary help. Our human-AI teaming based solution overcomes the shortfall of conventional computer-based language learning tools and serve as a supportive and team-based learning platform that is critical for optimizing the learning outcomes. [For the complete proceedings, see ED601100.]

Recently, the number of learners of Japanese as a foreign language (JFL) has been increasing. In Japanese language acquisition, compound verbs (verbs that are composed of two verbs, e.g., tobikomu 'jump into') are frequently used in daily life; these present difficulties, including unclarity of combination and opacity of meaning. Matsuda (2001) proposed an image schema that applies core theory to Japanese compound verbs and the application of image schemas to Japanese language education. However, since image schemas are composed of simple diagrams and arrows and are highly sophisticated due to being intended for linguists, it has been suggested that they are not easy for JFL learners to understand (Tagawa and Yuizono, 2016). In this paper, we designed and developed a compound verb AR learning system with core theory and image schemas. Moreover, we discussed Japanese compound verbs acquisition, the image schema of compound verbs as well as the application of AR in learning, and also explained the design and development of the system based on problems in compound verb acquisition. [For the complete proceedings, see ED601100.]

This paper presents an ongoing development process for an experimental application that aims to train an inexperienced user to operate a mobile device and receive Augmented Reality (AR) guidelines for basic pick-and-place operations. The purpose of the presented work is to offer a learning environment for placing multiple physical tools in specific places, as indicated by various guideline notes. The current phase represents the 9th experiment from a series of others (24) that are conducted in order to identify the proper specifications, challenges and development estimations for a training station (room) built for manufacturing industry workers. The application is developed from a gamified perspective allowing users to explore 2 different games. According to the rules of each game, the user advances to the next level if he manages to place each object in a corresponding placeholder until all the spaces from a 2X3 grid are occupied correctly. The process is timed and the user sees a custom countdown timer alongside with guiding messages and feedback. While most of technical challenges were successfully surpassed, the interaction together with the performance measuring are currently going through an improvement process meant to identify and assess the educational advantages offered by this type of solutions. [For the complete proceedings, see ED601100.]

In this paper we examine the kinds of mentoring models and practices employed in Finnish higher education and working-life to support continuous skill development, focusing especially on the working-life-centric digital mentoring of students. The theme interviews at 11 HE institutions and four enterprises were conducted as part of an eAMK project. The results show that classical and new implementations are employed in mentoring in HE and the workplace. While traditional pair mentoring continues to be the most widely used mentoring model, group and cross mentoring are increasingly utilised. Likewise, an agile combination of different mentoring models is identified as a feature of emerging mentoring practices. Digitalisation is increasingly part of the examined mentoring implementations and in HE especially trials are carried out to develop digital mentoring. Emerging learning ecosystems call for mentoring that is agile, adaptable and digitally accessible. We also examine the viable features and development needs of the presented mentoring models, especially from the perspective of digital devices. [For the complete proceedings, see ED601080.]

The article focuses on an overview of evolution, trends, methods, examples and analyses of the experience of e-learning. The author presents theoretical and practical aspects of the use of e-learning in higher education, based on her own long-time experience. The paper comprises a description of stages of e-learning evolution and discusses such aspects as current and future trends (in addition to the LMS system/Next-Generation LMS also Augmented and virtual reality, Artificial intelligence, Natural User Interface, Videos, Podcasts); methods (Problem-based learning; Project-based learning; Inquiry-based learning; Flipped Classroom; Digital Storytelling; Gamification; App-based learning, Video-based learning); examples of experience (projects (earlier, current, and future (UPGOW, IRNet, Faculty Distance learning platform, MOOCs, teacher training in the area of innovative technologies and methods)), analysis of E-learning and universities' electronic environment. [For the full proceedings, see ED621557.]

Fluid Mechanics is one of the most complex branches of science to learn. Traditionally, it has been taught from a positivism point of view. However, the latest technologies have led to the creation of new educational tools based on a constructivism approach as a complement to conventional teaching. This paper addresses the development of a course to spread knowledge related to Fluid Mechanics. It combines theoretical explanations with interactive applications to allow the student to assimilate the information easier. Computational Fluid Dynamic simulations have been performed to create the educational content shown in the applications. Users will be able to select from different boundary conditions, and the program will display the corresponding simulation results. Therefore, motivation is generated through gamification, retention is generated based on the Multimedia Learning Theory and transfer is generated by inductive teaching. A preliminary version of this course has been launched to a group of users with previous knowledge in Fluid Mechanics. The results indicate how users support the inclusion of multimedia and interactive tools in conventional teaching, because they help them to assimilate complex concepts. Furthermore, the created tool has been endorsed by the users in terms of organization and quality. The adaptation of current resources, such as CFD, to teaching Fluid Mechanics is an evident need that enriches both the student and the teacher. Thus, the educational goals of motivation and knowledge transfer are promoted under the auspices of a constructivism approach. [For the full proceedings, see ED621557.]

Technology-mediated simulations of teaching practice are becoming a more common way to introduce teachers to the dilemmas of teaching during professional development. In this paper, we show that the inclusion of markers of student emotions in cartoon-based scenarios of teaching changes teachers' appropriateness rating of the actions that the teacher took in the storyboard. Our results show that the inclusion of markers of student emotions in representations of practice could cue teachers into a particular judgments of action. [For the complete proceedings, see ED606556.]

This paper examines the learning success of the Virtual Reality course unit "So small! -- So big!" compared to conventional teaching. In the form of a field experiment and three random sample tests, the learning success of 67 subjects was examined. In the analysis of the collected data, the differences between the educational levels and the sexes were examined in addition to the overall comparison. In addition, the individual questions of the random sample tests were checked for anomalies. The analysis showed that the two learning units are to be regarded as equivalent. The subjects achieved short and medium-term learning success with both teaching methods. However, no differences could be found between the two teaching methods; they must be regarded as equivalent. The only exception is the difference between the educational levels in terms of medium-term learning success. [For the complete proceedings, see ED608557.]

Due to the development of artificial intelligence and language-based software, automatic machines, which can generate news contents from data, are starting to be used in the editorial practice. Despite the fact that this field of editorial work is currently at its advent, it has been developing and improving relatively quickly. At present, robots for production of contents are implemented in editorial offices of large media, and are able to process huge amounts of data, while saving journalists' work. Robo-journalism, which is the result of an effective interconnection among informatics, statistics and reporting, is being vividly discussed not only in media practice, but also in professional circles. The study deals with robot journalism that uses intelligent software to produce news articles. Its application fundamentally redefines editorial routines, journalistic practices and existing models of editorial work. Media and journalism theorists are interested in the influence of robojournalism on the editing process, the journalistic profession, the journalist as a creative person and their competences. The authors of the paper intend to broaden the awareness of this dynamically developing segment of new coverage and to point out its selected aspects in relation to media practice, but also theoretical reflection. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2," see ED603411.]

Cross-disciplinary skills are today's key skills for media informatics students to gain employment after graduation. However, such problem-based learning projects almost never take place due to organizational struggles. The authors suggest Scrum, a framework that is increasingly used in software engineering, as a solution for the challenges. Scrum has been implemented in a 3D media design project seminar at Dresden University of Technology during the cross-disciplinary project "SUFUvet" which took place in cooperation with University of Leipzig in 2016. The authors evaluated the use of Scrum qualitatively during the project and after. This paper explains methodology and results of the studies. Results shall be presented in four hypotheses within this paper. [The educational project "SUFUvet--Multimedia, 3D visualized teaching-learning class about ante-mortem and post-mortem meat inspection of domestic swine" was funded by the Saxon Center for Higher Education in 2016 within the Learning in Transfer scheme. For the complete proceedings, see ED579395.]

Mission HydroSci is a game-based 3D virtual environment for enacting transformational role-playing for middle school science students. Student-players will be engaged in a narrative about needing to investigate water resources and use scientific argumentation to complete missions critical to the survival and accomplishments of the members of their scientific enterprise. Our poster presents our progress in years 1 and 2 of a funded project to integrate pedagogical and gameplay objectives, and build mechanisms for purposeful player engagement and activity. The paper describes the argumentation engine as an example of developing a mechanism to enable learning. In additions, several innovative efforts have been made to support learning argumentation processes in games. MHS is being developed through a set of evaluations that support decision-making about design and development choices and eventually lead to a field test to assess outcomes. [This paper was published in: "Proceedings of the 12th International Conference on the Foundations of Digital Games" (Article 47). New York, NY: ACM.]

With the integration of new technologies in the foreign language classroom, the practice of collaborative writing has gained renewed attention, although some questions still remain unanswered regarding the extent to which these tools help learners in their writing when compared to more traditional learning contexts (Elola & Oskoz, 2010). In order to explore these issues, we analysed the written production of 84 undergraduate students of English as a Foreign Language (EFL) using the LIWC2015 software. The analysis revealed significant differences in categories such as word count, clout, emotional tone, or analytical thinking when comparing the texts written by an experimental and a control group. Moreover, regarding discourse, some differences were observed in terms of the way information was presented and structured. [For the complete volume of short papers, see ED590612.]