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Comunicació presentada a 4th International Conference (HELMeTO 2022), celebrada del 21 al 23 de setembre de 2022 a Palerm, Itàlia. Social media are offering new opportunities for communication and interaction way beyond what was possible only a few years ago. However, social media are also virtual spaces where young people are exposed to a variety of threats. Digital addiction, discrimination, hate speech, misinformation, polarization as well as manipulative influences of algorithms, body stereotyping, and cyberbullying are examples of challenges that find fertile ground on social media. Educators and students are not adequately prepared to face these challenges. To this aim, the COURAGE project, presented in this paper, introduces new tools and learning methodologies that can be adopted within higher education learning paths to train educators to deal with social media threats. The overarching principles of the COURAGE project leverage the most recent advances in the fields of artificial intelligence and in the educational domain paired with social and media psychological insights to support the development of the COURAGE ecosystem. The results of the experiments currently implemented with teachers and students of secondary schools as well as the impact of the COURAGE project on societal changes and ethical questions are presented and discussed.

Comunicació presentada a 4th International Conference (HELMeTO 2022), celebrada del 21 al 23 de setembre de 2022 a Palerm, Itàlia. Social media embodies the idyllic representation of the information society providing users opportunities to connect and communicate. Likewise, it can represent humanity’s worst nightmare with a plethora of negative phenomena. Different forms of media literacy interventions have been designed as preventative tools to counteract the negative phenomena of social media. One such approach, the narrative scripts, sees the integration of a social media intervention within a controlled social media platform. With an importance to design engaging educational tools to get learners attention without limiting the educational deliverables, the narrative scripts approach sees the implementation of gamifying elements to help deliver the learning material and motivate learners to participate. To assess the effectiveness of the proposed motivational properties of the narrative scripts, a descriptive exploratory study was designed. In total 124 adolescents participated in a social media literacy workshop powered by the narrative scripts. During the workshop students completed missions assigned by a virtual learning companion and participated in collaborative learning activities. To measure the motivation levels of the students, the Intrinsic Motivation Inventory was applied. Results demonstrate that adolescents found the narrative scripts an interesting and enjoyable activity. Qualitative analysis supported the findings with adolescents describing the activities as dynamic and entertaining. The results from this study provide insights towards the motivational aspects of the narrative scripts as a social media intervention tool. This work has been partially funded by the National Research Agency of the Spanish Ministry (PID2020-112584RB-C33/MICIN/AEI/10.13039/501100011033, MDM2015–0502) and the Volkswagen Stiftung (Courage, ref. 95 566). D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme.

This chapter unfolds some elements of responsible research in the educational technology field and provides examples about how these elements have been considered in initiatives by the Interactive and Distributed Technologies for Education (TIDE) research group at Universitat Pompeu Fabra in Barcelona. First, it focuses on open science, an ongoing movement that promotes, on the one hand, transparent and frequent open-access updates of the research progress and the collected data and, on the other hand, reproducible, accurate, and verifiable research, bringing benefits for the individual researchers, the research community, and the society. Second, the chapter discusses ethics perspectives in educational technology research, relevant when collecting and sharing data and also in the design and development of technologies, especially when they are based on data analytics or artificial intelligence techniques. The latter aspects relate to the capacity of educational software systems to support human agency and preserve human well-being. TIDE-UPF acknowledges the support from the National Research Agency of the Spanish Ministry of Science and Innovation (PID2020-112584RB-C33/MICIN/AEI/10.13039/501100011033), and previously from TIN2017-85179-C3-3-R, MDM-2015-0502, AGAUR (2017 SGR 1698. DHL (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme, PS by the Ramon y Cajal programme and EH by Jazan University, Saudi Arabia.

Comunicació presentada a 4th International Conference (HELMeTO 2022), celebrada del 21 al 23 de setembre de 2022 a Palerm, Itàlia. The provision of toxic content and misinformation is a frequent phenomenon in current social media with specific impact and risks for younger users. We report on efforts taken in the project Courage to mitigate and overcome these threats through dedicated educational technology inspired by psychological and pedagogical approaches. The aim is to empower adolescents to confidently interact with and utilize social media and to increase their awareness and resilience. For this purpose, we have adopted approaches from the field of Intelligent Tutoring Systems, namely the provision of a virtual learning companion (VLC). The technical system is a browser-based environment that allows for combining a controllable social media space with a VLC as a plugin. This environment is backed by an API that bundles Machine Learning and Natural Language Processing algorithms for detecting and classifying different types of risks. The pedagogical scenarios that are supported by this technical environment and approach range from chat-based dialogues to more complex narrative scripts.

Comunicació presentada a 4th International Conference on Higher Education Learning Methodologies and Technologies Online, celebrat del 21 al 23 de setembre de 2022 a Palerm, Itàlia. Social media platforms provide opportunities for users across the world to connect and communicate between them and engage into acts of social support and entertainment. Yet it can also bring negative consequences as it has been associated with poor mental health and life dissatisfaction. This underlines the importance of delivering social media literacy (SML) interventions that raise awareness of the dangers and threats that are hidden within. To this date, SML initiatives have shown their benefits towards the acquisition of SML skills through the forms of school interventions and mini-games. However, studies on promoting SML through social media platforms need to be also encouraged and innovative approaches to provide interactive scenarios with hands-on experiences need to be formulated. Hence, the project COURAGE introduces a new approach towards SML by proposing the integration of educational opportunities within a controlled social media platform. To provide students the opportunity to learn whilst they naturally explore social media we propose the integration of virtual learning companions. In this paper we report seven empirical approaches towards SML skills acquisition powered by virtual learning companions. The paper concludes with a discussion towards the benefits and limitations of using this type of SML interventions. This work has been partially funded by the National Research Agency of the Spanish Ministry (PID2020-112584RB-C33/MICIN/AEI/10.13039/501100011033, MDM-2015-0502) and the Volkswagen Stiftung (Courage, ref. 95 566). D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme.

One of the main aims of WP2 has been to compile a database of CS projects in the European Union and Associated Countries and document a collection of these projects to explore their availability of data for further analysis (through WP3 and WP4), which will be based on the criteria established by WP1. This deliverable documents the collection of resulted studies developed in the context of WP2. A total of 13 studies are presented and classified according to four different knowledge gaps identified by WP1. This documentation also contains an overview analysis of the final content collected in the CS Track database including general descriptors, and three detailed sections where the information from the database is classified according to research areas, Sustainable Development Goals and skills ofscience inquiry (aspects that have been identified as relevant by WP3 and WP4). Finally, a final section discussing what we have learned in the process of analysing CS project descriptions, and suggest guidelines for writing clear and informative project descriptions.

This paper presents a study conducted within an online community (OC) of pre-service teachers. Our aim is to better understand the relation between: community members' motivations in participating in these types of communities, their behavior within the community used as part of their training, as well as the quality of their learning design contributions. Two iterations of data gathering (several sources) were performed with a total of 91 participants. They reported their motivations to participate in these types of communities through questionnaires. Log data from their use of a particular platform was collected to quantify the behavioral engagement and the quality of the shared learning designs. Furthermore, the assessment of experts was also gathered as an additional measure of quality. A cross-case analysis leads us to problematize previous work suggesting relations between self-reported motivations and participants’ behavior within the community, or with the quality of their contributions. In contrast, the results show that behavior and the contributions' quality are affected by the incentives and the features implemented in the supporting platform of the online community. The study results have practical implications for teacher OC platforms, for example about the importance of offering and using features that provide self-awareness indicators about their actions and the quality of their contributions. This work has been supported by the grant PID 2020-112584RBC33 funded by MICIN/AEI/10.13039/501100011033. D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme, and P. Santos acknowledges the support by Ramon y Cajal program.

We present a platform and a dataset to help research on Music Emotion Recognition (MER). We developed the Music Enthusiasts platform aiming to improve the gathering and analysis of the so-called “ground truth” needed as input to MER systems. Firstly, our platform involves engaging participants using citizen science strategies and generate music emotion annotations – the platform presents didactic information and musical recommendations as incentivization, and collects data regarding demographics, mood, and language from each participant. Participants annotated each music excerpt with single free-text emotion words (in native language), distinct forced-choice emotion categories, preference, and familiarity. Additionally, participants stated the reasons for each annotation – including those distinctive of emotion perception and emotion induction. Secondly, our dataset was created for personalized MER and contains information from 181 participants, 4721 annotations, and 1161 music excerpts. To showcase the use of the dataset, we present a methodology for personalization of MER models based on active learning. The experiments show evidence that using the judgment of the crowd as prior knowledge for active learning allows for more effective personalization of MER systems for this particular dataset. Our dataset is publicly available and we invite researchers to use it for testing MER systems. This work was funded by the European Commission under the TROMPA project (H2020 770376) and the Project Musical AI - PID2019-111403GB-I00/AEI/10.13039/501100011033 funded by the Spanish Ministerio de Ciencia, Innovación y Universidades (MCIU) and the Agencia Estatal de Investigación (AEI).

This paper presents an evaluation of edCrumble, a blended learning authoring tool for teachers. The tool visually represents learning designs and integrates data analytics to scaffold teacher design decisions. In addition to assessing the usability of edCrumble using UMUX questionnaire, analyses of participant views on the advantages and disadvantages of the tool in comparison to traditional course planning approaches and participant-elicited factors that can facilitate or hinder adoption of the tool are presented. Three evaluation workshops were held with teachers of different backgrounds, educational stakeholders, and students. Data-gathering instruments included interviews and questionnaires to collect qualitative and quantitative data. Further, design artifacts resulting from the workshops were analysed. The evaluation shows that the tool possesses specific features that facilitate the representation of and support for designing blended learning, uncovers the factors that may promote or inhibit its adoption, exposes its connection with solving actual educational challenges, and reveals the strengths and weaknesses in the tools usability. This work was supported by the Spanish Ministry of Science (TIN2014-53199-C3-3-R and TIN2017-85179-C3-3-R), the Maria de Maeztu Units of Excellence Programme (MDM-2015-0502), RecerCaixa (CoT project) and the UPF PlaQUID2012. D.H.L acknowledges the support by ICREA under the ICREA Academia programme. (Corresponding author: Laia Albó).