www.learningsummit.eu 2 Table of Contents Plenary talks........................................................................5 Policy in focus: European Education and Training in the Age of AI .............. 5 Navigating the AI and XR opportunities for Education: Case studies and Critical Perspectives .................................................................................... 5 Reality-embedded learning with AI and XR ................................................. 5 The Global Adolescent Mental Health Crisis: The Role of Digital Health Games in Closing the Gap ........................................................................... 6 Panel discussions ................................................................. 7 The Path Towards a Just and Ethical Use of AI and XR in Education............. 7 Riding the wave - How academia and industry incorporate and foster the development of AI, XR, and digital skills ..................................................... 7 Teachers and Students in the AI Era ............................................................ 8 Diverse Insights and Perspectives on Digital Mental Health ........................ 9 Workshops ........................................................................10 Workshop 1. Digital and augmented reality applications in STEAM education.................................................................................................. 10 Workshop 2. MetaCivicEdu - Teachers’ workshop on metaverse and learning design ......................................................................................... 10 Workshop 3. Leveraging Extended Reality Technologies in the Cypriot Education System ..................................................................................... 11 Workshop 4. Collective Intelligence Integration in ΑΙ-powered Education Practices: How can we engage students? .................................................. 12 Parallel sessions ................................................................13 Session 1: Learner Engagement and AI in Education.................................. 13 Augmenting the Learning Experience The ALEX Implementation Framework for Higher Business Education: From Affordances to Implementation................... 13 The GeoGebra Intelligent m-Tutors................................................................. 14 The use of Artificial Intelligence and Educational Robotics for Improving Childrens’ Knowledge and Skills in the Management of Natural and Man-made Disasters ........................................................................................................ 15
www.learningsummit.eu 3 A Virtual Reality-Based serious game for simulating the growth of plans in different environmental conditions................................................................. 15 Enhancing Agricultural Education with Artificial Intelligence and QGIS: Experiences from the INSAC AGRIS Project...................................................... 16 Session 2: AI in Higher Education: Transforming Pedagogical Practices ..... 16 The Perception of Higher Education Teachers Regarding the Use of AI-based tools to Personalize Learning: A Pre/post Training Analysis in Romania.......... 16 Exploring Pre-service Teachers’ Perspectives on Integrating Artificial Intelligence in Education................................................................................. 17 Artificial Intelligence in Higher Education: Exploring AI Tool Adoption and its Impact in Universities ..................................................................................... 18 Enhancing AI literacy Among Educators: A Piloting Study ............................... 18 AI Integration in Higher Education: A Comparative Study of Professional and Pedagogical Practices Across Europe .............................................................. 19 Session 3: Closed Policy Workshop in the framework of the European Agenda for Adult Learning 2024-2025, Ministry of Education, Sports and Youth ........................................................................................................ 19 Session 4: Innovative Approaches to Language and Science Education through AI and Digital Tools...................................................................... 20 AI and Roleplaying to Enhance English Teaching: A Sentiment Analysis .......... 20 The Use of Digital Storytelling in Science: Meaning Making with Students Aged 11-12 Years Old .............................................................................................. 21 RE.MA.C.’s Educational Material and Digital Tools: Teachers' Take in Diverse Classrooms......................................................................................... 21 Enhancing Education through Effective Technology Integration...................... 22 Session 5: Case Studies of XR & Informatics in Education.................. 23 Enhancing Informatics Education in Cyprus: Detailed Insights from the TINKER Project............................................................................................................ 23 XR Scan: The case of Flanders schools ............................................................. 23 Navigating The Maze of The Ever-Changing World of XR For Efficient Implementation in an Educational Setting: The Case of VR ............................. 24 How the Flemish Government Ensures Large-Scale Implementation of XR in Education ....................................................................................................... 24
www.learningsummit.eu 4 Session 6: Ethical and Innovative AI Applications in Education: Balancing Advancement and Responsibility .............................................................. 25 Fairness, Accountability, Transparency, Empowerment: Establishing Ethical Principles for AI in Higher Education ............................................................... 25 How To Train Your Dragon ............................................................................. 25 Harnessing Sustainability: Integrating AI and XR for Eco-Friendly Education... 26 Primary School Teachers’ Beliefs on the Use of Large Language Models in the Arts ................................................................................................................ 26 Session 7: AI and STEAM Education........................................................... 27 Fostering Critical AI Literacy in STEM Education: A Co-Design Approach to Developing Vision Documents and Workshops................................................ 27 GenAI-Powered Digital Game-Based Learning and GlossapIAI: Revolutionizing Greek Education and Language Learning ........................................................ 27 Promoting Gender Equality in STEAM through Innovative Educational Practices: Insights from the Blooming the Future Project ................................................ 28 Session 8: Technology Integration in Education ........................................ 29 Artificial Intelligence in Kindergarten: A Qualitative Exploration of Teachers’ Experiences .................................................................................................... 29 Experiencing Learning Through Design Thinking and AI Embodiment ............. 30 Factors influencing the adoption of AI tools by teachers ................................. 30 Session 9: Metaverse and XR in Education ................................................ 31 Automated Lip Reading: Exploring the Potential for Accessibility Measures in XR .................................................................................................................. 31 Exploring Metaverse-Enhanced Learning: Learning Design Practices in K-12 Education ....................................................................................................... 31 Empowering Educators with XR for Immersive Learning: Vol3DEdu project’s insights........................................................................................................... 32
www.learningsummit.eu 5 Plenary talks Friday 13th September, 09.30-09.45 Policy in focus: European Education and Training in the Age of AI Mrs. Simona Petkova Policy Officer at the European Commission Exploring the European Commission’s forward-looking vision and initiatives, this presentation delves into the transformative impact of AI on education and training systems. Mrs. Petkova will highlight strategies for ethical adaptation and resilience in the face of AI-driven changes and offer valuable insights into EU policies, action plans, and funding programs shaping a high-quality, inclusive digital transformation across the Union and its member states. Friday 13th September, 09.45-10.10 Navigating the AI and XR opportunities for Education: Case studies and Critical Perspectives Dr. Eleni Mangina Professor at the School of Computer Science, University College Dublin and Vice Principal (International) for the College of Science Showcasing real-world case studies, Dr. Mangina will explore the transformative impact of AI and Extended Reality on education, demonstrating how these technologies are integrated into various educational settings. By addressing both successes and challenges, the speech will critically examine the ethical and practical considerations of AI and XR, offering educators valuable insights on leveraging these innovations to enhance teaching and learning globally. Saturday 14th September, 09.00-09.30 Reality-embedded learning with AI and XR Dr. Fridolin Wild Professor at the Institute of Educational Technology of the Open University of the United Kingdom AI and XR have rapidly become mainstream, transforming education by integrating digital tools into everyday life. While AI-powered services and XR enhance learning environments, issues like digital inequality and limited access to smart devices persist. Dr. Wild will review recent advancements in ' embedded learning and human-computer interaction, showcasing research from the Performance Augmentation Lab at The Open University. He highlights challenges and future opportunities, including the upcoming launch of new XR studios in March 2025, supported by a £5.8m investment aimed at enriching course production.
www.learningsummit.eu 6 Saturday 14th September, 10.15-11.30 The Global Adolescent Mental Health Crisis: The Role of Digital Health Games in Closing the Gap Dr. Lynn Fiellin Professor of Biomedical Data Science at Dartmouth College Approximately 15% of the world’s adolescents—195 million young people—struggle with mental health conditions, many of which begin before age 14 and often go undetected. This often-overlooked crisis is further exacerbated by social media and challenges like COVID-19. In her speech, Dr. Fiellin will offer invaluable insights into the current state of adolescent mental health and highlight the transformative potential of digital technologies in supporting young people. Drawing from the impactful work of the play2PREVENT Lab at Dartmouth College, she will showcase how using digital health games offers scalable solutions that improve mental wellness and outcomes on a global scale.
www.learningsummit.eu 7 Panel discussions Friday 13th September, 10.10-11.00 The Path Towards a Just and Ethical Use of AI and XR in Education Panelists ● Dr. Eleni Mangina, Professor at the School of Computer Science, University College Dublin and Vice Principal (International) for the College of Science ● Dr. Jahna Otterbacher, Associate Professor and Dean of the School of Pure and Applied Sciences at the Open University of Cyprus ● Dr. Demetris Trihinas, Assistant Professor at the University of Nicosia Facilitator: Dr. Michalinos Zembylas, Professor of Educational Theory and Curriculum Studies at the Open University Cyprus The panel will explore AI and XR's ethical and social justice implications in education and society, providing diverse perspectives on how these technologies can perpetuate or reduce social inequalities. Experts will discuss the challenges and responsibilities associated with their deployment, emphasizing the role of stakeholders and focusing on issues of fairness, transparency, and equitable access. Key questions to be addressed: ● How can we ensure that AI and XR systems are designed and implemented with fairness and transparency? ● What are the risks of AI and XR technologies perpetuating existing social inequalities, and how can these be mitigated? ● How can AI and XR be used to promote social justice and equitable access to resources? ● What responsibilities do stakeholders (governments, developers, educators) have in ensuring ethical AI and XR practices? Friday 13th September, 14.00-15.30 Riding the wave - How academia and industry incorporate and foster the development of AI, XR, and digital skills Panelists ● Mr. Demetris Skourides, Chief Scientist of the Republic of Cyprus ● Dr. Marios Avraamides, Professor of Cognitive Psychology at the University of Cyprus, Pillar Leader of Human Factors & Design at CYENS Nicosia ● Panayiotis Thrasyvoulou, Partner & Head of People Advisory Services at EY Cyprus ● Dr. Efi Nisiforou, Assistant Professor in Distance Education at the University of Nicosia Facilitator: Dr. Jahna Otterbacher, Associate Professor and Dean of the School of Pure and Applied Sciences at the Open University of Cyprus
www.learningsummit.eu 8 The panel discussion will explore the synergy and collaborative potential between academia, research, and industry in advancing AI, XR, and digital skills in education and training. It will also delve into the challenges and benefits of adapting learning and development to the rapidly evolving educational technology landscape, focusing on effective approaches to empower academics, educators, learners, institutions, and professionals. Key questions to be addressed: ● How will AI and XR reshape education and training? ● How is the digital landscape reshaping the realities and priorities in learning and development? ● What collaborative strategies can academic institutions and the private sector adopt to drive innovation? ● What is the potential for deeper collaboration between academia and the private sector? Saturday 14th September, 09.30-10.15 Teachers and Students in the AI Era Panelists ● Dr. Fridolin Wild, Professor at the Institute of Educational Technology of the Open University of the UK ● Lucy Avraamidou, Professor and the Director of the Center for Learning and Teaching at the University of Groningen ● Dr. Elena Hadjikakou, Director of the Cyprus Pedagogical Institute of the Ministry of Education, Sport and Youth Facilitator: Dr. Charalambos Vrasidas, Executive Director of CARDET, Professor of Learning Innovations and Policy at the University of Nicosia The panel discussion will explore the integration of AI in education, focusing on how teachers and students are navigating, adopting, and adapting AI tools in the classroom. The speakers will share their insights and examine transformative potential, how AI is reshaping educational practices, and what this means for the future of education. Key questions to be addressed: ● How is AI transforming traditional teaching methods and student learning experiences? ● What are the key challenges teachers and learners face in adopting AI tools? ● How can educators be better supported in integrating AI into their teaching practices?
www.learningsummit.eu 9 Saturday 14th September, 10:40 - 11:30 Diverse Insights and Perspectives on Digital Mental Health Panelists: ● Dr. Lynn Fiellin, Professor of Biomedical Data Science at Dartmouth College ● Dr. Alexandros Tifas, Mental Health Nursing Officer and Certified Drug Addiction Counselor (IC&RC/AODA) at the Mental Health Nursing Services Administration of the Ministry of Health, Cyprus ● Anahit Minassian, Youth Mental Health Technical Support Coordinator at UNICEF ● Dr. Charalambos Vrasidas, Executive Director of CARDET, Professor of Learning Innovations and Policy at the University of Nicosia Facilitator: Dr. Tassos Kyriakides, Assistant Professor at the Yale School of Public Health, Head of Data Science at CARDET The panel will explore the role of digital technologies in addressing the global mental health crisis. Featuring representatives from the Ministry of Health, UNICEF, CARDET, YALE, and Dartmouth College, the discussion will examine the effectiveness, challenges, and ethical considerations of digital tools in supporting mental health provision. Panelists will share their experiences and perspectives on the impact of these tools across different regions and populations, offering a comprehensive view of the potential and limitations of digital mental health initiatives. Key questions to be addressed: ● How can digital health games be effectively scaled to address adolescent mental health needs globally? ● What ethical considerations must be addressed when deploying digital mental health tools, especially in vulnerable populations? ● How do cultural and regional differences impact the adoption and effectiveness of digital mental health solutions? ● What role should governments, NGOs, and international organizations play in supporting digital mental health initiatives?
www.learningsummit.eu 10 Workshops Saturday 14th September, 11.45-13.00 Workshop 1. Digital and augmented reality applications in STEAM education Dr. Xanthia Aristidou Senior Researcher/Project Manager, CARDET The workshop will equip teachers with a toolkit developed to support talented students, not only those aged 8-18, in STEAM education using the ‘Learning by Design’ Approach. This toolkit was developed within the Erasmus+ project GIFTLED, which aims to develop innovative methods and approaches for including talented students in STEAM education using digital and augmented reality (AR) tools. Participants will gain hands-on experience and insights into the following components: ● The Teacher's Handbook provides advanced methodologies and strategies for STEAM education and suggests using AR and digital design tools to increase learners’ engagement. ● Zappar Application: participants will be able to discover the potential of AR in education through case studies demonstrating innovative interactive learning approaches. ● The e-learning Platform provides teachers with access to raw resources and materials that they can modify and easily adapt to their students’ learning needs and interests. ● Curriculum: Participants will be able to explore how to use the “Learning by Design” method in STEAM education using digital and AR tools, exploring modules that focus on the STEAM areas. Equipment needed by the participants: Participants are required to bring their own device (phone or tablet). Workshop 2. MetaCivicEdu - Teachers’ workshop on metaverse and learning design Dr. Eleni Mangina Professor at the School of Computer Science, University College Dublin This teachers' workshop on Metaverse and Learning Scenarios is part of the first European initiative about the metaverse use in civic education for primary school-aged children (MetaCivicEdu Erasmus+ project). Teachers will be provided with training material on metaverse features and the design of learning scenarios that will use metaverse/XR in civic education. The aim is to engage teachers and empower them to create metaverse-enriched learning scenarios for civic education in primary schools. As a result, it contributes to the digital transformation of teachers by providing them with technical and pedagogical training, support, and guidance by instructional designers and educational technologies, as well as material for creating engaging metaverse-enriched learning scenarios. It also supports teachers in enhancing their education by implementing metaverse-based scenarios in their pedagogical practice for civic education. Currently, there is a need for the availability of metaverse learning scenarios, which teachers can utilize. This will positively affect their digital readiness and capacity and support innovative learning and teaching practices.
www.learningsummit.eu 11 The workshop aims to support teachers in designing engaging learning scenarios for civic education that will benefit from the affordances of metaverse and extended reality (XR). Metaverse-enabled extended reality (XR) can be a powerful educational tool, enabling students to experience a learning environment that combines real-life physical and virtual objects. This combination augments what is possible with physical learning material alone and uses the real world as a frame of reference for digital content. Nonetheless, creating a metaverse-enriched lesson requires specific digital skills and expertise that can be very challenging for many educators who have no or little relevant background. During the workshop, the teachers will build upon current “traditional” effective civic education practices in primary education that teachers/practitioners will share. During the day, we will establish a community for in-service teachers to discuss/debate and improve learning scenarios in civic education using metaverse. Teachers need to be actively present as creators of the scenarios. Equipment needed by the participants: Participants are required to bring their own device (phone or tablet). Workshop 3. Leveraging Extended Reality Technologies in the Cypriot Education System Christos Roushias Teachers’ Educator - Educational Technologist at the Cyprus Pedagogical Institute This workshop will focus on Extended Reality (XR) technologies and their integration into the Cypriot education system. XR technologies offer, among other benefits, the possibility for students to "travel," experience, and explore various spaces and three-dimensional (learning) environments in an immersive way, which they would not easily be able to access physically (e.g., microcosm or macrocosm). These emerging and innovative technologies also contribute to enriching the user experience by transforming students’ "third-order experiences" into "first-order experiences." Through immersive 3D representations, students are given the possibility of free navigation and exploration, enhancing their interest and motivation for learning by offering a more "lively" and attractive learning environment. During the workshop, we will explore the educational use of “interactive virtual reality tours - 360° learning environments” and the capability of creating them using the Project-Based Learning method. Examples of such projects, implemented by students and teachers from primary and secondary schools in Cyprus, will also be showcased. Finally, there will be a brief discussion on the use of Artificial Intelligence tools in the field of Extended Reality and the creation of these 360° virtual tours and environments. Equipment needed by the participants: Participants are required to bring their own smartphone device.
www.learningsummit.eu 12 Workshop 4. Collective Intelligence Integration in ΑΙ-powered Education Practices: How can we engage students? Mrs. Maria Filippi1 and Dr. Yannis Kotsanis2 1. Head of Informatics Literacy and Digital Education, Doukas School, Athens, Greece 2. Head of RD at Doukas School, Athens, Greece The driving question of the workshop is: how can we engage students using AI and sustain motivation? Can we achieve this by bridging the gap between traditional practices and the demands of a rapidly ΑΙ data-driven digitalized world, empowering students to become proactive learners and creators of their own intellectual development? The workshop aims to equip educators with an AI ecosystem structured around the following key principles: ● Integration of Collective Human Intelligence (CHI) and Artificial Intelligence (AI): CHI & AI complement each other in the design and implementation of educational processes. ● Resource Utilization and Educator Training: Leveraging essential sources and generic resources to integrate AI into teaching methodologies, fostering an enriched, interdisciplinary, and peer-to-peer learning experience. ● Evolution from "Objects-to-Think-With" to "Agents-to-Think-With": Facilitating a gradual shift from traditional educational tools to contemporary intelligent assistants that support various thematic areas and interact with educators and students. Based on a well-documented AI Educational Framework of Ethics, the workshop focuses on the essential skills educators and interested parties need to effectively utilize the most significant and up-to-date free AI tools to boost student engagement in class. The list of AI environments and tools recently tested by the educational community includes: - Recognition and Generation of Audiovisual Material, Faces, Objects etc. (Prompting), - Natural Language Processing and Avatars (any kind of oral-written transformations), - Machine Learning (training with public or personal data), - Generation and Optimization of Educational Material (e.g., Lesson/Learning Plans, etc.) Equipment needed by the participants: Participants are required to bring their own device (phone or tablet).
www.learningsummit.eu 13 Parallel sessions Friday 13th September, 11.20-13.10 Session 1: Learner Engagement and AI in Education Interacting with AI: Analyzing Undergraduate Student Engagement with Cipherbot Among 74 Undergraduate Business Students Trang Xuan1, Joni Salminen2, Waleed Akhtar3, Soon-gyo Jung4, Kholoud Aldous5, Jinan Azem6, Johanne Medina7 and Bernard J. Jansen8 1. School of Marketing and Communication, University of Vaasa, Finland 2. School of Marketing and Communication, University of Vaasa, Finland 3. School of Marketing and Communication, University of Vaasa, Finland 4. Qatar Computing Research Institute, Hamad Bin Khalifa University 5. Qatar Computing Research Institute, Hamad Bin Khalifa University 6. Qatar Computing Research Institute, Hamad Bin Khalifa University 7. Qatar Computing Research Institute, Hamad Bin Khalifa University 8. Qatar Computing Research Institute, Hamad Bin Khalifa University Compared to conventional educational chatbots, there is a lack of empirical evidence on the impact of AI-based chatbots on learning experiences and outcomes. These bots rely on Generated AI and particularly large language models (LLMs). Cipherbot is an educational chatbot using an LLM to address student queries concerning learning materials uploaded by the educator. Cipherbot aims to support students’ learning by providing scalable and personalized answers based on actual course content, thereby freeing teacher’s time. In this study, Cipherbot was tested in a classroom setting where 44 university students used Cipherbot for seven weeks in an undergraduate business course. We investigate how students’ engagement with Cipherbot evolves over time, how it correlates with the use of other learning systems (Moodle and Perusall), and what concerns students report on a weekly basis. Our findings inform educators about the pros and cons of using educational AI chatbots and system developers and how these systems could be further improved. Augmenting the Learning Experience The ALEX Implementation Framework for Higher Business Education: From Affordances to Implementation Matt Glowatz1 and Eleni, Mangina2 1. University College Dublin, Republic of Ireland 2. University College Dublin, Republic of Ireland This practice-based thematic PhD in inclusive design and creative technology innovation research entitled “Augmenting the Learning Experience: The A L E X Implementation Framework for Higher Business Education: From Affordances to Implementation” investigates and measures the effectiveness and impact of novel, innovative, immersive augmented reality (AR) enhanced curriculum design on higher education business students’ learning experience. As a result, the term “learning experience” incorporates three core components: motivation, engagement, and knowledge acquisition and retention. This thesis narrates previous research conducted in the knowledge area of immersive learning with particular focus on Augmented Reality (AR) in education settings in the context of two underlying theories deemed most relevant for this research, namely 1) Mayer’s science
www.learningsummit.eu 14 of instruction and multimedia learning (Mayer 2011, 2020) and 2) Koehler and Mishra’s (2009) Technological, Pedagogical, and Technology Knowledge (TPACK) framework. To address and find conclusive answers, this research utilized a mixed method research approach sampling, testing, and measuring data from research participants enrolled in selected undergraduate business modules at this project’s research site, namely University College Dublin’s (UCD) College of Business (CoB). Research findings prove that the novel learning approach utilizing AR experiences can be an optimum tool to enrich learning experiences in higher business education. The author proposes an Augmented Learning Experience (ALEX) implementation framework offering Higher Education sector’s stakeholders a unique opportunity to successfully include Augmented Reality Learning Objects (ARLOs) into their curriculum. Hence, successful ALEX implementation allows students to engage with curriculum material more meaningfully, resulting in higher levels of student motivation, engagement with learning content, and knowledge acquisition. Consequently, this thesis makes an original and substantial contribution to knowledge in learning and education by introducing a best practice AR Learning Experience (ALEX) implementation framework and associated toolkit for higher business education. The GeoGebra Intelligent m-Tutors Dimitrios Sklavakis1 1. European School Brussels II One-to-one tutoring has proven to be one of the most effective ways of teaching. The implementation of this tutoring model poses the problem of developing Intelligent Tutoring Systems that provide the same tutoring quality as a human tutor. The most successful paradigm is that of Model-Tracing Tutors, which have shown significant success in mathematics. This paper describes a suite of web-based, intelligent model-tracing tutors for 2-dimensional vector geometry developed using GeoGebra and JavaScript. They cover the following competencies: calculation of vector coordinates graphically and from its initial and terminal points; calculation of vector magnitude from its coordinates; calculation of distance of two points from their coordinates; calculation of a segment’s midpoint from the coordinates of its endpoints; investigation of whether two vectors are parallel/vertical or not; calculation of a line’s equation from two points; from its slope and one point; calculation of the point of intersection of two lines; calculation of a line’s equation parallel/vertical to another line; calculation of the acute angle of two lines; calculation of the distance of a point from a line; calculation of the projection of a point to a line; calculation of the distance of two parallel lines. Each tutor guides the student step-by-step, providing feedback and support in every step, which is the cornerstone feature of model-tracing tutoring that makes it so powerful and effective. The tutors are modular, implementing the above atomic and composite competences in various levels of domain cognitive task analysis (micro-, midi- and macro-levels). Implemented as webpages, they call each other to achieve this modularity and scalability. The uniqueness and novelty in the implementation and combination of all these advanced features - model-tracing, modular, micro-, midi- and macro- tutoring - justifies the use of the m- prefix of the GeoGebra intelligent m-Tutors.
www.learningsummit.eu 15 The use of Artificial Intelligence and Educational Robotics for Improving Childrens’ Knowledge and Skills in the Management of Natural and Man-made Disasters Anastasia Karampela1 and Nikolaos Larios2 1. Faculty of Primary Education, National and Kapodistrian University of Athens, Athens, Greece 2. Faculty of Primary Education, National and Kapodistrian University of Athens, Athens, Greece The study aimed to enhance the knowledge and skills of upper primary school children in managing natural and man-made disasters through the utilization of artificial intelligence. Pre- and post-testing methods were employed to evaluate the children's performance. Initially, their awareness of different disaster categories, examples, causes, and disaster management utilizing artificial intelligence was assessed. Additionally, their skills, such as environmental consciousness, critical thinking, problemsolving, independence, and self-confidence in disaster management, were developed. Results demonstrated significant improvements as children became adept at analyzing information, evaluating sources, and formulating solutions related to disaster management with artificial intelligence. They recognized the importance of AI in environmental protection, boosting their selfconfidence in disaster-related concepts. The intervention included the construction of a rescue robot, in which children built a Lego model of a city struck by an earthquake. They programmed the robot using the color sensor for following a black line, face recognition to locate their faces and recording the survivors’ numbers, reflecting real-life scenarios. The Quarky educational kit facilitated the robot's construction, equipped with various sensors, and programmed using PictoBlox, a block-based programming software. This intervention significantly enhanced children's knowledge and skills. By engaging in the construction process and utilizing the rescue robot powered by AI, children gained profound insights into disaster management procedures and technology. This underscores the importance of educating children on safety measures, equipping them to handle potential crises leveraging modern technological advancements. A Virtual Reality-Based serious game for simulating the growth of plans in different environmental conditions Kostas Tsaramirsis1 and Dimitris Piromalis2 1. University of West Attica 2. University of West Attica Agricultural production is often situated in urban areas due to the lower cost of land and the ample availability of space. However, certain crops require specific conditions, such as mountainous terrain or abundant water, which can necessitate farming in more challenging locations. Consequently, farmers in these regions may experience social isolation and have limited access to expert advice. Additionally, changing environmental conditions, plant diseases and other parameters, require the farmers to keep updating their knowledge. To address these challenges, we developed a simulation model capable of predicting the growth of specific plants under various environmental conditions. This model is integrated into a serious virtual reality game that allows farmers to visualise plant growth in different scenarios. In this study, we focused on simulating the growth of a single plant species under limited environmental conditions. The primary objective of this application is to educate farmers about the evolving needs of their crops in response to environmental changes.
www.learningsummit.eu 16 Enhancing Agricultural Education with Artificial Intelligence and QGIS: Experiences from the INSAC AGRIS Project Daniel Amariei1, Gabor Milics2 and Krisztina Toth3 1. Projektberatung und Management Expert Assoziation – PAMEA, Austria 2. Hungarian University of Agriculture and Life Sciences – MATE, Hungary 3. Hungarian University of Agriculture and Life Sciences – MATE, Hungary Integration of Artificial Intelligence into Geographic Information Systems, particularly QGIS, offers real interesting opportunities for advancing the agricultural education and training area. This article aims to present the use of AI techniques incorporated into the QGIS platform for the implemented INSAC AGRIS project, with the objective of enhancing training in precision agriculture, especially for predicting best days for crops treatments. The study primarily investigates the capability of artificial intelligence to analyse geographical data related to the crop parcel, including soil composition datasets, satellite imaging, drone photography, and meteo datasets, analysis which aims to improve agricultural data and decision-making. As a result, there is an increased focus on educating farmers and agriculture advisors in practical skills and knowledge to improve crop yields, lower expenses, and adopt a data-driven approach in their decision-making. The technique creates a detailed workflow guide for integrating AI with QGIS. The primary results of this research primarily focus on the precision of predictions and soil productivity, as well as the optimization of resource utilization. Our study explores the significant problem and opportunity posed by the practical application of modern technology in the sector of agriculture, which necessitates extensive learning and re-learning. Friday 13th September, 11.20-13.10 Session 2: AI in Higher Education: Transforming Pedagogical Practices The Perception of Higher Education Teachers Regarding the Use of AI-based tools to Personalize Learning: A Pre/post Training Analysis in Romania Georgeta Chirlesan1 and Dumitru Chirlesan2 1. National University of Science and Technology POLITEHNICA Bucharest -Pitesti University Centre 2. National University of Science and Technology POLITEHNICA Bucharest -Pitesti University Centre University students possess distinct learning paces, styles, and preferences. This generates differences among them in learning skills and levels and makes the personalization of learning more necessary within today's challenging Higher Education (HE) environments. HE teachers seek efficient ways to adapt teaching to students’ various learning needs and provide personalized learning to foster engagement, deeper understanding, and more meaningful educational outcomes. Using Artificial Intelligence (AI) tools to support personalized learning represents a feasible and efficient solution. Still, to become applicable, it requires training the teachers on using AI tools and increasing their confidence in their own skills in this field. This study aimed to analyze how the HE teachers’ perception changes in using AI-based tools to personalize learning through the training they received. Purposive sampling was used to form the study group. Questionnaire-based quantitative research was implemented on the study group composed of 24 Romanian HE teachers who, in April 2024, completed a 16-hour training course providing hands-on opportunities to learn how to personalize
www.learningsummit.eu 17 their instruction through the open source/freeware AI-based and data visualization tools that do not require highly specialized computer skills, such as programming. A 10-item questionnaire, with multiple choice items on a 5-point Likert scale, was administered pre/post-training. Comparative analysis was employed to analyze the data. The results of the research indicate that HE teachers’ perception of using AI tools to personalize learning improved due to the training: they are more confident, more able to select appropriate AI tools based on their affordances and benefits, and in general, more capable to design customized learning activities using AI and data-based tool. The paper presents detailed results of the study, achieved in the framework of the Erasmus+ project LEAarning analytics and AI for personaliseD lEaRning [LeaderAI], funded by the European Commission. Exploring Pre-service Teachers’ Perspectives on Integrating Artificial Intelligence in Education Dimitris Panagou1, Konstantinos T. Kotsis2 and Georgios Stylos3 1. Laboratory of Teaching and Training Physics, Department of Primary Education, University of Ioannina, Ioannina, Greece 2. Laboratory of Teaching and Training Physics, Department of Primary Education, University of Ioannina, Ioannina, Greece 3. Laboratory of Teaching and Training Physics, Department of Primary Education, University of Ioannina, Ioannina, Greece Artificial intelligence is becoming increasingly important in our daily lives and will shortly play a determinant role in shaping the future of educational reform. Educators worldwide have integrated it into their daily routines due to its widespread adoption. This study's primary objective is to examine pre-service teachers' viewpoints currently enrolled in a Department of Primary Education regarding the significance of artificial intelligence (AI) within higher education settings. Using a quantitative descriptive technique, data were obtained from a convenience sample of freshman pre-service teachers. The participants in the study were chosen randomly to ensure a representative sample and minimize bias in the findings. Many pre-service teachers responded neutrally to questions about artificial intelligence (AI), indicating a potential lack of knowledge. On the other hand, many respondents showed optimism about the positive impact that AI-related technology is expected to have on different aspects of education, as evidenced by the findings. Furthermore, it was found that pre-service teachers felt that artificial intelligence may have several benefits. Still, it has several drawbacks, which positively and negatively affect instructional practices. In conclusion, it is recommended that pre-service teachers receive better training and support systems to effectively implement AI systems in their educational practices.
www.learningsummit.eu 18 Artificial Intelligence in Higher Education: Exploring AI Tool Adoption and its Impact in Universities Mac Stevely1, Levent Gorgu2, Eleni Mangina3 and Aikaterini Kanta4 1. University of Portsmouth, United Kingdom of Great Britain and Northern Ireland 2. University College Dublin, Republic of Ireland 3. University College Dublin, Republic of Ireland 4. University of Portsmouth, United Kingdom of Great Britain and Northern Ireland The meteoric rise of AI tools in recent years has changed many aspects of society and daily life. AI is increasingly integrated into professional settings, from customer service to assembly lines agriculture to transportation. Virtual assistant technologies such as Alexa, Siri, and Google Assistant are now present in numerous households worldwide, ready to provide an answer to any query. Large Language Models like Chat-GPT are used instead of internet search engines; their answers are often deemed trustworthy without verification. One of the areas where the adoption of AI tools for learning has increased exponentially is education. Indeed, integrating AI tools in academic institutions has transformed teaching and learning practices. In this paper, a survey of students and staff of a UK higher learning institution is conducted that looks at the different ways AI is used and attempts to explain its growth in popularity. It further explores the new role AI tools play in universities by looking at the impact on learning outcomes, student engagement, ethical considerations, and how these are perceived by students and staff alike. Enhancing AI literacy Among Educators: A Piloting Study Lize Michorius1, Francisco José Castillo Hernández2 and Miquel Pérez Torres3 1. University of Groningen, Netherlands 2. University of Groningen, Netherlands 3. University of Groningen, Netherlands This study addresses the integration of AI into educators' teaching practices through tailored professional development, aiming to enhance AI literacy and ethical awareness. Conducted as part of the Erasmus+ project INFINITE (artIficial iNtelligence For professIonal aNd pedagogIcal pracTices in Higher Education), the research employed a design-based research approach to develop and assess a comprehensive AI literacy workshop for higher education educators. Seven educators specializing in science education and communication participated in the workshop, which utilized social constructivist learning principles to improve attitudes towards AI and facilitate responsible AI integration in education. Pre- and post-workshop surveys employing Likert-scale statements measured changes in attitudes, while open-ended questions gathered qualitative feedback on workshop content and delivery. Quantitative analysis indicated a significant increase in perceived ease of use of AI post-workshop. However, perceived usefulness and behavioral intentions towards AI remained largely unchanged. Qualitative feedback highlighted participant satisfaction with practical exercises and group discussions, particularly those emphasizing prompt engineering and ethical considerations. Participants valued hands-on activities that provided concrete skills for effective AI use in educational settings. Suggestions for improvement included more interactive activities, better alignment with participants' prior knowledge, and extended time for practice. In short, this initial piloting study within the Erasmus+ INFINITE project represents the first step in building a competence
www.learningsummit.eu 19 framework for higher education educators regarding the use of AI. This foundational work is part of a broader initiative to develop a series of training sessions to enhance AI literacy, with a core focus on ethical considerations and critical thinking. By addressing key areas for future improvement, we aim to optimize outcomes and foster a comprehensive understanding and effective integration of AI in higher education. AI Integration in Higher Education: A Comparative Study of Professional and Pedagogical Practices Across Europe Eleni Trichina1, Efi Nisiforou2 and Charalambos Vrasidas3 1. University of Nicosia, CARDET 2. University of Nicosia 3. CARDET, University of Nicosia The INFINITE project aspires to provide faculty members in Higher Education with the necessary skills to use AI-based technology in their professional and pedagogical activities ethically and critically. Three main research issues are addressed by the study, which was carried out in Cyprus. Initially, it emphasizes the wide range of applications of AI-based tools in Higher Education (HE), including the improvement of teaching quality, the simplification of administrative duties, and the facilitation of personalized learning experiences. Second, it draws attention to the serious dangers that AI in higher education entails, including moral questions about equality, privacy, and prejudice. Third, the research demonstrates the beneficial effects of AI on the teaching and learning processes of both university instructors and students, demonstrating enhancements in administrative efficiency and instructional support. The significance of a comprehensive approach to AI integration in HE is underscored by the study, which stresses the necessity of targeted training, ethical guidelines, and a robust infrastructure to optimize benefits, while minimizing risks. Friday 13th September, 11.20-13.20 Session 3: Closed Policy Workshop in the framework of the European Agenda for Adult Learning 2024-2025, Ministry of Education, Sports and Youth This session is by invitation only. The closed policy workshop will be organized during Learning Innovations Summit 2024 which is organized by CARDET in collaboration with the University of Nicosia, the University of Groningen and the University College Dublin, under the auspices of Cyprus’ Ministry of Education, Sport and Youth. It aims to bring together policymakers and representatives from various departments of the Ministry of Education, Sport and Youth of Cyprus, as well as other organizations- governmental and nongovernmental- within the Republic of Cyprus, that are actively involved in adult education and lifelong learning. The goal is to deepen the discussion on how these entities promote digital skills among adults and adult educators, address the role of Artificial Intelligence in the teaching process and advance the initiatives of their respective organizations to enhance digital literacy among adult learners. Additionally, participants will explore how they can strengthen collaboration and synergies among their organizations to ensure that more adults benefit from the available opportunities These objectives align with the broader goals of the Learning Innovations Summit 2024, as well as the aims of the European Agenda for Adult Learning for 2024-2025, which is being implemented by the European and International Affairs, Lifelong Learning, and Adult Education Bureau.
www.learningsummit.eu 20 Participants The workshop will be closed to the public and it will include key participants such as policymakers, representatives from various departments of the Ministry of Education, Sport and Youth of Cyprus, as well as representatives from other organizations within the Republic of Cyprus that are actively engaged in adult education and lifelong learning. The working language of the workshop is Greek. Issues of Discussion Participants will engage in an open discussion following brief introductory remarks by Dr Eleni Mangina, Professor at the School of Computer Science at University College Dublin and Vice Principal (International) for the College of Science and Dr Ioannis Savvides, National Coordinator of the European Agenda for Adult Learning in Cyprus. The discussion will focus on the following questions: 1. How does your department or organization currently promote the development of digital skills among adult learners and adult educators, and what additional measures can be taken to enhance these efforts? 2. How can your department or organization better integrate Artificial Intelligence into the adult education curriculum to not only enhance the teaching process but also prepare adults for the evolving digital landscape? 3. How can your organization collaborate more effectively with other entities to create a cohesive strategy that promotes digital skills development among adult learners and educators across Cyprus, ensuring broader access to available learning opportunities? Friday 13th September, 15.45-17.45 Session 4: Innovative Approaches to Language and Science Education through AI and Digital Tools AI and Roleplaying to Enhance English Teaching: A Sentiment Analysis Edward A. Lockhart Domeño1 and Carol Barriuso Rayo2 1. Institut El Morell, Spain 2. Universitat de Barcelona, Spain This paper explores the qualitative results of an innovative subject designed to improve the oral use of English by various groups of year-two secondary school students in Institut El Morell, Tarragona. In this module, the learners play a teacher-led fantasy role game in which they immerse in a story: they have found an uncharted island (hence the name of the game, Fantasy Island). They must control and interpret the main characters in the game in collaborative groups while the teacher narrates to them what is happening or who they are meeting while the mysteries unfold. This subject uses technology to improve the learning experience. AI-designed maps are used to make the game more immersive, while generative AI is used to help convert the adventure into an adapted, illustrated text. The text is then run
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