Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 15th Aug 2025, 10:20:17am CEST

 
 
Session Overview
Session
B7S2_PP: Interactive Technologies and Game-Based Learning
Time:
Wednesday, 24/Sept/2025:
1:50pm - 3:55pm

Location: MG2/00.10

Parallel session; 80 persons

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Presentations

Humanities, Humanism and Ethics in a digital context: challenges for digital literacy research and learning

Paula Ochoa1, Ana Novo2, Leonor Gaspar Pinto1

1Universidade Nova, CHAM, Portugal; 2Universidade Aberta, CIDEHUS-UÉ, Portugal

Building on the collaborative efforts between Universidade Aberta and Universidade Nova de Lisboa, within the Lisbon Region Consortium of the Universities Portugal – Connecting Knowledge Project (2023), this communication focuses on critical reflections in Information Science. Special attention is given to four emerging research areas related to Digital Literacy (DL) in the context of open and digital education:

1. Synergies between Information Science and Digital Humanities: strengthening cooperation between Information Science and Digital Humanities enhances access to management of information and data for research purposes. This synergy supports the broader strategy of digital convergence, fostering interdisciplinary collaboration and innovation.

2. The rise of Digital Humanism and Human-Centered Artificial Intelligence: inspired by the Digital Humanism movement (Werthner, 2020), this research explores the need for an Artificial Intelligence framework grounded in human rights and sustainable information practices (Werthner, Prem, Lee, & Ghezzi, 2022). Digital Humanism is defined as an approach that “describes, analyzes, and, most importantly, influences the complex interplay of technology and humankind for a better society and life, fully respecting universal human rights” (p. 124). This perspective emphasizes the ethical challenges of digitalization, automation, and robotization.

3. The Cross-Cutting Role of Digital Ethics: Digital Ethics is increasingly critical in evaluating whether traditional ethical principles remain relevant and effective in addressing the opportunities and risks of digital transformation. Emerging forms of technological dependency demand robust ethical governance frameworks to ensure responsible innovation and safeguard societal values (Malheiro et al., 2024).

4. Evolving Frameworks of Digital Literacy in Educational Contexts: Digital Literacy continues to evolve within dynamic communication and learning environments. Recognizing its situated nature, recent approaches advocate for promoting digital fluency as a collective competence in higher education, fostering more effective integration of digital skills into academic contexts (Marín & Castañeda, 2023).

This paper seeks to answer the question: “What challenges arise at the intersection of Humanities transformation and digital literacy research?” It will share insights from two years of strategic and critical reflection between the collaborating institutions, offering recommendations for the comprehensive integration of Digital Literacy into learning environments.

References

Malheiro, A. et. al. (2024). Proposta de um código deontológico dos gestores de informação -contributos éticos e deontológicos. In Humanidades e ciências sociais [livro eletrônico]: perspectivas teóricas, metodológicas e de investigação: vol. IV / Organizador Luis Fernando González-Beltrán. – Curitiba, PR: Artemis, 2024.p. 349-367

Marin, V. I. Marín, Catañeda, L. (2023). Developing Digital Literacy for Teaching and Learning. In O. Zawacki-Richter, I. Jung (eds.), Handbook of Open, Distance and Digital Education,pp.10891107.https://doi.org/10.1007/978-981-19-2080-6_64

Werthner, H. (2020). The Vienna manifest on digital humanism. In: Hengstschläger M, Austrian Council for Research and Technology Development (eds) Digital transformation and ethics. Ecowin Verlag, Salzburg, pp 338–353

Werthner H, Prem E, Lee A, Ghezzi C (2022). Perspectives on digital humanism. Springer, Berlin. https://doi. org/ 10. 1007/ 978-3- 030- 86144-5



“Help RobAI Fix Its System Bug”: An Escape Game Assisting Teaching AI Literacy

Zuza Wiorogórska1, Tatiana Sanches2, Zuzanna “Zu” Sendor3

1University of Warsaw, Faculty of Journalism, Information and Book Studies, Warsaw, Poland; 2Universidade de Lisboa, Instituto de Educação, UIDEF, Lisbon, Portugal; 3University of Warsaw Library, Warsaw, Poland

Games in learning allow students to be more engaged and autonomous in their learning process, while immersive learning enables students to focus entirely on a topic or activity, free from distractions. Educational escape rooms are increasingly used as collaborative and interactive learning experiences, where participants solve puzzles and embrace a sense of autonomy, fostering a transition to student-centered and self-directed learning (Kim et al., 2024). Nowadays, Generative AI (GenAI) has definitively entered higher education, making it essential to adopt a collective and considered approach for its integration in teaching and learning. As highlighted internationally, this technology can increase efficiency and expand education and information accessibility in several ways, but it is far from a neutral tool (Bozkurt et al., 2024). Therefore, it is important to face the challenges of training educators and students, facilitating meaningful and authentic learning experiences, and ensuring human supervision, which guarantees consideration, ethics, creativity, critical thinking, and empathy.

This study aimed to combine teaching AI literacy with the concept of digital game-based learning (DGBL), more precisely – digital escape games. Our exploratory, qualitative study consisted of two parts: 1) exercises utilising ChatGPT and 2) a digital escape game to enhance students’ awareness of ChatGPT performance. Interactive learning modules can potentially convert traditional instruction into highly engaging experiences (Naik & Naik, 2024). The respondents were students in Lisbon (N=13) and in Warsaw (N=20). The study was run from November 2024 to January 2025. According to Kim et al. (2024), designing an escape room activity typically requires more time and effort than other activities, which is a key reason educators are reluctant to implement it. We used Genially software with ready-to-use templates to develop six exercises and a digital, linear escape game. The exercises aimed to show the students how to use Chat GPT critically and when this tool can be useful for academic purposes. This part enables students to reflect on the experience. Thoughtfully crafted reflection activities offer numerous benefits for student learning. For instance, they encourage students to deeply consider their learning experiences and help them stay aware of what they are doing and experiencing (Motley et al., 2024). The escape game is conceptualized as fixing the robot named RobAI within three missions, aimed at independent learning about more aspects of ChatGPT usage, different from those suggested in the first stage. This part, inspired by the DGBL, included explorations, challenges, and failures. Although many respondents claimed to have used ChatGPT before, the experience they participated in revealed critical insights into Chat’s limitations, such as, the phenomenon of “hallucinations”, citing outdated or non-existent sources, or failing to provide any sources. Students emphasized the importance of precision in prompt-writing and appreciated features like organizing bibliographies and summarizing texts in different languages. The full article will present an in-depth qualitative analysis and a comparative module.

References

Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., Stracke, C. M., Singh, L., Crompton, H., Koutropoulos, A., Terentev, E., Pazurek, A., Nichols, M., Sidorkin, A. M., Costello, E., Watson, S., Mulligan, D., Honeychurch, S., … Asino, T. I. (2024). The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future. Open Praxis, 16(4), 487–513. https://doi.org/10.55982/openpraxis.16.4.777

Kim, C., Na, H., Zhang, N., & Bai, N. (2024). Escape Rooms for Education: A meta-analysis. International Journal of Instruction, 17(4), 219–234.

Motley, P., Archer-Kuhn, B., Dishke Hondzel, C., Dobbs-Oates, J., Eady, M., Seeley, J., & Tyrrell, R. (2024). Defining Immersive Learning. Teaching and Learning Inquiry, 12, 1–25.

Naik, G., & Naik, R. (2024). From Bookshelves to Screens: The Role of Gamification in Modern Library Learning. Library Progress International, 44(3), 1660–1665.



Exploring games for learning transliteracy: TLIT4U project findings

Giulia Conti1, Marina Encheva2, Francesco Zanichelli3, Anna Maria Tammaro4

1Università di Modena e Reggio, Italy; 2University of Library Studies and Information Technologies, Sofia, Bulgaria; 3Università di Parma, Italy; 4Università di Parma, Italy

Background

Transliteracy focuses on mapping meaning across different media, rather than developing separate literacies for each medium. Transliteracy in this approach is not about learning text literacy, visual literacy, and digital literacy in isolation but rather about the interaction and integration of these literacies. It emphasizes the process of inquiry, critical thinking, and creative thinking.

This presentation explores the role of gamification and serious games in fostering transliteracy skills. Serious games are increasingly recognized as powerful tools for engaging students in learning across various educational contexts (Holmes & Gee, 2016). They incorporate key educational theories, such as Bloom’s taxonomy and Vygotsky’s zone of proximal development, providing an interactive and immersive way for students to engage with curriculum content through gameplay (Becker, 2008; Vygotsky, 1978). The integration of serious games in educational settings has the potential to transform the learning experience by moving away from traditional lecture-based models toward more immersive, emotionally engaging, and collaborative approaches (Ning et al., 2022; Cardona et al., 2023).

Aim and Objectives

The goal of the TLIT4U game selection tool is to help students develop an understanding of research as a continuous process of inquiry (Kuhlthau, 2004; Stripling, 2008), rather than as a straightforward task of gathering and evaluating information on a given topic.

The core principle of transliteracy is the ability to critically create and analyze content, rather than simply using technology. Transliteracy encompasses a continuum of digital fluency that extends beyond merely searching for and retrieving information.

By incorporating serious games, which actively engage students in their own learning process, educators and digital humanities scholars can reimagine their teaching methodologies and data sources in innovative ways.

Methodology

The project has started its activities identifying the needs of graduate students in the partner universities. The goal of this survey has been to understand the “big picture” of transliteracy and how the games based learning approach fits with this.

Findings

The selection of games was conducted through a systematic review of the scientific literature on serious games related to both hard and soft transliteracy skills. The review encompassed peer-reviewed journal articles, international conference proceedings, and other academic contributions such as scholarly blogs. Literature review was done to ensure a comprehensive geographical perspective.

During a three-year international project, 20 serious games were identified as particularly effective for developing transliteracy-related skills. This article presents an analysis of the most popular games, highlighting their impact on learning and applications in the educational field. A kit has been prepared to facilitate teachers in applying gamification. The project as a final result has designed a game called LEA that guides on the inquiry process to learn AI literacy.



Fostering Reflective Learning through Visual Search Stories

Luca Botturi1, Giovanni Profeta1, Elena Battipede1,2, Mirna Saad1,2, Deirdre Fels3, Petra Mazzoni1, Franziska Baier-Mosch4, Martin Hermida5, Carolin Hahnel3, Silvia Giordano1

1Scuola universitaria professionale della svizzera italiana, Switzerland; 2University of Lugano, Switzerland; 3Ruhr University Bochum, Germany; 4DIPF | Leibniz Institute for Research and Information in Education, Germany; 5Schwyz University of Teacher Education, Switzerland

Information Literacy (IL) do not only comprise conceptual knowledge that can be acquired through direct instruction (content frame; Bruce et al., 2006), but also a set of complex competences that includes different ways of solving information problems (relational frame) and that requires instruction focused on reflection and individualized feedback (Peter et al., 2017; Corrall, 2017). Nonetheless, the nature of IL makes process-oriented feedback difficult, because search processes are usually invisible (Botturi et al., in press). Teachers can usually only rely on the output (e.g., report) for assessment and feedback, and cannot observe the full search process, including the use of search engines, keyword selection, reading strategies, etc. The ROSE (Reflective Online Search Education) project, and its forerunner LOIS (Late-teenagers Online Information Search) explored means to capture and visualize search stories (see definition below) to support effective IL education in secondary schools, with a focus on online search skills. This paper illustrates the development of data-based real-time search process visualizations, describes their integration into IL education, and discusses feedback provided by students and teachers.

During an online search, users generate navigation data, which are coded in the browser history. Through an ad hoc browser extension, we can capture such data, anonymize, clean and tag it, and generate a machine-readable data format called search story (Botturi et al., 2024). At first, search stories were used to research online search behavior (Botturi et al., in press). Now, we explore opportunities to use them as learning stimuli for self-reflection, embarking on a visual design journey to make search stories readable for humans as both graphics and web-based interactive visualizations. In collaboration with teachers from Switzerland and Germany, we developed a tool to visualize online search processes as a timeline. Search actions (i.e., navigation on search engine pages) are distinguished from result actions (i.e., navigation on other web domains) by rows; colors (hue and brightness, also tested for color-blindness) distinguish new and reused queries as well as new and revisited pages. The timeline allows students and teachers to immediately assess several indicators, including the number of queries, the proportion of time spent in selecting links and in interacting with content, and the number of pages visited on a single website. In addition, we developed two visualizations for comparing different search stories (e.g., by pupils in one class).

The ROSE visuals support process-oriented feedback and foster self-reflection as well as constructive teacher and peer interactions; for example, students with different search behaviors can compare their search process and results. The ROSE platform also provides adaptive canned-text feedback that includes individualized suggestions based on evidence-based rules (adaptive recommendations are under development). The ROSE visualizations (a sample is provided below) are currently being refined in studies with different secondary and higher education classes. By the time of the conference, we will be able to present (a) student quantitative feedback about usability and perceived usefulness and (b) teacher qualitative feedback on acceptance and integration in learning activities.

References

Botturi, L., Addimando, L., Hermida, M., Bouleimen, A., Beretta, C., & Giordano, S. (in press). Understanding Online Search Behaviors for Designing Information Literacy Education. Journal of Media Literacy Education.

Botturi, L., Addimando, L., Hermida, M., & Beretta, C. (2024). Visualizing Online Search Processes for Information Literacy Education. In Information Experience and Information Literacy. Proceedings of ECIL 2023 (pp. 277-289). Springer.

Bruce, C., Edwards, S., & Lupton, M. (2006). Six Frames for Information literacy Education: a conceptual framework for interpreting the relationships between theory and practice. Innovation in Teaching and Learning in Information and Computer Sciences, 5(1), 1-18.

Corrall, S. (2017). Crossing the threshold: Reflective practice in information literacy development. Journal of Information Literacy, 11(1), 23–53.

Peter, J., Leichner, N., Mayer, A. K., & Krampen, G. (2017). Making information literacy instruction more efficient by providing individual feedback. Studies in Higher Education, 42(6), 1110-1125.



Enhancing Museum Education and Widening Inclusion Through Emerging Technologies

Merle Laurits, Sirje Virkus

Tallinn University, Estonia

This article examines the potential of integrating emerging technologies, particularly telepresence robots (TPRs), into museum education. It explores teachers’ expectations regarding museum activities that foster digital literacy and future competencies. By focusing on the integration of emerging technologies, the research assesses how these technologies can enrich museum programs and evaluates the preparedness of information professionals to adopt new digital skills in their educational practices. The findings contribute to a broader understanding of how emerging technologies can support inclusive and future-oriented museum education.

Research Questions and Methodology

The study was guided by the following research questions: 1) What are the potential challenges and limitations of using emerging technologies, including TPRs, in museum environments? 2) How can TPRs improve access to cultural and educational resources in museums? 3) What are the expectations of teachers and educators regarding the use of new technologies and TPRs in museum education? The study aimed to assess museums’ readiness to integrate TPRs and to understand teachers’ expectations for museum programs in fostering future competencies. A mixed-methods approach was employed, combining qualitative and quantitative data collection methods. Surveys were conducted with teachers to evaluate their preparedness for using TPRs in museum settings, their ability to integrate digital tools, and their perspectives on developing future competencies through museum learning. Interviews with museum educators and information professionals explored their perceptions of future competencies and their experiences with the integration of TPRs into museum education.

Results

The study identified significant potential for integrating TPRs, artificial intelligence (AI) and virtual reality (VR) applications into museum education to enhance learning experiences. However, findings also highlighted the need for further development to better align museum programs with teachers' expectations for fostering future competencies. Emerging technologies present significant opportunities for museum programs to enhance their appeal to visitors while reducing museum educators’ and information professional’s workload of repetitive tasks. These tasks include guiding users through the museum’s collections and programs, providing introductions to the services, and enabling the various services for learners with disabilities.

Museum educators identified critical thinking, collaboration, creativity, and digital literacy as essential future skills. While they recognized the importance of incorporating these competencies into educational programs, the adoption of digital tools, particularly AI, remains inconsistent. Teachers expressed clear expectations for museum education, stressing the need to create accessibility for learners with special educational needs, where TPRs present significant potential. Additionally, there was strong interest in a range of digital learning tools such as VR-based games, virtual classrooms, interactive activities, animations, tasks with immediate feedback, and robotics. This interest highlights the broader potential for incorporating digital technologies into museums to create more engaging and inclusive learning experiences.

In conclusion, the research underscores the significant potential for integrating TPRs and AI into museum education. A targeted approach, including community-based learning with digital tools, can enhance the effectiveness of educational programs. Both museum educators and teachers see the value in evolving museum learning environments to meet the demands of future skill development, but more strategic efforts are needed to realize this potential.

References

Virkus, S., Alemu, G., Paimre, M., Mandre, S., Leoste, J., Talisainen, A., Marmor, K., & Pöial, J. (2024). The potential of telepresence in libraries: Students’ perspectives. Libri, 74(2), 105–118. https://doi.org/10.1515/libri-2023-0082

Virkus, S., Leoste, J., Marmor, K., Kasuk, T., & Talisainen, A. (2023). Telepresence robots from the perspective of psychology and educational sciences. Information and Learning Sciences, 124(1/2), 48–69. https://doi.org/10.1108/ILS-09-2022-0106