| Vol-3292 urn:nbn:de:0074-3292-5 Copyright © 2022 for the individual papers by the papers' authors. Copyright © 2022 for the volume as a collection by its editors. This volume and its papers are published under the Creative Commons License Attribution 4.0 International (CC BY 4.0).

# DCECTEL 2022
Doctoral Consortium of ECTEL 2022

### Proceedings of the Doctoral Consortium of the 17th European Conference on Technology Enhanced Learning
co-located with the 17th European Conference on Technology Enhanced Learning (EC-TEL 2022)

### Toulouse, France, September 12, 2022.

Edited by

### Ioana Jivet *, **
Daniele Di Mitri **
Jan Schneider **
Zacharoula Papamitsiou ***
Mikhail Fominykh ****

* Goethe University Frankfurt, Germany
** DIPF, Germany
*** SINTEF, Norway
**** Norwegian University of Science and Technology, Norway

## Table of Contents

- Preface
- Committee

- Learning analytics to support teachers in the challenge of overcoming the learning gaps in K-12 students
  5-11 Erverson Bruno Gomes de Sousa, Rafael Ferreira Mello
- Towards a computer-assisted Computational Thinking assessment system in higher education 12-21
  Xiaoling Zhang, Marcus Specht
- Supporting student motivation through Social Comparison 22-29
  Aditya Joshi
- Towards a multi-faceted framework for planning and evaluating innovation in Engineering Education 30-38
  Erna Engelbrecht, Remon Rooij, Marcus Specht
- Measuring and supporting self-regulated learning in blended learning contexts 39-45
  Esteban Villalobos, Mar Pérez-Sanagustin, André Tricot, Julien Broisin
- Ethical FRAPPE - an adapted draft framework for ethical AIED 46-54
  Bhoomika Agarwal, Corrie Urlings, Giel van Lankveld, Roland Klemke
- Trade-off model for supporting educators' digital competence assessment 55-60
  Linda Helene Sillat, Kairit Tammets, Mart Laanpere
- Methods and perspectives for the automated analytic assessment of free-text responses in formative scenarios 61-65
  Sebastian Gombert
- Supporting self-regulated learning in a blended learning environment using prompts and learning analytics 66-71
  Sabina Rako, Diana Šimić, Bart Rienties
- Towards a comprehensive framework for situated collaborative learning tools 72-80
  Sebastian Simon, Iza Marfisi-Schottman, Sébastien George
- The mediators of the effect of meaningful classroom digital technology integration on students' subject-specific learning outcomes in basic education 81-86
  Doris Raave, Margus Pedaste, Katrin Saks
- Tracking learners' knowledge and skills development 87-93
  Andrea Zanellati, Maurizio Gabbrielli, Olivia Levrini

2022-11-16: submitted by Ioana Jivet, metadata incl. bibliographic data published under Creative Commons CC0
2022-12-01: published on CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613-0073) |valid HTML5|