Publications

Designing interactive, gamified learning environments: a methodological approach with a case study on statistical quality control

María J. Gisbert, Aaron Sújar, Gonzalo Nicolas-Barreales, Alejandro Quesada-López, Sofia Bayona & David Delgado-Gómez 
Published: 13 July 2024 // Volume 83, pages 86999–87017, (2024)

Abstract

Statistical Quality Control is a subject present in many engineering degrees. Literature identifies shortcomings in the application of Statistical Quality Control in industry. Some factors include a lack of training, misunderstandings or failures in implementing Statistical Quality Control. Many authors suggest following new methodologies (e.g. Problem-Based Learning) to improve the teaching of Statistical Quality Control, but, in general, universities continue applying the traditional methodology based on master classes. In this paper, we propose a methodology to design interactive gamified environments, and apply it to improve the Statistical Quality Control teaching-learning process. This methodology is based on two phases. The first one focuses on the design of the formative itinerary. For this, taking into account the competencies and learning objectives, the teacher applies a divide-and-conquer approach to break down the content into concepts, elaborates a graph of dependencies (which reflects the dependencies between the concepts, their complexity and the required cognitive level) and designs the formative itinerary to define the order in which the individual modules will be presented, together with a strategy of controlled content exposure. This process generates a stable structure that will support the second phase, consisting of selecting diverse learning activities for each module to promote active, self-paced, reflective, and engaged learning. We apply this methodology by dividing the Statistical Quality Control content into modules that comprise the key concepts, creating a formative itinerary. Given that structure, for each module, we select learning activities that encourage active learning and we translate it all into a game-like tool. This tool not only includes gamification elements like scoreboards, stars, and a map, but it further innovates by including as learning activities interactive serious games that help to visualize and understand the Statistical Quality Control process, by performing real-life tasks, resulting in significant learning. It also incorporates other educational strategies to promote active learning, such as flipped classroom and the inclusion of formative assessment. The content exposure control is implemented through tests on quality control to ensure students’ assimilation of the concepts before allowing them to move on to activities or problems that require higher cognitive levels. We evaluate the methodology’s effectiveness through an experiment that shows that students who used the learning tool improved their knowledge (p-value < 0.001) in comparison to their peers who only attended a traditional master class. Students also thought that this type of application is a good complementary material for the course and that it helps to improve knowledge assimilation (score of 4.94 out of 5 points).

Metaphorical evolution: A longitudinal study of secondary school teachers’ concepts of 3D modelling and printing in education

Branko Anđić, Mirjana Maričić, Robert Weinhandl, Filiz Mumcu, Eva Schmidthaler & Zsolt Lavicza
Published: 02 January 2024 // Volume 29, pages 14091–14126, (2024)

Abstract
Research into teachers’ concepts and changes over time in digital technologies is crucial for gaining insights into the factors that shape teachers’ concepts of technologies and influence their use in the classroom. Numerous studies have indicated that the use of 3D modelling and printing (3DMP) contributes to the modernization of teaching and the achievement of student learning outcomes. Using a three-wave longitudinal study with the application of conceptual metaphors as a theoretical background, this study tracks teachers’ concepts of 3DMP after training, three months, and after one year of teaching experience and provides insight into this area. The data for the study was collected from 74 secondary teachers and processed using a mixed-methods research approach. The findings show that as teachers gain experience, their views on using 3DMP in education evolve. The results include a shift in their perception of digital reliance, the pedagogical benefits, the potential for creative expression, and the sensitivity of 3D printing. The findings of our study suggest that teachers need continuous technical support at the beginning of their use of 3DMP in the classroom, so that the application of this technology can successfully contribute to the development of student creativity and knowledge. This research emphasizes the need for comprehensive ongoing support and targeted training to enable teachers to effectively integrate 3DMP into educational practices, while fostering creativity and addressing technical complexities. Furthermore, this research sheds light on teachers’ views of 3DMP and has implications for developments in teacher training and courses, the 3DMP platform, software development, education policy, and the 3DMP industry.

Bridging the Gap: A Usability Platform Test Method for Enhanced EdTech-Academia Collaboration

Slavko Rakić, Branko Markoski, Velibor Premcevski,  Aleksandar Sofic, Janika Leoste 
June 2024 // Conference: 14th International Symposium Engineering Management and Competitiveness 2024 (EMC 2024) At: Zrenjanin, Serbia

Abstract
The landscape of education is undergoing a profound transformation, driven by the emergence of new business models and the exigencies of the Covid-19 pandemic. This shift has propelled the EdTech industry to greater prominence, offering innovative digital solutions to meet diverse educational needs. However, many EdTech applications struggle to gain traction in the market due to ineffective penetration strategies and a gap between traditional and digital education paradigms. To address this gap, this research paper introduces the Usability Platform Test, derived from the Horizon Europe project EdTech Talents. This structured evaluation method aims to facilitate collaboration between EdTech companies and academia by optimizing the usability and market readiness of educational technologies. The paper outlines the development and employment of the Usability Platform Test, highlighting its potential to guide EdTech companies through the complexities of market expansion. Ultimately, the Usability Platform Test offers a systematic approach to drive educational innovation and meet the evolving needs of learners and educators worldwide.

Cite this article: Rakic, S., Markoski, B., Premcevski, V., Sofic, A., & Leoste, J. (2024). Bridging the Gap: A Usability Platform Test Method for Enhanced EdTech-Academia Collaboration. EMC Conference 2024. University of Novi Sad, Technical Faculty “Mihajlo Pupin.”

Usability Platform Test: Evaluating the Effectiveness of Educational Technology Applications

Slavko Rakić, Selver Softic, Yevheniia Andriichenko,, Ioan Tucin, Branko Markoski, Janika Leoste
September 2024 //Conference: 27th International Conference on Interactive Collaborative Learning At: Tallinn, Estonia

Abstract
Digital technologies are transforming traditional learning methods into new paradigms such as blended learning and E-learning. Influenced by Covid-19, companies have rapidly developed EdTech solutions to help educational institutions improve and modernize their learning processes. However, many of these companies face challenges in evaluating user experience across different markets using usability testing methods. To address this gap in the literature, a consortium from the Horizon Europe project EdTech Talents began developing a Usability Platform Test to assist EdTech companies. This study presents an experimental test of one EdTech company conducted with a group of students from an Austrian university. The main results identify dimensions essential for usability testing, particularly for EdTech companies. Additionally, the results visualize user feedback, demonstrating how comments can help EdTech companies enhance their apps to reach new markets.

Cite this article: Rakic, S., Softic, S., Andriichenko, Y., Turcin, I., Markoski, B., & Leoste, J. (2024). Usability Platform Test: Evaluating the Effectiveness of Educational Technology Applications. ICL Conference 2024. Springer.

Platform for SRO and Industry Collaboration: Evidence from “EdTech Talents” Project

Ugljesa Marjanovic, Branko Spasic, Janika Leoste
Published: 1 February 2024 // TREND Conference

Abstract
Financing Scientific Research Organizations (SROs) poses a constant challenge for both management and policymakers. Collaboration between SROs and the business sector can provide a portion of funding opportunities and foster the development of innovative products and services. This paper aims to present a collaboration platform between researchers from SROs and companies in the field of educational technologies based on a knowledge transfer model developed through „EdTech Talents“ Horizon Europe project. The knowledge transfer model is depicted through a collaboration platform between academia and industry consisting of five strategic steps. It begins by showcasing university talents through researchers’ profiles (Step 1). Step 2 focuses on developing a database of companies, encouraging connections between academia and industry. In Step 3, a database of grants and calls for proposals is created, available for joint applications. Step 4 introduces necessary policies for SROs, promoting innovations and the integration of educational technologies. Finally, Step 5 initiates the collaboration process, connecting researchers with SROs and companies. As these steps unfold, a new era of collaboration emerges, establishing partnerships among researchers, securing grants, and opening new funding opportunities for SROs.

Cite this article: Marjanovic, U., Spasic, B., & Leoste, J. (2024). Platform for SRO and Industry Collaboration: Evidence from the “EdTech Talents” Project. TREND Conference. University of Novi Sad, Faculty of Technical Sciences.

Operationalizing the Quadruple Helix for the EdTech Ecosystem in Widening Countries: A First-Year Case Study of EdTech Talents

Janika Leoste, Mart Laanpere, Slavko Rakić, Ugljesa Marjanovic, Voldemar Tomusk
Published:

Abstract 
This paper examines the use of the Quadruple Helix model in the EdTech Talents Project, a Horizon Europe initiative aimed at advancing educational technology across six European countries. The model, integrating academia, industry, government, and civil society, serves as a framework to tackle educational challenges and foster inclusive innovation. The study analyses the project’s first year through key documents, identifying core innovation elements and evaluating the impact of cross-border, cross-institutional, and widening components. Findings highlight the importance of collaboration, knowledge sharing, and technology integration. The Quadruple Helix model proves effective in driving educational innovation aligned with societal needs, though the study recommends future research to adopt a longitudinal approach and include quantitative methods for a more comprehensive impact assessment.

Cite this article: Leoste, J., Laanpere, M., Rakic, S., Marjanovic, U., & Tomusk, V. (2024). Operationalizing the Quadruple Helix for the EdTech Ecosystem in Widening Countries: A First-Year Case Study of EdTech Talents. EDEN Conference 2024. Springer.

Evaluating the “SDG-EDU” App Prototype Using the Usability Platform Test

Usability Evaluation of the “MatheArena” Educational Application: A Case Study in Serbia

Aligning Educational Researchers’ Profiles with EdTech Industry Needs for Enhanced Collaboration

Enhancing EdTech Solutions through Comprehensive Usability Testing: The Role of the Usability Platform Test

Developing Systems Thinking and Conceptual Change in K12 Education: A Systematic Literature Review

Kadri Mettis, Heli Aomets, Grete Arro
Published: November 2023

Abstract
Understanding the complexity of systems and recognizing the interactions between the components of complex systems are essential skills for K-12 students. A systems thinking approach has been widely adopted to cultivate a holistic problem-solving mindset in students. This study conducted an analytical literature review to identify the educational technological tools developed to foster systems thinking, as well as suitable frameworks for enhancing students’ systems thinking with emerging technologies. The review examined 25 peer-reviewed empirical studies published between 2014 and 2024, focusing on efforts to develop systems thinking, understanding of complex systems, and promoting conceptual change. Publications were sourced from Scopus, ScienceDirect, ERIC, Web of Science, and Wiley databases. The studies reviewed include testing prototypes of teaching and learning tools, curriculum analysis, literature reviews, and action research focused on developing teaching materials. Results indicate a decline in empirical research on systems thinking and teaching complex systems over recent years. Previous systematic reviews have highlighted that most of the work in this area has been concentrated in life sciences and environmental education, a trend that continues in K-12 education. A key finding of this review is that the term “systems thinking” is not clearly defined in many of the studies, leading to ambiguity and weak connections to the evaluation of students’ systems thinking development. Most of the research comprises small-scale qualitative studies, piloting teacher-centered technological or didactical solutions, and there is limited evidence supporting large-scale implementation. Additionally, evaluating systems thinking remains a complex task, with few tools available to assess the various levels of students’ systems thinking. Most studies rely on expert analysis of interviews, drawings, and essays, with no exploration of automated feedback or evaluation tools. This review suggests a need to explore the potential of large language models for developing automated feedback and evaluation systems, particularly for fostering student-centered systems thinking development.

Cite this article: Mettis, K., Aomets, H., & Arro, G. (2024). Developing Systems Thinking and Conceptual Change in K12 Education: A Systematic Literature Review. DETC 2024. University of Novi Sad, Faculty of Technical Sciences.

Blockchain Based Solution for Validating University Degrees

Advancing Academic Entrepreneurship: A Framework for Knowledge Transfer and University-Industry Collaboration

Ugljesa Marjanovic, Janika Leoste, LLuis Peña Sánchez
Published: November 2024

Abstract
The manuscript explores the evolving role of universities in driving economic development through knowledge transfer to industry. It highlights the transition from traditional academic missions to incorporating third-mission activities that foster collaboration with industry stakeholders. This research develops a framework for understanding the knowledge transfer process, focusing on the mechanisms and structures that facilitate successful collaboration between universities and industry. Data were gathered through interviews with CEOs, university leaders, and Knowledge Transfer Office (KTO) staff to understand the dynamics of knowledge transfer. The study’s core outcome is the development of the Virtual Talents Pool framework, which serves as a model for enhancing the commercialization of academic research through structured knowledge transfer activities. The findings highlight three key components of successful knowledge transfer: infrastructural foundations, enabling mechanisms, and valorization. The infrastructure includes the creation of comprehensive talent profiles and engagement with external stakeholders. Enabling mechanisms emphasize supportive organizational policies and leadership commitment, while valorization outlines the outcomes of the knowledge transfer, including enhanced industry partnerships and funding acquisition. The research underscores the pivotal role of KTOs and administrative staff in facilitating and managing the knowledge transfer process. This study contributes to the academic literature on entrepreneurial universities by offering a multi-phase process model for knowledge transfer, providing insights into organizational structures and mechanisms that support academic entrepreneurship. Additionally, the research highlights the importance of administrative staff in driving these processes and offers practical recommendations for fostering university-industry collaborations. The study concludes by addressing limitations and suggesting future research on knowledge transfer processes in different regional and institutional contexts.

Cite this article: Marjanovic, U., Leoste, J., & Sánchez, L. P. (2024). Advancing Academic Entrepreneurship: A Framework for Knowledge Transfer and University-Industry Collaboration. DETC 2024. University of Novi Sad, Faculty of Technical Sciences.

Exploring the Ethical Implications of AI Tutors in Personalized Learning Systems

Darko Stefanovic, Miroslav Stefanovic, Dusanka Dakic
Publised: November 2024

Abstract
The integration of Artificial Intelligence (AI) tutors in personalized learning systems is revolutionizing education by offering tailored learning experiences that adapt to individual students’ needs and learning paces. However, this rapid advancement raises critical ethical concerns, particularly around privacy, bias, accountability, and the impact on student-teacher relationships. This paper explores these ethical implications through a mixed-methods research approach, combining both qualitative and quantitative methods to provide a comprehensive understanding of the issues. The research includes a literature review to map existing studies on AI tutors and ethics in education, followed by case studies of educational platforms utilizing AI for personalized learning. Expert interviews with AI developers, educators, and ethicists offer insights into real-world ethical challenges, while surveys of students, teachers, and administrators capture user experiences with privacy, bias, and fairness. Thematic analysis of qualitative data and statistical analysis of survey responses are used to identify patterns and discrepancies between expert views and user experiences. By analyzing these ethical challenges through both theoretical and practical lenses, this research proposes a conceptual, ethical framework for the responsible integration of AI tutors in personalized learning systems. The framework addresses the key concerns identified, advocating for clear guidelines and regulatory measures to ensure that AI is used in ways that enhance, rather than undermine, the core values of education. This mixed-methods approach provides a robust foundation for understanding the ethical complexities of AI in education and provides recommendations for policymakers, developers, and educators to ensure equitable and responsible AI deployment.

Cite this article: Stefanovic, D., Stefanovic, M., & Dakic, D. (2024). Exploring the Ethical Implications of AI Tutors in Personalized Learning Systems. DETC 2024. University of Novi Sad, Faculty of Technical Sciences.

Enhancing ADR Driver Training Through Digital Technologies in HazMat Transport

EdTech Talents: Connecting Researchers and Start-Ups for Growth