Who are my peers? Learner Controlled Social Comparison in a Programming Course -- A Dashboard to Support Teachers during Students' Self-paced AI-supported Problem-solving Practice -- Pyrates: a serious game designed to support the transition from block-based to text-based programming -- Privacy-preserving and scalable affect detection in online synchronous learning -- Video Assisted Self-Regulated Learning (SRL) Training: COVID-19 Edition -- An Empirical Study of the Effects of Virtual Currency on Learners in Out of Class Practicing -- Effects of discipline, gender, and remediation on both the achievement and realism of Undergraduates on pre-requisite testing -- Enhancing Instructors' Capability to Assess Open-Response using Natural Language Processing and Learning Analytics -- Exploring the Connections Between the Use of Automated Feedback System and Learning Behavior in a MOOC for Programming -- Integrating Podcasts into MOOCs: Comparing Effects of Audio- and Video-Based Education for Secondary Content -- The digitalization of teaching practices in K-12 education: insights from teachers' perspective -- Representation-driven Mixed Initiative in Computer Supported Collaborative Learning in Secondary Education -- When and How to Update Online Analytical Models For Predicting Students Performance? -- Computational thinking : focus on pattern identification -- Towards modelling the technology integration in elementary school. A diachronic study of teachers' digital practices during and after Covid-19 lockdown.-Learning to Give a Complete Argument with a Conversational Agent: An Experimental Study in Two Domains of Argumentation -- Video Segmentation and Characterisation to Support Learning -- Assessing the Quality of Student-Generated Short Answer Questions using GPT-3 -- Designing Playful Intelligent Tutoring Software to Support Engagingand Effective Algebra Learning -- Towards Generalized Methods for Automatic Question Generation in Educational Domains -- Learners' Strategies in Interactive Sorting Tasks -- Adapting learning analytics dashboards by and for university students -- The Evaluation of One-to-One Initiatives: Exploratory Results from a Systematic Review -- Designing a Moodle Plugin for Promoting Learners' Self-Regulated Learning in Blended Learning -- Uncovering Student Temporal Learning Patterns -- The Disciplinary Learning Companion: the impact of disciplinary and topic-specific reflection on students' metacognitive abilities and academic achievement -- Medical Students' Perception of a Serious Game (ECOGAME) of simulating an OSCE station: Case of Mohammed VI University of Health Sciences (UM6SS) -- Integrating DLR in classroom teaching: effects on teaching practices and student perceptions -- Privacy-Preserving Synthetic Educational Data Generation -- Supporting Self-regulated Learning in BL: Exploring learners' tactics and strategies -- Promoting Universal Design for Learning through Digital Assistive Tools in GamesHUB -- iTeachApp, a teaching analytics tool for providing self-assessment and recommendations to teachers -- Deliberate Practice of Handwriting: Supervision under the ghost of an expert -- CHEST: a Linked Open Data-based application to annotate and carry out learning tasks about Cultural Heritag -- Towards an automated adaptive learning web platform through personalization of language learning pathways -- Miranda: A Chatbot for Supporting Self-Regulated Learning -- Superpowers in the Classrom: Hyperchalk is an Online Whiteboard for Learning Analytics Data Collection -- An educational conversational agent for GDPR -- e-FeeD4Mi: Automating Tailored LA-Informed Feedback in Virtual Learning Environments -- Digital?Sicher! - an educational game to build digital competences -- Towards effective blended learning through the eyes of students: A survey study in transition into face-to-face education -- Measuring students' self-regulated learning skills from their digital traces and learning pathways -- Digital Media in Schools During the Covid-19 Lockdown: Teachers' Experiences with Choosing Teaching Strategies -- Providing Novice Programmers with Process and Self-regulation Explainable Feedback Appears Ineffectual -- Exploring teacher's orchestration actions in Online and In-class Computer-Supported Collaborative Learning -- Using dialogic feedback to create learning communities during COVID-19: lessons for future teacher development -- Development of actionable insights for regulating students' collaborative writing of scientific texts -- Design a Dashboard for Secondary School Learners to Support Mastery Learning in a Gamified Learning Environment -- Towards an Authoring Tool to Help Teachers Create Mobile Collaborative Learning Games forField Trips -- Design Pattern for Exploration and Experimentation: Result of Field Study on a Toy-Based Serious Game Design Method -- The enablers and barriers of using Slack for computer-mediated communication to support the learning journey: A case study at a university of applied sciences -- Mobile telepresence robots in education: Strengths, opportunities, weaknesses, and challenges -- What Teachers Would Expect from a Pedagogical Agent System Working at a Classroom Level: a Focus Group Study -- Designing LADs that promote sensemaking: a participatory tool -- Designing LADs that promote sensemaking: a participatory tool -- A conceptual framework for the creation of mobile collaboration tools -- Does Deliberately Failing Improve Learning in Introductory Computer Science? -- CLP: A Platform for Competitive Learning -- Studying cohort influence on student performance prediction in multi-cohort university courses -- What kind andHow many?: Exploring feedback in remote training of procedural skills in physiotherapy -- Personalizing the Sequencing of Learning Activities by using the Q-Learning and the Bayesian Knowledge Tracing.

This book constitutes the proceedings of the 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, held in Toulouse, France, in September 2022. The 30 research papers and 31 demo and poster papers presented in this volume were carefully reviewed and selected from 109 submissions. Chapter "Learners' Strategies in Interactive Sorting Tasks" is available open access under a CC BY 4.0 license.