Hilliger, I., Pérez-Sanagustín, M., Villalobos, E., Ferreira, R., Gonzalez, C. (2026). Scaffolding Learning Scenarios with a Socratic Chatbot: Insights from Educators. In: Tammets, K., Sosnovsky, S., Ferreira Mello, R., Pishtari, G., Nazaretsky, T. (eds) Two Decades of TEL. From Lessons Learnt to Challenges Ahead. EC-TEL 2025. Lecture Notes in Computer Science, vol 16064. Springer, Cham. https://doi.org/10.1007/978-3-032-03873-9_17 (2025)

Nascimento, A.C.A., Pérez-Sanagustín, M., Parmentier, J.F., Hilliger, I., Ferrettini, G., Mello, R.F. (2026). Exploring the Impact of LLM-Based Scaffolding on Academic Performance the Mediating Roles of AI Literacy and Prior Knowledge. In: Tammets, K., Sosnovsky, S., Ferreira Mello, R., Pishtari, G., Nazaretsky, T. (eds) Two Decades of TEL. From Lessons Learnt to Challenges Ahead. EC-TEL 2025. Lecture Notes in Computer Science, vol 16063. Springer, Cham. https://doi.org/10.1007/978-3-032-03870-8_26 (2025)

López, C., & Astudillo, G., & Hilliger, I., & Vargas-Vidal, L. E. (2025, June), Transforming a Project-based Course: Learning Outcomes Assessment and Evaluation for Becoming a Professional Engineer Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2–57710 (2025)

Cortazar, C., & Astudillo, G., & Hilliger, I. (2025, June), How a Cornerstone Course Impacts Self-Efficacy and Entrepreneurial Skills Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2–56697 (2025)

Baier, J., & Astudillo, G., & López, C., & Vargas-Vidal, L. E., & Hilliger, I. (2025, June), WIP: Does this Course Need a Well-being Teaching Assistant? Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2–57396 (2025)

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Hernández-Campos, M., Hilliger, I., & García-Peñalvo, F. J. (2025, March). Evaluating Learning Outcomes Through Curriculum Analytics: Actionable Insights for Curriculum Decision-making: A Design-based research approach to assess learning outcomes in higher education. In Proceedings of the 15th International Learning Analytics and Knowledge Conference (pp. 384-394). https://doi.org/10.1145/3706468.3706518 (2025)

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