SCILE community

This Special Track on Self and Co-Regulated Learning (SCRL) with Immersive Learning 
Environments aims to share and value contributions – including pedagogical and didactic experiences – that employ or promote SCRL strategies involving immersive learning environments. These environments include technology-rich ones (video games, simulations, virtual worlds, IoT, pervasive and ubiquitous computing) and non-technological immersive ones (role-play in immersive settings, active learning within the environment, etc.), or indeed any combination of them – for the definition
of immersion we follow, please check

All learning situations are of interest (formal/informal, face-to-face/distance learning,
K-12/VET/Higher Education/Professional Training/Continuing Education, etc.). Contributions should highlight the SCRL strategies promoted, the results obtained and recommendations for future research, in an international context. Likewise, this special track aims to offer a space for sharing ideas and reflections regarding pedagogical techniques, immersive learning environments, and tools that allow for an in-depth understanding and effective development of strategies for self and co-regulation of learning in each phase of people’s lives.

We believe that this Special Track has significant potential to enrich the iLRN community because it brings together the fields of immersive learning environments and Self and Co-Regulation of Learning to promote meaningful learning experiences. Self-regulation of learning (SRL) is a key element for successful learning throughout the various phases of life. It is a meta-process that depends on active involvement of the students in the management of their learning, in the definition of their learning strategies and in the development of life skills. However, self-regulation of learning is characterized by being a complex process that requires persistence, effort and time for students to be able to manage and regulate cognitive, motivational, behavioral, and environmental aspects. In addition, there are biological, developmental, and contextual factors that can interfere with their regulatory efforts.

Co-regulation of learning (CRL) contributes to overcome the limitations of SRL, by including essential competencies in learning, such as: planning, coordination, coaching, and communication. These allow students to activate their strategies and objectives (which may or may not be common with other team members). A successful learning co-regulation allows students to improve their awareness and regulation of their individual and team learning. Their combination, SCRL strategies, can be improved with appropriate interventions and activities that promote active and collaborative learning, preparing for real-world challenges. However, it is necessary to consider that there are several types of student profiles, and that the processes of self-regulation of learning and co-regulation of learning may be different for each individual.

Due to changes occurring in current educational situations, namely in pedagogical innovation using technology, of which immersive technology is a foremost driver, as are novel pedagogies that break out of the traditional classroom dynamics and immerse students into the world and its complexities, it is necessary to constantly update and develop new pedagogical practices and approaches. It is urgent to understand how the various types of learning with their respective characteristics allow to help or develop strategies of self and co-regulation of learning. There is a clear need to understand what happens in each of these learning contexts, namely Immersive Learning Environments, and what kinds of approaches and resources are most effective.

Suggested topics

  • Self and Co-regulation of Learning in/with immersive environments
  • Learning and Teaching approaches for SCRL in/with immersive environments
  • Use of immersive technologies in Education: virtual worlds, simulations, augmented, virtual,
    and mixed reality, video games
  • Instructional design and strategies for SCRL in/with immersive environments
  • Tools and methods for understanding, promoting, and managing SCRL strategies in/with immersive environments
  • Challenges and approaches to deploy SCRL strategies in/with immersive environments
  • Field accounts of SCRL strategies in/with immersive environment

Paper or proposal submission

Submissions to this Special Track should adhere to all requirements stipulated for the relevant contribution type within the Academic Stream or the Practitioner Stream.

Academic Stream contributions should be saved in PDF format and submitted online via the conference’s ConfTool submission system, while Practitioner Stream proposals should be submitted via this form. Please note that submissions cannot be accepted via email.

History of the Special Track

This Special Track is the refinement and improvement of earlier special tracks. Namely, the track “New technologies and teaching approaches to promote strategies of Self and Co-Regulated learning” (New-TECH to SCRL):, held in the 1st International Conference on Technology and Innovation in Learning, Teaching and Education—TECH-EDU 2018: and the first edition of SCILE in iLRN, which occurred in iLRN 2020.

SCILE also leverages ongoing research work in the project “Self and Co-Regulation in e-Learning of Computer Programming – SCReLProg,” a consortium between Universidade de Trás-os-Montes e Alto Douro (UTAD), Institute for Systems and Computer Engineering, Technology and Science (INESC TEC), Universidade Aberta (UAb), Research Centre on Didactics and Technology in Teacher Education (CIDTFF) and Universidade de Aveiro (UA).

Daniela Cristina Carneiro Pedrosa ([email protected])
Universidade de Aveiro, Portugal

Daniela PedrosaResearch Centre “Didactics and Technology in Education of Trainers”, Aveiro, Portugal.

Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal.

Short bio:
Daniela Pedrosa Daniela Pedrosa is a Researcher (CEECIND/00986/2017) of Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF/UA) and Post-Doc at the University of Trás-os-Montes and Alto Douro (UTAD), in Portugal. She integrates the researchers team in SCReLProg project that is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P.  She holds a PhD in Science and Technology Didactics at UTAD, specializing in Didactics of Informatics (2017). Her doctoral research project funded by a PhD grant awarded by the Foundation
for Science and Technology (FCT), whose theme was “Self-Regulation and Co-Regulation Learning in Higher Education: Strategies Adopted by Computer Programming Students.” With several publications in journals, conferences and book chapters, her scientific interest are Self-regulation and Co-
regulation of Learning, Formative Assessment, Distance Learning, Technology Enhanced Learning,

Teaching Training, and research and intervention methodologies. She collaborated in the organization of events (conferences, seminars, workshops).

José Paulo Cravino ([email protected])
Universidade de Trás-os-Montes e Alto Douro, Portugal José Cravino
Research Centre “Didactics and Technology in Education of Trainers”, Aveiro, Portugal.

Short bio:

José Cravino is Assistant Professor of Physics at the School of Science and Technology of the Universidade de Trás-os-Montes e Alto Douro. Currently, he is the director of Physics Department. José is also a researcher at the Research Centre “Didactics and Technology in Education of Trainers” (CIDTFF) at the University of Aveiro. Dr. Cravino’s research interests are: Physics Education, STEM Education (Science, Technology, Engineering and Mathematics Education), Educational Technology and Teacher

Leonel Caseiro Morgado ([email protected])
Universidade Aberta & INESC TEC, Portugal Leonel Morgado
LEAD, Laboratório de Ensino a Distância, Universidade Aberta, Lisboa, Portugal.
CIAC, Centro de Investigação em Artes e Comunicação, Faro, Portugal.

Short bio:

Leonel Morgado is Associate Professor with Habilitation, at Universidade Aberta (Portuguese Open University), a public university focusing on e-learning, where he lectures on programming and the use of virtual worlds. His main research interest is the use and development of virtual worlds as tools for learning and business, which he pursues since 2000, focusing on multi-user platforms since
2006. He authored over 100 papers, in journals, conferences, and as book chapters. Before pursuing an academic career, he was business and technical manager of an hardware import, distribution, and retail company, terminologist for the localization teams of MS Office 97 and Oracle InterOffice,
language consultant for IBM/Lotus, a coordinator of Web-development and software-deployment teams, and manager of a cooperative extension team fighting the digital divide in rural villages.

SCILE Program Committee

  • Gokce Akcayir, University of Alberta, Canada
  • Roger Azevedo, University of Central Florida, USA
  • Jorge Luis Bacca Acosta, Fundación Universitaria Konrad Lorenz, Colombia
  • Dennis Beck, University of Arkansas, USA
  • Teresa Bettencourt, Universidade de Aveiro & CIDTFF, Portugal
  • José Bidarra, Universidade Aberta, Portugal
  • Ana Amélia Carvalho, Universidade de Coimbra, Portugal
  • Ana-Maria Cazan, University Transilvania of Brasov, Romania
  • António Coelho, Universidade do Porto & INESC TEC, Portugal
  • Mário Madureira Fontes, Pontifícia Universidade Católica de São Paulo, Brazil
  • Jonathan Kaplan, Université Lumière Lyon 2, France
  • Ricardo Queiroz, Instituto Politécnico do Porto & INESC TEC, Portugal