Self and Co-regulated Learning with Immersive Learning Environments (SCILE)

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 SCILE community 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
● Fields accounts of SCRL strategies in/with immersive environments

Invited Speakers:
Partner Organizations:
Research Centre didactics and technology in teacher education (CIDTFF), Universidade de Aveiro (UA), Institute for Systems and Computer Engineering, Technology and Science (INESC TEC),
Universidade Aberta (UAb) and Universidade de Trás-os-Montes e Alto Douro (UTAD).
Promotional Strategy:
We encourage submissions in this Special Track by sending personalized invitations to
researchers in the field, encouraging them to come and meet us in iLRN 2021. In addition we will
conduct e-mail dissemination of a generic call, we will post it on Google Groups and similar fora, share
it on personal social media, and disseminate in the institutions to which the organizing committee and
program committee belong.

Review Process:
An outline of how papers and proposals submitted to the Special Track will be evaluated,including any specific review criteria that will be applied in addition to those used for the Main Track.
The review process will be double blinded with at least 3 reviewers for each submission. For papers co-authored by members of the ST, support will be requested from the iLRN organizing committee to nominate additional reviewers.

Paper submission

Submissions to this track should follow all expectations listed on the Academic Stream page.

Papers should be saved in PDF format and submitted online via the conference’s ConfTool submission system. 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).

Special Track Leadership:

Daniela Cristina Carneiro Pedrosa ([email protected]pt)
Universidade de Aveiro, 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, Vila Real, 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, Coimbra, Portugal. INESC TEC, Porto, 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 Scientific Committee:

– Ana Amélia Carvalho, Universidade de Coimbra, Portugal
– Ana-Maria Cazan, University Transilvania of Brasov, Faculty of Psychology and Education Sciences, Brasov, Romania
– António Coelho, Universidade do Porto & INESC TEC, Portugal
– Dennis Beck, University of Arkansas, United States-
– Gokce Akcayir, University of Alberta, Canada
– Jorge Luis Bacca Acosta, Fundación Universitaria Konrad Lorenz, Colombia
– José Bidarra, Universidade Aberta, Portugal.
– Jonathan Kaplan – Institut des Sciences et Pratiques d’Éducation et de Formation (ISPEF), Université Lumière Lyon 2, Education, Cultures & Poliques lab (EA 4571), France.
– Mário Madureira Fontes, Pontifícia Universidade Católica de São Paulo, Brasil
– Ricardo Queiroz, Escola Superior de Media Artes e Design, INESC TEC – Instituto de Engenharia de Sistemas e Computadores, Tecnologia e Ciência, Portugal
– Roger Azevedo, University of Central Florida, Orlando, United States of America
– Teresa Bettencourt, Universidade de Aveiro & CIDTFF, Portugal