Alejandra Beatriz Lliteras is a full time professor and researcher at the Facultad de Informática, Universidad Nacional de La Plata (UNLP), Argentina. She has a master's degree in Applied Information Technology in Education and a bachelor's degree in Computer Science. She teaches courses and seminars on topics related to computational thinking, digital humanities, programming in teaching, data visualization, and artificial intelligence in masters in education and in teacher training programs. She has experience in research from different areas of software engineering, geographic information system (GIS), mobile learning, educational platforms, authoring tools, education in computational thinking, data visualization, and digital humanities and digital citizenship. She is currently a Ph.D. candidate at UNLP.Antonio Silva Sprock is a systems engineer from Universidad Bicentenaria de Aragua (Venezuela) and a historian from Universidad Central de Venezuela. He holds a master in Science in Knowledge Engineering from Universidad Politécnica de Madrid (Spain) and a Ph.D. in management science from Caribbean International University (Curaçao) and completed a postdoctoral stay in educational technologies at Universidade Federal de Rio Grande do Sul (Brazil). He has been a research professor in the School of Computer Science at Universidad Central de Venezuela since 2005. He is also an editor-in-chief of the International Journal of Learning and Teaching and Educational Research. He is an author of more than 50 articles presented in national and international congresses, 10 book chapters, and 20 articles published in refereed journals and is also a tutor of more than 30 degree, master, and doctorate special works.Vanessa Agredo-Delgado is a systems engineer graduated from the Faculty of Electronic Engineering and Telecommunications of the University of Cauca (Colombia), with a master's degree in computer science and a Ph.D. in electronics sciences from the same university, with an honorable mention in the latter degree. She has also done research stays at the Universidad de Granada Spain, Universidad de Castilla la Mancha in Ciudad Real and Albacete Spain, Universidad Nacional de la Matanza (Argentina), and Universidad Nacional de La Plata Argentina. She has more than 10 years of teaching experience in different universities, directing subjects in different topics. She also has 10 years of research experience indifferent areas of technology and communications and education and social development, where she has published book chapters, journal papers, and edited research books. Dr. Agredo-Delgado has participated as a speaker and as an organizer of scientific events.

• Alfadatizando 2.0 applied to data visualization at high school level and for digital humanities. Empowering digital citizens.- Analysis of the CodeCombat platform as an educational tool for teaching the fundamentals of Software Programming in the first year of the Computer Science Baccalaureate in the Educational Units of Catamayo canton, academic year 2021-2022.- App prototype based on self-regulation to measure knowledge acquisition.- BioSTEM: A new approach to meaningful learning from biosignals in high school students.- Classroom Attendance and Academic Performance in First-year Courses in a Computer Engineering Degree: Examining the Post-COVID-19 Pandemic Context.- Courseware Adaptation for Programming Logic Classes for Teaching Children with Blindness or Severe Low Sight.- COVIDGAME: The Vaccination Battle.- Designing and Implementing a Blockchain Course in Software Engineering Curricula: A teacher’s perspective.- Enhancing Technological Maturity in School-Level Robotics: A Case Study of Integrating LunaBot v2.3 in Educational Environments in Remote Areas of Arequipa, Peru.- Essential conditions to lead the digital transformation in the educational field in a Higher Education Institution.- Evolutionary and Cooperative Process of Using DICT in the Continuous Training of Teachers in URTI: From Moodle to GenAI.- Experiential Teaching Paradigms in the Learning of Antenna Theory for Undergraduate Students.- Exploring Sequential Pattern Mining in Virtual Learning Environments.- Fear of Gamifying in High School Classrooms: A Grounded Theory.- Gender Differences in Planning Poker: A Preliminary Approach with Epistemic Network Analysis.- Learning Analytics Applied to Serious Games: A Systematic Literature Review.- Learning keyboard and accessible typing aimed at users with visual disabilities.- Low-cost computing devices: advantages and disadvantages in online classes.- Open and Inclusive Educational Resources to Support the Teaching of Mathematics for Visually Impaired Students.- Pedagogical model for teacher training courses: developing teaching competencies for hybrid modality .- Programming in Brazilian Higher Education and High School: A Systematic Literature Review.- Recommendation Systems to aid learning using Artificial Intelligence: A Systematic Review.- Recovering Voices to Build Inclusive Computing: From Accessibility, Gender, and Rights to Education.- Scientific Data Management Plans characteristics in Latin America: mapping using DMPTool.- Sequential Pattern Mining of Students Data: A Case Study with Moodle Log Data.- Simplin: A visual schedule app for people with ASD.- Simulation in Education and Training: From Virtual Reality to Digital Twins.- Strategy for Using Moodle and R in Managing and Systematizing the Teaching Evaluation Surveys in the Engineering School.- Teaching digital humanities at high school level. A literature and special cases review.- The Cognitive Semiotic Profile of Iterative Readers in Pedagogy Students After the Pandemic.- The Platformization of Higher Education in Latin America and Africa.- Use of rubrics in Moodle to assess learning in programming in massive university contexts.- Use of social networks by IFG undergraduate students: gaps that open spaces for a new digital colonization.- Using Artificial Intelligence to guide the Learning Analytics process.

Alejandra Beatriz Lliteras is a full time professor and researcher at the Facultad de Informática, Universidad Nacional de La Plata (UNLP), Argentina. She has a master's degree in Applied Information Technology in Education and a bachelor's degree in Computer Science. She teaches courses and seminars on topics related to computational thinking, digital humanities, programming in teaching, data visualization, and artificial intelligence in masters in education and in teacher training programs. She has experience in research from different areas of software engineering, geographic information system (GIS), mobile learning, educational platforms, authoring tools, education in computational thinking, data visualization, and digital humanities and digital citizenship. She is currently a Ph.D. candidate at UNLP.Antonio Silva Sprock is a systems engineer from Universidad Bicentenaria de Aragua (Venezuela) and a historian from Universidad Central de Venezuela. He holds a master in Science in Knowledge Engineering from Universidad Politécnica de Madrid (Spain) and a Ph.D. in management science from Caribbean International University (Curaçao) and completed a postdoctoral stay in educational technologies at Universidade Federal de Rio Grande do Sul (Brazil). He has been a research professor in the School of Computer Science at Universidad Central de Venezuela since 2005. He is also an editor-in-chief of the International Journal of Learning and Teaching and Educational Research. He is an author of more than 50 articles presented in national and international congresses, 10 book chapters, and 20 articles published in refereed journals and is also a tutor of more than 30 degree, master, and doctorate special works.Vanessa Agredo-Delgado is a systems engineer graduated from the Faculty of Electronic Engineering and Telecommunications of the University of Cauca (Colombia), with a master's degree in computer science and a Ph.D. in electronics sciences from the same university, with an honorable mention in the latter degree. She has also done research stays at the Universidad de Granada Spain, Universidad de Castilla la Mancha in Ciudad Real and Albacete Spain, Universidad Nacional de la Matanza (Argentina), and Universidad Nacional de La Plata Argentina. She has more than 10 years of teaching experience in different universities, directing subjects in different topics. She also has 10 years of research experience indifferent areas of technology and communications and education and social development, where she has published book chapters, journal papers, and edited research books. Dr. Agredo-Delgado has participated as a speaker and as an organizer of scientific events.

• Alfadatizando 2.0 applied to data visualization at high school level and for digital humanities. Empowering digital citizens.- Analysis of the CodeCombat platform as an educational tool for teaching the fundamentals of Software Programming in the first year of the Computer Science Baccalaureate in the Educational Units of Catamayo canton, academic year 2021-2022.- App prototype based on self-regulation to measure knowledge acquisition.- BioSTEM: A new approach to meaningful learning from biosignals in high school students.- Classroom Attendance and Academic Performance in First-year Courses in a Computer Engineering Degree: Examining the Post-COVID-19 Pandemic Context.- Courseware Adaptation for Programming Logic Classes for Teaching Children with Blindness or Severe Low Sight.- COVIDGAME: The Vaccination Battle.- Designing and Implementing a Blockchain Course in Software Engineering Curricula: A teacher’s perspective.- Enhancing Technological Maturity in School-Level Robotics: A Case Study of Integrating LunaBot v2.3 in Educational Environments in Remote Areas of Arequipa, Peru.- Essential conditions to lead the digital transformation in the educational field in a Higher Education Institution.- Evolutionary and Cooperative Process of Using DICT in the Continuous Training of Teachers in URTI: From Moodle to GenAI.- Experiential Teaching Paradigms in the Learning of Antenna Theory for Undergraduate Students.- Exploring Sequential Pattern Mining in Virtual Learning Environments.- Fear of Gamifying in High School Classrooms: A Grounded Theory.- Gender Differences in Planning Poker: A Preliminary Approach with Epistemic Network Analysis.- Learning Analytics Applied to Serious Games: A Systematic Literature Review.- Learning keyboard and accessible typing aimed at users with visual disabilities.- Low-cost computing devices: advantages and disadvantages in online classes.- Open and Inclusive Educational Resources to Support the Teaching of Mathematics for Visually Impaired Students.- Pedagogical model for teacher training courses: developing teaching competencies for hybrid modality .- Programming in Brazilian Higher Education and High School: A Systematic Literature Review.- Recommendation Systems to aid learning using Artificial Intelligence: A Systematic Review.- Recovering Voices to Build Inclusive Computing: From Accessibility, Gender, and Rights to Education.- Scientific Data Management Plans characteristics in Latin America: mapping using DMPTool.- Sequential Pattern Mining of Students Data: A Case Study with Moodle Log Data.- Simplin: A visual schedule app for people with ASD.- Simulation in Education and Training: From Virtual Reality to Digital Twins.- Strategy for Using Moodle and R in Managing and Systematizing the Teaching Evaluation Surveys in the Engineering School.- Teaching digital humanities at high school level. A literature and special cases review.- The Cognitive Semiotic Profile of Iterative Readers in Pedagogy Students After the Pandemic.- The Platformization of Higher Education in Latin America and Africa.- Use of rubrics in Moodle to assess learning in programming in massive university contexts.- Use of social networks by IFG undergraduate students: gaps that open spaces for a new digital colonization.- Using Artificial Intelligence to guide the Learning Analytics process.