Laila El-Hamamsy

Brender, J., El-Hamamsy, L., Uittenhove, K., Perez, A., Jermann, P., Mondada, F., & Bumbacher, E. (2026, 27 June). Reflective Dialogue or Prompt Refinement? Effects of Tutor Scaffolding on Students’ Independent LLM Use for Programming. Lecture Notes in Computer Science. AIED 2026, Seoul, Korea. https://doi.org/10.1007/978-3-032-29763-1_37

Brender, J., El-Hamamsy, L., Uittenhove, K., Mondada, F., & Bumbacher, E. (2025). Structured Prompts, Better Outcomes? Exploring the Effects of a Structured Interface with ChatGPT in a Graduate Robotics Course. In K. Tammets, S. Sosnovsky, Ferreira Mello Rafael, G. Pishtari, & T. Nazaretsky (Eds.), Two Decades of TEL. From Lessons Learnt to Challenges Ahead : 20th European Conference on Technology Enhanced Learning, EC-TEL 2025, Newcastle upon Tyne and Durham, UK, September 15–19, 2025, Proceedings, Part I (pp. 91–106). Springer Nature. https://doi.org/10.1007/978-3-032-03870-8_7

Brender, J., El-Hamamsy, L., Mondada, F., & Bumbacher, E. (2024). Who’s Helping Who? When Students Use ChatGPT to Engage in Practice Lab Sessions. In A. Olney (Ed.), Artificial Intelligence in Education (Vol. 14829). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-64302-6_17

Chevalier, M., El-Hamamsy, L., Giang, C., Bruno, B., & Mondada, F. (2022). Teachers’ Perspective on Fostering Computational Thinking Through Educational Robotics. Robotics in Education - RiE, 1359, 177–185. https://doi.org/10.1007/978-3-030-82544-7_17