Problems/questions are indispensable in the teaching and learning process. Adequate problems/questions give essential motivation for learning. Problems/questions posed by the learners are believed to help them in their learning and inquiry path. Moreover, problems/questions with adequate quality in various testing conditions are believed to enable teachers to assess individual students' capability and readiness of transfer in specific domain knowledge. Despite this, there are still many areas in need of systematic investigation to promote knowledge and skills facilitated by a problems/questions approach, including learning by problem solving and/or generation. For instance: what criteria constitute as adequate test item quality (in addition to frequently cited psychometric index like item difficulty, discrimination index); how to best assess a learner's capability with appropriate quality level within constraints (e.g., an optimal number of items, time limitation, etc.); any feasible metadata heuristics and/or techniques for problems/questions selection; any promising alternative strategies for compiling a sufficient number of problems/questions; any scaffolding techniques for question-generation implementation and instructional diffusion and so on.

From ICCE 2006 to 2023, we held a series of 16 workshops where we paid special attention to "questions/problems" in technology-enhanced learning. We established a SIG of "Educational Use of Problems/Questions in Technology-Enhanced Learning" in 2015. This 17th workshop is the tenth workshop organized by the SIG. This continuous workshop will provide a good and timely opportunity to present and share the results and issues about "problems/questions" and grow the SIG community.