Blanchard / Chen / Chi Artificial Intelligence in Education

27th International Conference, AIED 2026, Seoul, South Korea, June 27–July 3, 2026, Proceedings, Part IV
Erscheinungsjahr 2026
ISBN: 978-3-032-29763-1
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 643 Seiten

Reihe: Lecture Notes in Artificial Intelligence

This six-volume set LNAI constitutes the refereed proceedings of the 27th International Conference on Artificial Intelligence in Education, AIED 2026, held in Seoul, South Korea, during June 27–July 3, 2026.

The 143 full papers and 165 short papers presented in this book were carefully reviewed and selected from 1241 submissions.

• The conference program comprises seven thematic tracks:
  Track 1: Technical Aspects of AIED
  Track 2: Human Aspects of AIED
  Track 3: Societal Aspects of AIED

This year's theme, "From tools to teammates: human-AI synergy for Augmented Learning" , highlights research on human and AI agency, collaborative intelligence, and human & AI co-evolving. 

Zielgruppe

Research

Autoren/Hrsg.

Blanchard, Emmanuel G.

Chen, Guanliang

Chi, Min

Isotani, Seiji

Inhaltsverzeichnis

.- AI-Driven Analytics of Team-Teaching Talk: Acoustic Patterns across Experience, Cohorts and the Learning Design.
.- AI-Human Revoicing in Educational Dialogue: Developing Students’ Academic Voice with an LLM-based Chatbot.
.- Comparing the Impact of Pedagogy-Informed Custom and General-Purpose GAI Chatbots on Students’ Science Problem-Solving Processes and Performance Using Heterogeneous Interaction Network Analysis.
.- From Auxiliary Tool to Teaching Partner: A Human-AICo-Teaching Model for Primary Programming Classrooms.
.- Understanding Teacher Revisions of Large Language Model-Generated Feedback.
.- Moving Beyond Review: Applying Language Models to Planning and Translation in Reflection.
.- “GenAI Defaults to Bias!” Gamify AI literacy through Reflections on Prompts.
.- A Framework for LLM Integration in Secondary Education: Insights from Computing Teachers.
.- Who Benefits From Which Voice? Group-Differentiated Effects of Teachable Agent Voice Emotion Design on Achievement Emotions and Engagement Patterns in K-12 Mathematics Learning.
.- Supporting Scientific Sensemaking under Uncertainty in Inquiry-Based Learning with an AI-based Chatbot.
.- Teaching Multivariational Reasoning through AI-Guided Inquiry in Interactive Simulations.
.- From Feedback to Regulation: Comparing Generative AI and Human Feedback in Supporting Self-Regulated Learning.
.- I’m Not Stuck – I’m Learning: Operationalizing Self-Efficacy Trajectories in Large-Scale AI Learning
Environments.
.- Bidirectional Co-Regulation Mechanisms Between Teachable Agents and Students: Authority-Agency Evolutionary Characteristics and Their Link to Learning Gains Through Time Series Dynamics.
.- Beyond Correctness: A Stage-Aware Framework for Decoding Student Problem-Solving Processes from Handwriting Trajectories.
.- Catalyst Without Convergence: Analyzing Student–AI Interaction Trajectories in Knowledge Building.
.- Embedding Pedagogical Principles into LLMs: A Field Studyof AI-Generated Feedback in a Programming Serious Game.
.- Learning from Giants: Attribution-Aligned Knowledge Distillation for Interpretable ELL Essay Assessment.
.- Learning about Artificial Intelligence in Algebra 1 Classes in Virtual School Settings.
.- Ordered Network Analysis of Epistemic Emotions during Collaborative Problem Solving.
.- From Intention to Text: AI-Supported Goal Setting in Academic Writing.
.- Tools, Teammates, or Threats? How Pedagogical Reasoning Shapes Novice Instructional Designers’ Judgments About AI in Education.
.- Analyzing Middle School Students' Dialogue and Behaviors during Collaborative AI Chatbot Development Using Ordered Network Analysis.
.- Constructing Acceptable Use: Instructor Boundary-Setting with Generative AI.
.- From Information Foraging to Making Sense of the Information: Decoding Mindset-Driven Learning in Computer Based Learning Environments.
.- Modality Matters: How Text, Audio, and Video Interactions Shape Student Engagement and Performance with AI Tutors in 6-8 Mathematics.
.- Integrating Educator-designed AI Tools in Classrooms:Teachers’ Practices, Perceptions, and Concerns.
.- Trust and Reliance on AI in Education: AI Literacy and Need for Cognition as Moderators.
.- Genie Training the Wisher: Six-Dimension Task-Agnostic AI Coaching for Learning Transferable LLM Prompting Skills.
.- What Do Future Teachers Look For in Movement-Based Learning? Implications For Multimodal Systems.
.- How Linguistic Diversity Impacts Multilingual Automated Scoring in Large-Scale Assessments.
.- Cross-Subject Predictive Validity for Learning Outcomes of Delayed Start Behavior.
.- Seeing the Big Picture: Evaluating Multimodal LLMs’ Ability to Interpret and Grade Handwritten Student Work.
.- Beyond Generic Answers and Empty Praise: The DifferentialImpact of AI Companionship Roles on Social-Emotional Learning in University Student Intervention.
.- Unpacking Vibe Coding: Help-Seeking Processes in Student-AI Interactions While Programming.
.- How Annotation Trains Annotators: Competence Development in Social Influence Recognition.
.- Reflective Dialogue or Prompt Refinement? Effects of Tutor Scaffolding on Students' Independent LLM Use for Programming.
.- Dialogue Act Patterns in GenAI-Mediated L2 Oral Practice: A Sequential Analysis of Learner–Chatbot Interactions.
.- Learner-Stage-Aware AI Tutor Improves Learning Processes: Initial Evidence from a Field Experiment.
.- Human Oversight Is Not Neutral: How AI Grades Shape Human Grading Decisions.
.- Chat-Based Support Alone May Not Be Enough: Comparing Conversational and Embedded LLM Feedback for Mathematical Proof Learning.
.- Practice Less, Explain More: LLM-Supported Self-Explanation Improves Explanation Quality on Transfer Problems in Calculus.
.- Exploring Teachers’ Perspectives on Using Conversational AI Agents for Group Collaboration.
.- Leveraging a Multi-Agent LLM Framework for Academic Reading Support: Design and Evaluation of the SmartRead Platform.