Blanchard / Chen / Chi Artificial Intelligence in Education

27th International Conference, AIED 2026, Seoul, South Korea, June 27–July 3, 2026, Proceedings, Part V
Erscheinungsjahr 2026
ISBN: 978-3-032-29770-9
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 654 Seiten

Reihe: Lecture Notes in Computer Science

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

.- ArguMath: AI-Simulated Environment for Pre-Service TeacherTraining in Orchestrating Classroom Mathematics Argumentation.
.- GenAI-supported Mathematical Storytelling: How Deep Is Optimal? A Three-Group Study of Cognitive Gains.
.- Faculty Response to Generative AI: Attitudes, Change in Practice and Policy towards Students' Use.
.- Evaluating Learner Representations for Differentiation Prior to Instructional Outcomes.
.- Mathematics Teachers’ Interactions with a Multi-Agent System for Personalized Problem Generation.
.- Physiological and Semantic Patterns in Medical Teams Using an Intelligent Tutoring System.
.- AI Is Available, Partnership Is Optional: Student Agency in Human–AI Interaction.
.- Visual Attention Transitions and Self-Regulated Help Seeking in Programming Comprehension.
.- Patterns of Ethical Reasoning Among Middle School Students: Misconceptions and Mental Models of Transparency and Explainability in AI Systems.
.- Hand movements and learning: Movement profiles of learning-by-making.
.- Can LLMs Support Formative Assessment? LLM-Based and Teaching Assistant–Based Assessment in Programming Education.
.- Supporting K-12 Teachers in the Presidential AI Challenge: A Case Study of a Faculty-Mentored Workshop for AI Tool Creation.
.- A randomized blind comparison of SME and LLM-generated active learning tasks for math classes.
.- Representing Uncertainty in Open Learner Models: Supporting User Interpretation.
.- CLEM: Constrained Learning Environment Models for Simulating Human Cognitive Processes.
.- Scaling Socratic Dialogue with Generative AI: UnderstandingImplications for Student Engagement and Learning Outcomes.
.- Scaffolding Epistemic Agency: Evaluating AI-Partnered Affective Feedback for Emotional Regulation in Knowledge Building.
.- Shaping Credibility Judgments in Human–GenAI Partnership via Weaker LLMs: A Transactive Memory Perspective on AI Literacy.
.- Does the TalkMoves Codebook Generalize to One-on-One Tutoring and Multimodal Interaction?.
.- Back to the Future: What Can Remixing Teach Us About Coding in the Age of AI.
.- Beyond One-Size-Fits-All: Personalizing Computational Proxies of the Zone of Proximal Development Through Help-Seeking Behaviors.
.- Using Learning Progressions to Guide AI Feedback for Science Learning.
.- Developing Authentic Simulated Learners for Mathematics Teacher Learning: Insights from Three Approaches with Large Language Models.
.- To Use or Not to Use: Investigating Student Perceptions of Faculty Generative AI Usage in Higher Education.
.- Mitigating Preservice Teachers' Teaching Anxiety with Generative Student Agents: A Quasi-Experimental Study on MetaClass.
.- Investigating How Collaborative Conversational Agents Influence the Relationship of Affective and Cognitive Engagement in Student Dialogues.
.- Supporting Socially Shared Regulation Through Human-AI Collaboration in Pre-service Teacher Education.
.- When Teachers Use AI Chatbots and are Trained for It: Impact on Learning Design Quality and Cognitive Effort.
.- Tracing Prompt-Level Interaction Trajectories to Understand Student Learning with LLMs in Programming Education.
.- Operationalizing Adaptive Scaffolding: A State-Driven Design Framework for Hybrid Learning with Digital Teachers.
.- Gender Differences in Learning and Test Taking Experiences with Digital Game-Based Assessment.
.- Curiosity, prior achievement, and interaction patterns: Heterogeneity of generative AI effects uncovered by causal inference.
.- How Do Experts Use Generative AI in Collaborative Problem Solving?: Expert-Novice Comparison.
.- Effects of Job Task Focused Career Education for Human-AI Coexistence on Students' AI Career Interest and Career Adaptability.
.- Human–AI Collaboration Reconfigures Group Regulation from Socially Shared to Hybrid Co-Regulation.
.- From Feasibility to Generalization in the Field: Using an MR-Based Teacher Orchestration Tool in AI-Supported K-12 Classrooms.
.- ReflectEd: Evaluating Reflection-Driven Learning in an AI-Assisted System.
.- Who Do Learners Ask for Help? Modeling Social Role Diversity in Agentic AI for Educational Help-Seeking.
.- How Teacher-Expert Collaboration Shapes the Quality of AI-Supported Scientific Inquiry Learning.
.- Three Paths to Adaptation: Temporal Profiles of Self-Regulated Learning with Generative AI Support.
.- Computational Thinking Development in AI Agent Creation: A Mixed-Methods Study.
.- Catching The Correct Answer Trap: Characterising AI Tutor Blind Spots When Analysing Student Reasoning.
.- Scaffolding for Co-regulated Learning in Generative AI Supported Learning Systems: A Scoping Review.
.- Cognitive Processes Underlying Divergent Levels of Performance and Agency in AI-Assisted Programming.
.- Bridging AI Prompting and Design Thinking: Behavioral Patterns and Pedagogical Insights from a Design Workshop.
.- Conceptualizing the depth and breadth of AI Literacy.
.- Exploring Teacher Use of an AI Support Bot during an Asynchronous Training Module.
.- Adversarial Assignment Perturbation: Effects on Help-seeking Behaviors in Student Generative AI Chatbot Use.
.- Uncritical but Overconfident? How Learners Engage with AI-Generated Images of Scientists.
.- Pedagogical Values Mediate Teacher Perceptions on Using AI to Support Students’ Learning of Scientific Explanations.
.- Automated Evaluation of Student-Chatbot Interactions in Climate Education Using Large Language Models.
.- AI in the Wild: A Large-Scale Analysis of College Students’ Authentic Interactions with Generative AI.
.- Complementing Human Instruction: Student Interaction Patterns with a Pedagogically Aligned AI Teaching Assistant.
.- Divergent and Convergent Thinking During the Creative Thinking Process.
.- AI Evaluation and Feedback to Support Middle-School Students’ Scientific Argumentation and Reasoning.
.- Democratizing Foundations of Problem-Solving with AI: A Breadth-First Search Curriculum for Middle School Students.
.- An Attitude Paradox? Examining Ability Beliefs and Persistence Intentions in a Middle School Conversational AI Learning Experience.
.- Writing Instructors’ Pedagogical Decisions About Generative AI.
.- Designing Scenario-Based Tasks for Assessing AI Literacy.
.- SPARK: A Student-Centered Framework for Teaching Natural Language Processing in the Age of Large Language Models.
.- The Edit is the Evaluation: What TA Revisions Reveal About AI Lecture Assistants.
.- Who Benefits from LLM-Generated Learning Support Messages? Causal Evidence on Treatment Effect Heterogeneity.
.- A Matter of Perspective: Contrasting User and Subject-Matter Experts’ Sensemaking of LLM Feedback on Instructional Discourse.
.- Epistemic Agency, AI Knowledge and Performance in Generative AI–Supported Data Analytics Tasks.
.- From Empirical Replication to Hypothesis Generation: Concretizing Our Understanding of Learning with a Computational Model of ICAP.
.- Who’s Behind the Feedback? Students’ Use of AI and Perceived Feedback Usefulness When the Evaluator May Be Human or AI.
.- Linking Affective Experience and AI Trust: The Role of a PERMA-based AI Agent in Higher Education.
.- An Adaptive Multi-Agent Learning Environment for Interprofessional Communication Training in Nursing
Education.
.- Beyond the Chat Window: A Trace-Based Positioning Analysisof Student-GenAI Interactions in Academic Writing.