Artificial Intelligence and Transformative Pedagogies in the Digital Age

Erscheinungsjahr 2027
ISBN: 978-3-032-33974-4
Verlag: Springer Nature Switzerland AG

Buch, Englisch, 470 Seiten, Format (B × H): 155 mm x 235 mm

Reihe: Cognition and Exploratory Learning in the Digital Age

This book offers selected research papers from the 2025 edition of the Cognition and Exploratory Learning in the Digital Age (CELDA) conference. In its 22nd edition, CELDA promotes the development of research that discusses and addresses the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation in the digital context. It offers a comprehensive examination of how AI is bringing innovation into teaching and learning, transforming educational methods across different environments. It provides educators, researchers and educational technologists a roadmap for the deployment of AI tools and innovative pedagogical approaches to improve learning, assessment and teacher development.

This book addresses the urgent debate of AI growing implementation in educational settings and divides the main topics into four critical parts:

Part I—AI as a learning resource—Approaches the use of AI-based tools as resources for the development of student-centred and active learning and as supportive instruments for critical thinking and skill development.

Part II—AI-driven assessment and analytics—Focuses on assessment with the support of AI, in areas, such as automated assessment and the use of analytics to measure learning outcomes.

Part III—Pedagogical innovation and transformation—Emphasises the need for systemic and methodological innovations in educational settings to adapt to the AI age.

Part IV—Computational thinking, programming and teacher development—Addresses the technical aspects of digital skills while also exploring behaviour and the necessary tools.

This book is essential reading for anyone interested in how teaching and learning are evolving in response to ongoing technological innovation. It is directed at researchers, instructional designers, educators, graduate students and educational policy makers.

Zielgruppe

Research

Autoren/Hrsg.

Isaías, Pedro

Sampson, Demetrios G.

Ifenthaler, Dirk

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Technische Wissenschaften Technik Allgemein Technik: Allgemeines
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik

Inhaltsverzeichnis

Evaluating Coherence–Novelty Tensions in Artistic Research - Integration of Chatgpt and Learning Analytics in the Problem-Based Learning Model.- Bridging Worlds: AI, Education, and Global Expertise - AI in ESP Education: Transformations, Ethical Considerations, and Future Directions.- Persona-Based AI Chatbot In History Education: Cross-Grade Cognitive Distributions of Student Interactions and Design Implications for Dialogic Inquiry.- Unconventional Approach to Python Programming Exercises in Acoustics Without Writing Code: Integrating Prompt Engineering into Engineering Pedagogy - The Relationship Between Prompt Quality and Student Comprehension.- Humans Grade Worse Than AI – A Small Sample Counterexample.- An Evidence-Centred, Multi-Dimensional Framework for Assessing AI-Supported Academic Writing with Initial Instructor Feasibility Evidence.- Identifying Problem-Solving Profiles to Inform Differentiated Scaffolding in Digital Learning Environments: Pedagogy-Guided Analytics for Adaptable Fading.- Learning Outcome Similarity in the Spiral Model - Evolution of Algorithmic Approaches and Educational Implications.- Engineering Macrocognitive Transfer: AI-Enabled Exploratory Learning Beyond Performance Metrics.- Design Thinking Implementation - A Preliminary Methodology.- AI as the Student: Conceptual Design and Piloting of a Simulation Environment for Developing Teacher Discourse Competence.- Empowering Critical Thinking Using Experiential and Student-Centered Learning in the Age of AI.- From Curriculum for All to Inclusive Practice: Evidence from a Two-Phase UDL-Informed Pedagogical Transformation.- An Interdisciplinary Perspective of Student Engagement, Critical Thinking and the Use of Artificial Intelligence in Teaching.- Cognition-Aware Artificial Intelligence for Transformative Learning in Higher Education.- Developmental Differences in Computational Thinking Through Peer-Tutored Robotics Activities.- The Hybrid Reading Model: Optimizing Programming Education Through Vocalization and Subvocalization - Managing Cognitive Load in Program Comprehension and Debugging.- Becoming Excellent Digital Teachers - Navigating Human-Centered Mechanisms for Sustainable Innovation in the AI Era.- Chunking Strategy Use During Collaborative Debugging.- Teachers’ Attitudes and the Use of Digital Technologies in Inclusive Classrooms: The Role of Contextual Diversity.- An Information Foraging Perspective on Teacher-Facing Learning Analytics Dashboard Use.

Über Autor(innen)

Pedro Isaías is an Associate Professor with Habilitation at Universidade Aberta (Portuguese Open University) in Lisbon, Portugal. Previously, Pedro was an Associate Professor at the Information Systems & Technology Management School of The University of New South Wales (UNSW – Sydney), Australia, an Associate Professor at The University of Queensland, Brisbane, Australia, and an invited professor at ISEG-University of Lisbon, Portugal. He has led EU-funded projects, is the editor of various international journals, has over 200 publications and co-founded IADIS, a global scientific association. He currently researches Learning Technologies, Data Analytics and Digital Transformation.

Demetrios Sampson is Professor and Director of the M.Sc. in Digital Learning at the University of Piraeus, Greece. He has also served as Professor of Learning Technologies and Director of Research at the Curtin University School of Education in Australia. He is listed among the world’s top 2% most-cited scientists. He has authored over 310 publications, developed a popular MOOC (Analytics for the Classroom Teacher) on edX and received awards from IEEE and IGIP for his contributions to Learning Technologies.

Dirk Ifenthaler is the Chair of Learning, Design and Technology at the University of Mannheim, Germany; the UNESCO Co-Chair on Data Science in Higher Education Learning and Teaching at Curtin University, Australia; and a Distinguished Professor in the Department of Applied Educational Science and Teacher Education at the University of Eastern Finland, Finland. Dirk’s research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning. Dirk Ifenthaler is the Editor-in-Chief of the Technology, Knowledge and Learning and Editor-in-Chief of Educational Technology & Society.