Innovative Technologies and Learning

9th International Conference, ICITL 2026, Ljubljana, Slovenia, August 4-6, 2026, Proceedings, Part II
Erscheinungsjahr 2026
ISBN: 978-3-032-32114-5
Verlag: Springer

Buch, Englisch, Band 16842, 490 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 762 g

Reihe: Lecture Notes in Computer Science

This book constitutes the refereed conference proceedings of the 9th International Conference on Innovative Technologies and Learning, ICITL 2026, held in Ljubljana, Slovenia, during August 4- 6, 2026. 

The 82 papers included in these proceedings were carefully reviewed and selected from 188 submissions. The papers are organized in the following topical sections

Part I: Arti?cial Intelligence in Education; Computational Thinking in Education; Design and Framework of Learning Systems; VR/AR/MR/XR in Education.

Part II: Pedagogies to Innovative Technologies and Learning; STEM/STEAM Education; Application and Design of Generative Arti?cial Intelligence in Education.

Zielgruppe

Research

Autoren/Hrsg.

Lin, Chia-Ju

Istenic, Andreja

Huang, Tien-Chi

Huang, Yueh-Min

Fachgebiete

• Mathematik | Informatik EDV | Informatik Informatik Künstliche Intelligenz
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Mathematik | Informatik EDV | Informatik Angewandte Informatik
• Mathematik | Informatik EDV | Informatik Technische Informatik

Inhaltsverzeichnis

.- Pedagogies to Innovative Technologies and Learning.
.- The Practice and Transformation of Affective Learning in Community Arts Courses - A Case Study of the Art Companionship Course at Nanguan Community College .
.- When networking becomes collaborative learning: co-design workshops with small enterprises.
.- Shared Technology in Interdisciplinary workshops: Social Constructivist Learning in Professional Education.
.- Leveraging Social Media for Employee Innovation in Higher Education: A Knowledge Management Perspective.
.- Structural Differences in Team Collaboration Under Problem-Based Learning and Challenge-Based Learning: A Social Network Analysis in Engineering Education.
.- Do Adults Assess Themselves More Leniently or Stringently than Assessing Peers? Difference between Online Self-Assessment and Peer Assessment.
.- From Tool to Craft: Teaching Ethical Generative AI through Practice-Based Workshops in the Arts.
.- From Traditional AWE to AI-Aided Learning: Enhancing EFL Nursing Students’ Writing Through a Multi-Feedback Model.
.- Leveraging ChatGPT for Reflective Observation in Vocational Education: Effects on Self-Efficacy and Learning Achievement.
.- ChatGPT as a Hybrid Sparring Partner.
.- The Impacts of Practicing Speaking with AI Chatbots on EFL Learners’ Anxiety, Motivation, Willingness to Communicate, and Speaking Growth in EMI Contexts.
.- Fostering Scientific Literacy via Vicarious Learning: The Impact of AI-Generated Dialogue versus Monologue on Psychological Mechanisms.
.- Evaluation of Generative AI Tools for Process Modeling with Educational Purposes.
.- Epistemic Network Analysis of Age-Friendly Design Learning: Examining Learners’ Cognitive Patterns Across Three Phases of AI-Assisted Socratic Dialogue.
.- Interorganisational collaborative learning: conditions, interactions, and outcomes.
.- Supporting Critical Thinking Through Reflective Assignment: The Use of AI In Mental Health.
.- The Effects of a Socratic Questioning Assistant on Novice Programmers’ Reflective Ability in the Creative Problem Solving Process..
.- Bridging AI and Cooperative Learning: A Jigsaw-Based Instructional Model for Embedded Systems.
.- STEM/STEAM Education.
.- Flipping E-STEM: A Strategy for Cultivating Entrepreneurial Skills in Technical and Vocational Education.
.- Engaging Girls and Women in ICT Education and Careers: Estonian Case Study.
.- Analyzing the Effectiveness of Precision Instrument Identification and Detection Capability.
.- Integrating Design Thinking and Generative AI in Interdisciplinary Education for Heritage Accessibility.
.- A User-Centered Social Practice Approach Using Digital Twin Technology for University Social Responsibility.
.- EXPLORING MODELS AND EFFECTIVENESS LIMITATIONS OF ARTIFICIAL INTELLIGENCE IN STEM EDUCATION.
.- Integrating STEM Approaches into Climate Change Education: a Co-Designing Model for Learning SSI.
.- An AHP-QFD and Generative AI Integrated Approach for Deep Learning in Design Education.
.- Design Thinking-Driven i-STEM System: Examining Prompt Design and Fine-Tuned Model Performance.
.- The Integration of Semiotic Representations in Learning Multiple Integrals.
.- Based on the perspective of motivational factors: The impact of generative AI (GAI) on information science students' hands-on learning in embedded systems.
.- Application and Design of Generative Arti?cial Intelligence in Education.
.- GenAI Mock Interviews for Business Chinese Learners: Benefits, Challenges, and a TAM 3 Analysis.
.- Motivational Configurations in GenAI-Supported Management Learning: A Qualitative Exploration.
.- A VR-Based LLM-Augmented Role-Play System for Training Parent-Teacher Communication and Emotional Regulation.
.- Adaptive Scaffolding Through LLM-Based Immediate Elaborative Formative Feedback: Advancing Self-Regulated Learning Phases in Serious Games .
.- Forecasting EdTech: A Patent-Based Trajectory Analysis of AI Innovation in Education.
.- The Effects of AI-Generated Bilingual Picture Books on Enhancing Reading Interest and Learning Outcomes.
.- A Multi-Agent System Framework for Structural Reconstruction and Evidence-Based Verification of Academic Literature.
.- LLM-Based AI Tools in Robotics Education: Student Perceptions of Usefulness in ROS Programming and System Integration.
.- The Effect of Generative AI–Supported Learning on Reflective Thinking.
.- Exploring the Efficacy and Pedagogical Alignment of LLMbased Grading and Feedback Generation in Engineering Statistics.
.- Learning by Assessing AI: Peer Assessment of Large Language Models in an Introductory Logic Course.
.- Lecturers’ Acceptance of Student Generative AI Use in Assessments.
.- Generative AI as a Sociocognitive Mediational Scaffold in Vietnamese EFL Classrooms: A Proposed Longitudinal Mixed-Methods Investigation.
.- Applying ChatGPT as a Segmented Instructional Scaffold in Engineering Skill Training: Effects on Cognitive Load, Skill Internalization, and Learning Performance in Woodworking Practice.
.- A Generative AI-Based Personalized Prompting System Integrating Inquiry-Based Learning and Reflection Levels:Analyses of Reflective Behaviors and Cognitive Load.
.- Combining NotebookLM and Gemini Gems to Reduce Hallucination and Curriculum Misalignment in Programming Education: System Design and Early Evidence.
.- Cognitive Apprenticeship AI Agent: A Pilot Study of Feedback Timing in Programming Learning.
.- Enhancing Reflective Thinking and Learning Motivation in VR Experiential Learning Through ChatGPT-Driven Feedback.