Buch, Englisch, 693 Seiten, Format (B × H): 155 mm x 235 mm
8th International Conference on Quantitative Ethnography, ICQE 2026, Hiroshima, Japan, November 9–13, 2026, Proceedings
Buch, Englisch, 693 Seiten, Format (B × H): 155 mm x 235 mm
Reihe: Communications in Computer and Information Science
ISBN: 978-3-032-44025-9
Verlag: Springer
This volume constitutes the refereed proceedings of the 8th International Conference on Quantitative Ethnography, ICQE 2026, held inHiroshima, Japan, during November 9–13, 2026.
The 46 full papers included in this book were carefully reviewed and selected from 91 submissions.They were organized in the following topical sections: Theory and Methodology; Teaching and Learning and Culture, Policy, and Society.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
.- Theory and Methodology.
.- Using Peak Detection to Guide Qualitative Video Analysis in an
Open-Ended Learning Environment.
.- LLM-Assisted QE Coding: The Codebook as the Core Object of
Interpretive Work.
.- Discourse Coherence Length: Noise-Corrected Covariance Estimation
of Window-Size in Epistemic Network Analysis.
.- Comparing Coh-Metrix and GPT Language Connections Through
Epistemic Network Analysis.
.- Qualitative-Quantitative Analysis of Learning Impasses via
Deterministic Log Coding: A Case Study in an Interactive Arithmetic
Problem-Posing Environment.
.- Constructing K-Partite Epistemic Networks through Code Masking.
.- LLM-based Multimodal Representations of Student Collaboration in
Mathematics.
.- Opening the Interpretive Loop: A Human-Centered Approach to Derive
Windows.
.- Integrating Theory Throughout QE.
.- Design and Development from rENA to jENA: Accelerating the
Creation of Web-Based Open ENA Tools.
.- ‘mitory’: A Participatory Ethnography Platform for Capturing
Teachers’ Scaffolding and Fading Strategies.
.- Scaffolding Human-LLM Qualitative Coding Through Inference
Evaluation and Construct Boundaries.
.- Transmodal Analysis of Embodied Collaborative Reasoning.
.- Teaching and Learning.
.- Teachers’ Relational Agency in Inclusive Pedagogy: A Cross-National
SNA–ENA Study of Scotland, Finland, and Sweden.
.- Shifts in a Novice Teacher’s Perspective on Lesson Design Through
Learners’ Use of Generative AI.
.- Patterns of Generative AI Use Associated with Higher- and
Lower-Quality Source-Based English Writing.
.- How Does Social Annotation Develop Over Time? Examining Temporal
Changes in Discourse Moves During Online Reading Activities.
.- Modeling Problem-Solving Trajectories in a Complex Socio
Environmental Planning Simulation: Implications for Learning Analytic
Models in the Age of AI.
.- Enacting Shared Epistemic Agency through Game-Based Learning to
Develop AI Literacy.
.- Collaboration Beyond Cooperation: Examining Task and Social
Dynamics in Adolescent Global STEM Project Teams Using Epistemic
Network Analysis.
.- Shifting Conceptualizations of Notice and Wonder in Online
Mathematics Professional Development.
.- How Confidence Differentiates Reviewers’ Epistemic Cognition: An
Epistemic Network Analysis of ICLR Peer Review.
.- ””Are You a Real Human?””: Tracing Temporal Dynamics of Students’
Criteria for Distinguishing AI.
- Demystifying Research Leadership: Principles from an
Academic–Industry Collaboration in Quantitative Ethnography.
.- Mapping Playworld Pedagogy: An Ordered Network Analysis of
Discourse in Professional Development and Classroom Instruction for a
Place-Value Unit.
.- Distributed Learning Support in a cMOOC: A Quantitative
Ethnographic Case Study of Teacher-, Facilitator-, and PeerPositioned
Support.
.- Self-Regulated Learning Networks in GenAI-Supported Physics
Learning: An ENA Study across Self-Efficacy Levels.
.- The Evolution of Self-Regulation in AI-Mediated Language Learning:
A Comparative Epistemic Network Analysis Study.
.- A Quantitative Ethnography Framework for Examining Induction
Support in Special Education Teacher Development.
.- Mapping Practitioner Openness and Hesitation Toward GenAI
Integration in Learning Design.
.- Shifting Technology Teachers’ Epistemic Frames of Teaching AI Ethics
through a TRPG-Based Professional Development Program.
.- Portraying institutional identity: Using ENA to model higher education
mission statements,
.- Multiple Concept-Integration Trajectories to Equivalent Mastery:
Equifinality in Threshold Concept Learning in a Programming MOOC.
.- Toward an Affordance-Based Taxonomy of GenAI-Assisted Writing Tools .
.- K-12 Teachers’ Perspective on the Current Newcomer EL Student
Support in the United States.
.- From Diagnosis to Redesign: Using Quantitative Ethnography to
Improve Multi-Agent LLM Reasoning.
.- Culture, Policy, and Society.
.- Navigating Tensions and Togetherness: A Quantitative Ethnographic
Analysis of Intra-Black Solidarity and Conflict Among Black College
Students.
.- Affirmations of a Black Neighborhood High School in North
Philadelphia: Using Quantitative Ethnography in an After School
Writing Program.
.- La Cultura Cura: A Decolonial Quantitative Ethnography of Epistemic
Resistance in Justice-Impacted Youth.
.- Modelling Interpretive Cohesion in Poetic Translation: An Epistemic
Network Analysis of Human and AI Translations of Blok’s The Stranger.
.- Red Tags Across Borders: Comparing East Asian Adaptations of Boys
Over Flowers Using Epistemic Network Analysis.
.- Navigating Academic Motherhood: Identity-Based Motivation and
Network Dynamics.
.- The Multi-Level Organizational Factors that Impact Good Teaching
for Full-Time Non-Tenure-Track Faculty.
.- Affective Depolarization in Cross-Partisan Dialogue: An Epistemic
Network Analysis of the Party Line Conversations.
.- Affective Depolarization and Perspective Mobility.
.- Leadership in the Pre-Civil War Period of the Colored Conventions.
