Uden / Ching Learning Technology for Education Challenges

14th International Workshop, LTEC 2026, Manila, Philippines, August 24–27, 2026, Proceedings
Erscheinungsjahr 2026
ISBN: 978-3-032-33997-3
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 466 Seiten

Reihe: Communications in Computer and Information Science

This book constitutes the refereed proceedings of the 14th International Conference on Learning Technology for Education Challenges, LTEC 2026, held in Manila, Philippines, during August 2026.

The 38 full papers included in this book were carefully reviewed and selected from 85 submissions. They were organized in topical sections as follows:Human–AI Collaboration in Writing, Language Learning, and Scaffolding; Ethical, Professional, and Institutional Dimensions of Generative AI in Education; Innovative STEM Pedagogies and AI-Supported Problem Solving; Design, Adoption, and Evaluation of Digital Learning Environments; Technology-Enhanced Learning for Culture, Sustainability, and Lifelong Education; Educational Policy, Comparative Evidence, and Digital Resilience.

Zielgruppe

Research

Autoren/Hrsg.

Uden, Lorna

Ching, Gregory

Inhaltsverzeichnis

.- Human–AI Collaboration in Writing, Language Learning, and Scaffolding.
.- Reconceptualising ESL Academic Writing in the Age of Generative AI: A Two-Lane Process-Oriented Framework for Human-AI Collaborative Writing.
.- Comparing the Effects of Generative AI Feedback and Teacher Feedback on L2 Writing Quality and Revision Depth: A Quasi-Experimental Study.
.- Knowledge Building as Pre-Experiential Scaffolding: Integrating Role-Playing and Experiential Learning into Cultural Education within Chinese Language Courses.
.- An AI-Assisted Instructional Practice in Chinese Character Learning: Integrating Mind Mapping and ChatGPT in Radical-Based Teaching.
.- Hybrid AI-Architecture for Vygotskyan Scaffolding: Mitigating Hallucinations in Rule-Based CALL.
.- Ethical, Professional, and Institutional Dimensions of Generative AI in Education.
.- Supervising in the Age of Generative AI: Triangulating Graduate Nursing Students' and Advisers' Perspectives on AI, Integrity, and Verification.
.- Empowering Career Readiness through Generative AI: A Qualitative Interpretation of Student Learning Needs in Taiwanese Higher Education.
.- From Openness to Oversight: A Pilot Mixed-Methods Study of Philippine Teachers' Generative AI Governance Practices and Support Needs in Basic Education.
.- Explaining Ethical Usage Behavior of AI Tools in Higher Education: Mediating Role of AI Literacy and Moral Dis-engagement.
.- From Policy Vision to Classroom Practice: Ethical Challenges and Pathways for AI in Education for Sustainable Development.
.- Use of generative AI is positively correlated with academic learning, performance, and continuance intention: A case from the Philippines.
.- The Impact of Negative Perceptions of Generative AI on Engineering Students' Academic Performance.
.- Human Centered Generative AI for Teacher Professional Development: A Conceptual Framework for Reflective Practice, Teacher Well-Being and Professional Identity.
.- Innovative STEM Pedagogies and AI-Supported Problem Solving
.- Impact of Time-Pressured Active Recall on Conceptual Understanding in Pre-University Physics Across Topics.
.- The Transformative Potential of Problem-Based Learning: Evidence from Mathematics, Physics, Biology, Chemistry and Agriscience.
.- Data-Driven Learning Design: Using Item-Level Analytics to Support Learn Before Lecture in Mathematics Education.
.- Quietly Smart or Confidently Clever? Presentation Behaviour as a Marker of Learning Achievement in Thermodynamics.
.- A Digital Escape Room for Developing Computational Thinking through Quadratic Equations and AI Scaffolding: "Find Mr X".
.- Designing for Sustainable Learning: Pre-Service Physics Teachers as Digital Content Creators.
.- Supporting Non CS Undergraduates' Logical Problem Solving through Generative AI: An Action Research Study in an Introductory Python Course.
.- Design, Adoption, and Evaluation of Digital Learning Environments.
.- Factors Influencing University Instructors' Behavioral Intentions to Implement Flipped Classrooms: A Comparison of Implementers and Non-Implementers.
.- Live Commerce as a Technology-Enabled Learning Environment.
.- Learning Apart, Connecting Together: Exploring Undergraduate Students' Interaction Experiences in Mobile Learning Environment.
.- Mobile Learning Application Design and Development: Insights from Technology Acceptance Models.
.- Home Environment, Interaction, and Learning Outcomes: Taiwan Gen Z University Students' Experiences with Online Learning.
.- Use of the System Usability Scale for Evaluating Educational Games in Higher Education.
.- A Hybrid TOPSIS–SEM Decision-Support Framework for Evaluating Socio-Technical Self-Service Systems.
.- Technology-Enhanced Learning for Culture, Sustainability, and Lifelong Education.
.- Assessing the Educational Service Supply Chain within a Flexible Learning Framework: A Comparative Analysis of Engineering and Non-Engineering Programs at Marinduque State University.
.- Dynamic Re-use of Digital Cultural Heritage: Challenges, Practices, and Applications of 3D Technology.
.- Lifelong Learning in the Age of Generative AI: A Neuro-Educational Pillar of the LEARN Framework.
.- Technology-Enhanced Food and Agriculture Education: A University-Elementary Partnership Using AI and Digital Media for Place-Based Learning in Taiwan.
.- The Role of Visual Demonstration in Promoting Edible Cutlery Adoption.
.- Educational Policy, Comparative Evidence, and Digital Resilience.
.- Mentorship and Evaluation as Knowledge Infrastructures in Global Teacher Support Systems: Cross-National Patterns from TALIS.
.- Survey-Weighted Hybrid Decomposition with Stacked Machine Learning: Explaining the English (Test-Language)-at-Home Underperformance Paradox in Philippine PISA 2022.
.- A Comparative Study of STEM Attitudes among Lower Secondary Students in Malaysia and Kazakhstan.
.- The Transition from Secondary to Higher Education in Indonesia: A Policy Blindspot in Secondary Education Governance.
.- Factors Influencing Youth's Susceptibility to Cyberextortions: A South African Perspective.
.- Beyond Defense: Conceptualising Adolescents' Digital Resilience in Cybersecurity Ecosystem.