Nyhet

Artificial Intelligence in Education

27th International Conference, AIED 2026, Seoul, South Korea, June 27–July 3, 2026, Proceedings, Part VI

AvEmmanuel G. Blanchard,Guanliang Chen

Häftad, Engelska, 2026

Del i serien Lecture Notes in Computer Science

1 094 kr

Beställningsvara. Skickas inom 10-15 vardagar. Fri frakt över 249 kr.

Beskrivning

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 AIEDTrack 2: Human Aspects of AIEDTrack 3: Societal Aspects of AIEDThis 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.

Produktinformation

Utgivningsdatum:2026-06-27
Mått:155 x 235 x undefined mm
Format:Häftad
Språk:Engelska
Serie:Lecture Notes in Computer Science
Antal sidor:491
Förlag:Springer Nature Switzerland AG
ISBN:9783032297723

Utforska kategorier

Databaser inom Data och IT
Artificiell intelligens inom Data och IT
Systemvetenskap och AI inom Data och IT

Innehållsförteckning

.- Scaffolding Critical Engagement with GenAI: Transforming Ethnic Minority Preparatory Students’ CollaborativeDiscourse in Prompt Engineering Tasks..- From Verdicts to Maps: Reimagining AI Assessment for ADHD through a Strength-Based Lens..- BRIDGE the Gap: Mitigating Bias Amplification in Automated Scoring of English Language Learners via Inter-group DataAugmentation..- Decomposing the Fairness Gap: Disentangling Data Scarcity from Validity Bias in AI-Driven Formative Assessment..- From Barriers to Actions: A Thematic Analysis of Teachers’ Perceived Obstacles and Support Needs for AI Integration inK–12 Education..- How Students Interpret Representational Cues in AI-Generated Educational Illustrations..- Evaluating the Impact of Workshop Interventions on AI Literacy and STEM Career Aspirations with AustralianSecondary Students..- Implementing a Statewide AI Curriculum: One Brazilian Experience..- Modernizing Ground Truth: Four Shifts Toward Improving Reliability and Validity in AI in Education..- From Tool to Teammate? Negotiating Accountability and Disclosure in Academic Generative AI Use..- Mapping AI Literacy: How Do DigComp 3.0 and OECD/EC AILit Inform K–12 Curriculum Integration Decisions?..- A Benchmark for Gender Bias in Large Language Model Feedback on Student Essays..- Supporting the Text Entry of nêhiyawêwin for Lifelong Learners..- Toward Fair and Scalable Assessment of Socially Shared Regulation of Learning with Large Language Models..- From Ethical Discourse to Empirical Evidence: How Ethical Concerns Are Operationalized in Studies on Generative AI inHigher Education..- Territorial Fairness in Large-Scale Academic Risk Prediction: Comparing National and State-Level MachineLearning Models in Brazil..- What Children’s AI Literacy Books Teach: A Content Analysis Using the AI4K12 Framework..- Community Futures: Hybrid and Situated Critical AI Literacy..- What Constitutes AI Harms and/or Unfairness? An Empirical Analysis of Teacher Deliberation with a FairnessElicitation Scaffold..- A Survey of AI Misconception and Adoption Among Indonesian K-12 Teachers..- Mapping AI Literacy in Medical Education: A Review of Concepts and Teaching Practices..- Identifying High-Confidence Social Biases in LLMs for Trustworthy Conversational Tutoring Agents..- When LLMs Give Voting Advice: Bias, Coherence, and Educational Risk..- Personalization over Privacy? Implications of the Privacy-Personalization Trade-Off on Future Use ofIntelligent Tutoring Systems..- Introducing Adolescents to the Social Dimensions of AI through Story-Driven Game-Based Learning..- Implicit and Explicit Bias Toward English Language Learners in LLM-based Essay Scoring: A Mechanistic InterpretabilityAnalysis..- Biblometrics Insights on the Trends of Artificial Intelligence and Educational Commercialization in Early Childhood Educational Research..- Students, AI, and the Future of Higher Education: A Scoping Review of Perceptions and Concerns..- Decoding Student Dialogue: A Multi-Dimensional Benchmark and Bias Analysis of Large Language Models as AnnotationTools..- Measuring AI Leadership in Education: Development and Validation of the AI Educational Leadership Scale (AIELS)for Chinese Educational Leaders..- From Speculation to Evaluation: Exploring Values in Design Fictions about AI-Enhanced Education..- Offline-First AIED: An Architectural Blueprint for On-Device LLM Integration in Low-Resource Educational Contexts..- Towards Elastic Offline-First Applications for AIED Unplugged..- When Features Misrepresent Underrepresented Learners: Auditing Algorithmic Bias with Differentially ExpressiveFeatures..- Design Tensions for Generative AI in Education for Early to Mid-Adolescent Youth: An Exploration of Autonomy, CriticalReflection, and Psychological Safety..- AI That Helps—or Widens Gaps? Equity Impacts of a Leaching-by-Tearning Tutor in K–12 Mathematics..- Kwame 2.0: Human-in-the-Loop Generative AI Teaching Assistant for Large Scale Online Coding Education in Africa..- CLUE-AI: A Collaborative Game-Based Learning Approach to Promote Critical Literacy for Uncovering Errors in AI..- Fairness Depends on Assessment: Learning by Teaching with Large Language Models..- Sociodemographic Biases in Educational Counselling by Large Language Models.