Artificial Intelligence in Education : 27th International Conference, AIED 2026, Seoul, South Korea, June 27-July 3, 2026, Proceedings, Part V

• Autore: Blanchard Emmanuel G
• Pubblicazione: Cham : , : Springer, , 2026; ©2027
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (1053 pages)
• Nota di contenuto: Lecture Notes in Computer Science -- Artificial Intelligence in Education -- Preface -- Organization -- Contents -- ArguMath: AI-Simulated Environment for Pre-service Teacher Training in Orchestrating Classroom Mathematics Argumentation -- GenAI-Supported Mathematical Storytelling: How Deep is Optimal? A Three-Group Study of Cognitive Gains -- Faculty Response to Generative AI: Attitudes, Change in Practice and Policy Towards Students' Use -- Evaluating Learner Representations for Differentiation Prior to Instructional Outcomes -- Mathematics Teachers' Interactions with a Multi-agent System for Personalized Problem Generation -- Physiological and Semantic Patterns in Medical Teams Using an Intelligent Tutoring System -- AI Is Available, Partnership Is Optional: Student Agency in Human-AI Interaction -- Visual Attention Transitions and Self-regulated Help Seeking in Programming Comprehension -- Ethical Reasoning About AI in Middle Schools: Students' Misconceptions and Mental Models in Sociocultural Contexts -- Hand Movements and Learning: Movement Profiles of Learning-by-Making -- Can LLMs Support Formative Assessment? LLM-Based and Teaching Assistant-Based Assessment in Programming Education -- Supporting K-12 Teachers in the Presidential AI Challenge: A Case Study of a Faculty-Mentored Workshop for AI Tool Creation -- A Randomized Blind Comparison of SME and LLM-Generated Active Learning Tasks for Math Classes -- Representing Uncertainty in Open Learner Models: How Well Do People Interpret It? -- CLEM: Constrained Learning Environment Models for Simulating Human Cognitive Processes -- Scaling Socratic Dialogue with Generative AI: Understanding Implications for Student Engagement and Learning Outcomes -- Scaffolding Epistemic Agency: Evaluating AI-Partnered Affective Feedback for Emotional Regulation in Knowledge Building. ; Shaping Credibility Judgments in Human-GenAI Partnership via Weaker LLMs: A Transactive Memory Perspective on AI Literacy -- Does the TalkMoves Codebook Generalize to One-on-One Tutoring and Multimodal Interaction? -- Back to the Future: What Can Remixing Teach Us About Coding in the Age of AI -- Beyond One-Size-Fits-All: Personalizing Computational Proxies of the Zone of Proximal Development Through Help-Seeking Behaviors -- Using Learning Progressions to Guide AI Feedback for Science Learning -- Developing Authentic Simulated Learners for Mathematics Teacher Learning: Insights from Three Approaches with Large Language Models -- To Use or Not to Use: Investigating Student Perceptions of Faculty Generative AI Usage in Higher Education -- Mitigating Pre-service Teachers' Teaching Anxiety with Generative Student Agents: A Quasi-Experimental Study on MetaClass -- Investigating How Collaborative Conversational Agents Influence the Relationship of Affective and Cognitive Engagement in Student Dialogues -- Supporting Socially Shared Regulation Through Human-AI Collaboration in Pre-service Teacher Education -- When Teachers Use AI Chatbots and Are Trained for It: Impact on Learning Design Quality and Cognitive Effort -- Tracing Prompt-Level Interaction Trajectories to Understand Student Learning with LLMs in Programming Education -- Operationalizing Adaptive Scaffolding: A State-Driven Design Framework for Hybrid Learning with Digital Teachers -- Gender Differences in Learning and Test-Taking Experiences with Digital Game-Based Assessment -- Curiosity, Prior Achievement, and Interaction Patterns: Heterogeneity of Generative AI Effects Uncovered by Causal Inference -- How Do Experts Use Generative AI in Collaborative Problem Solving? Expert-Novice Comparison. ; Effects of Job Task Focused Career Education for Human-AI Coexistence on Students' AI Career Interest and Career Adaptability -- Human-AI Collaboration Reconfigures Group Regulation from Socially Shared to Hybrid Co-regulation -- Using an MR-Based Teacher Orchestration Tool in AI-Supported K-12 Classrooms -- ReflectEd: Evaluating Reflection-Driven Learning in an AI-Assisted System -- Who Do Learners Ask for Help? Modeling Social Role Diversity in Agentic AI for Educational Help-Seeking -- How Teacher-Expert Collaboration Shapes the Quality of AI-Supported Scientific Inquiry Learning -- Three Paths to Adaptation: Temporal Profiles of Self-Regulated Learning with Generative AI Support -- Computational Thinking Development in AI Agent Creation: A Mixed-Methods Study -- Catching The Correct Answer Trap: Characterising AI Tutor Blind Spots When Analysing Student Reasoning -- Scaffolding for Co-Regulated Learning in Generative AI-Supported Learning Systems: A Scoping Review -- Cognitive Processes Underlying Divergent Levels of Performance and Agency in AI-Assisted Programming -- Bridging AI Prompting and Design Thinking: Behavioral Patterns and Pedagogical Insights from a Design Workshop -- Conceptualizing the Depth and Breadth of AI Literacy -- Exploring Teacher Use of an AI Support Bot During an Asynchronous Training Module -- Adversarial Assignment Perturbation: Effects on Help-Seeking Behaviors in Student Generative AI Chatbot Use -- Uncritical but Overconfident? How Learners Engage with AI-Generated Images of Scientists -- Pedagogical Values Mediate Teacher Perceptions on Using AI to Support Students' Learning of Scientific Explanations -- Automated Evaluation of Student-Chatbot Interactions in Climate Education Using Large Language Models -- AI in the Wild: A Large Scale Analysis of Authentic Interactions of College Students with Generative AI. ; Complementing Human Instruction: Student Interaction Patterns with a Pedagogically Aligned AI Teaching Assistant -- Divergent and Convergent Thinking During the Creative Thinking Process -- AI Evaluation and Feedback to Support Middle-School Students' Scientific Argumentation and Reasoning -- Democratizing Foundations of Problem-Solving with AI: A Breadth-First Search Curriculum for Middle School Students -- An Attitude Paradox? Examining Ability Beliefs and Persistence Intentions in a Middle School Conversational AI Learning Experience -- Writing Instructors' Pedagogical Decisions About Generative AI -- Designing Scenario-Based Tasks for Assessing AI Literacy -- SPARK: A Student-Centered Framework for Teaching Natural Language Processing in the Age of Large Language Models -- The Edit is the Evaluation: What TA Revisions Reveal About AI Lecture Assistants -- Who Benefits from LLM-Generated Learning Support Messages? Causal Evidence on Treatment Effect Heterogeneity -- A Matter of Perspective: Contrasting User and Subject-Matter Experts' Sensemaking of LLM Feedback on Instructional Discourse -- Epistemic Agency, AI Knowledge and Performance in Generative AI-Supported Data Analytics Tasks -- From Empirical Replication to Hypothesis Generation: Concretizing Our Understanding of Learning with a Computational Model of ICAP -- Who's Behind the Feedback? Students' Use of AI and Perceived Feedback Usefulness When the Evaluator May Be Human or AI -- Linking Affective Experience and AI Trust: The Role of a PERMA-Based AI Agent in Higher Education -- An Adaptive Multi-agent Learning Environment for Interprofessional Communication Training in Nursing Education -- Beyond the Chat Window: A Trace-Based Positioning Analysis of Student-GenAI Interactions in Academic Writing -- Author Index.
• Sommario/riassunto: 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.
• Titolo autorizzato: Artificial Intelligence in Education
• ISBN: 9783032297709
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9911127427603321
• Lo trovi qui: Univ. Federico II
• Serie: Lecture Notes in Computer Science Series