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

• Autore: Blanchard Emmanuel G
• Pubblicazione: Cham : , : Springer, , 2026; ©2027
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (1001 pages)
• Nota di contenuto: Lecture Notes in Computer Science -- Artificial Intelligence in Education -- Preface -- Organization -- Contents -- AI-Driven Analytics of Team-Teaching Talk: Acoustic Patterns Across Experience, Cohorts and the Learning Design -- AI-Human Revoicing in Educational Dialogue: Developing Students' Academic Voice with an LLM-Based Chatbot -- Comparing the Impact of Pedagogy-Informed Custom and General-Purpose GAI Chatbots on Students' Science Problem-Solving Processes and Performance Using Heterogeneous Interaction Network Analysis -- From Auxiliary Tool to Teaching Partner: A Human-AI Co-teaching Model for Primary Programming Classrooms -- Understanding Teacher Revisions of Large Language Model-Generated Feedback -- Moving Beyond Review: Applying Language Models to Planning and Translation in Reflection -- "GenAI Defaults to Bias!" Gamify AI Literacy Through Reflections on Prompts -- A Framework for LLM Integration in Secondary Education: Insights from Computing Teachers -- Who Benefits From Which Voice? Group-Differentiated Effects of Teachable Agent Voice Emotion Design on Achievement Emotions and Engagement Patterns in K-12 Mathematics Learning -- Supporting Scientific Sensemaking Under Uncertainty in Inquiry-Based Learning with an AI-Based Chatbot -- Teaching Multivariational Reasoning Through AI-Guided Inquiry in Interactive Simulations -- From Feedback to Regulation: Comparing Generative AI and Human Feedback in Supporting Self-regulated Learning -- I'm not Stuck - I'm Learning: -- Bidirectional Co-regulation Mechanisms Between Teachable Agents and Students: Authority-Agency Evolutionary Characteristics and Their Link to Learning Gains Through Time Series Dynamics -- Beyond Correctness: A Stage-Aware Framework for Decoding Student Problem-Solving Processes from Handwriting Trajectories. ; Catalyst Without Convergence: Analyzing Student-AI Interaction Trajectories in Knowledge Building -- Embedding Pedagogical Principles into LLMs: A Field Study of AI-Generated Feedback in a Programming Serious Game -- Learning from Giants: Attribution-Aligned Knowledge Distillation for Interpretable ELL Essay Assessment -- Learning About Artificial Intelligence in Algebra 1 Classes in Virtual School Settings -- Ordered Network Analysis of Epistemic Emotions During Collaborative Problem Solving -- From Intention to Text: AI-Supported Goal Setting in Academic Writing -- Tools, Teammates, or Threats? How Pedagogical Reasoning Shapes Novice Instructional Designers' Judgments About AI in Education -- Analyzing Middle School Students' Dialogue and Behaviors During Collaborative AI Chatbot Development Using Ordered Network Analysis -- Constructing Acceptable Use: Instructor Boundary‑Setting with Generative AI -- From Information Foraging to Making Sense of the Information: Decoding Mindset-Driven Learning in Computer Based Learning Environments -- Modality Matters: How Text, Audio, and Video Interactions Shape Student Engagement and Performance with AI Tutors in 6-8 Mathematics -- Integrating Educator-Designed AI Tools in Classrooms: Teachers' Practices, Perceptions, and Concerns -- Trust and Reliance on AI in Education: AI Literacy and Need for Cognition as Moderators -- Genie Training the Wisher: Six-Dimension Task-Agnostic AI Coaching for Learning Transferable LLM Prompting Skills -- What Do Future Teachers Look For in Movement-Based Learning? Implications For Multimodal Systems -- How Linguistic Diversity Impacts Multilingual Automated Scoring in Large-Scale Assessments -- Cross-Subject Predictive Validity for Learning Outcomes of Delayed Start Behavior. ; Seeing the Big Picture: Evaluating Multimodal LLMs' Ability to Interpret and Grade Handwritten Student Work -- Beyond Generic Answers and Empty Praise: The Differential Impact of AI Companionship Roles on Social-Emotional Learning in University Student Intervention -- Unpacking Vibe Coding: Help-Seeking Processes in Student-AI Interactions While Programming -- How Annotation Trains Annotators: Competence Development in Social Influence Recognition -- Reflective Dialogue or Prompt Refinement? Effects of Tutor Scaffolding on Students' Independent LLM Use for Programming -- Dialogue Act Patterns in GenAI-Mediated L2 Oral Practice: A Sequential Analysis of Learner-Chatbot Interactions -- Learner-Stage-Aware AI Tutor Improves Learning Processes: Initial Evidence from a Field Experiment -- Human Oversight Is Not Neutral: How AI Grades Shape Human Grading Decisions -- Chat-Based Support Alone May Not Be Enough: Comparing Conversational and Embedded LLM Feedback for Mathematical Proof Learning -- Practice Less, Explain More: LLM-Supported Self-Explanation Improves Explanation Quality on Transfer Problems in Calculus -- Exploring Teachers' Perspectives on Using Conversational AI Agents for Group Collaboration -- Leveraging a Multi-agent LLM Framework for Academic Reading Support: Design and Evaluation of the SmartRead Platform -- 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: 9783032297631
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9911127431903321
• Lo trovi qui: Univ. Federico II
• Serie: Lecture Notes in Computer Science Series