Short papers map how teachers learn to use and reason about AI, from archetypes in designing multi-agent instructional workflows to STEM educators' confidence and knowledge of AI. Others weigh teachers' hopes and concerns about AI image generation and analyze instructor attitudes toward cheating with AI.
Four long papers explore tools and AI for supporting collaboration, including learning-analytics-augmented meta-discourse for shared epistemic agency and LLM agents that foster children's collaborative reasoning. Additional work covers augmented reality for product design in makerspaces and teacher perspectives on AI-supported collaboration in multilingual classrooms.
Five short papers analyze how collaborative learning unfolds, using methods like Epistemic Network Analysis to model collaborative initiative in STEM simulations and multimodal interactions across jigsaw tasks. Topics range from combining intelligent tutors with concept maps and teachable agents to GenAI-supported interdisciplinary teams and age differences in older-adult learners.
Five short papers examine the emotional and social side of collaboration, from team functioning and leadership in pediatric medical simulations to regulating epistemic emotions in higher- versus lower-performing CSCL groups. Other talks cover teacher learning on WhatsApp, a fifth-grade SEL digital curriculum, and boundary-crossing STEM competencies in global informal programs.
Six practice papers describe how researchers and practitioners co-design educational programs, including a university laboratory school for equitable computing and a community partnership developing urban-agriculture curriculum. Cases also span co-designed embodied games for computational thinking, technology-education pathways, and designing edTech with schools rather than for them.
Six short papers tackle STEM assessment, from evaluating the MathByExample worked-example intervention to object detection for analyzing students' drawn scientific models. Topics include NGSS-aligned assessments of first graders' reasoning, conversation-based assessment with AI agents, STEAM integration measures, and fine-grained scoring in chemistry.
Four long papers address peer feedback and assessment in collaborative settings, including an item response theory model for multiple resubmissions and how pre-service teachers integrate multiple feedback messages. Further work examines peer feedback in interdisciplinary collaboration and a design space for dialogic assessment in CSCL.
Five short papers advance methods for studying collaborative learning, from reframing social annotation as a text-embedded analytics ecology to AI-powered knowledge graphs that make Knowledge Forum discourse visible. Other contributions theorize transitional space across individual and collective levels, formalize inquiry scripting, and review GenAI tools for collaboration.
Four long papers investigate experiential learning beyond the classroom, including learner pathway analysis for STEM persistence across in- and out-of-school settings and nature-based learning motivation for students with learning differences. Additional work studies prior-knowledge use in outdoor learning and self-regulated learner profiles in flipped project-based courses.
Six short papers report design-based research and instructional design work, including comic cons for scientific literacy and redesigning a graduate program toward learning design. Additional talks cover game-based planning for disability transition services, teacher agency in co-design, hybrid conference history, and boundary tools bridging home and classroom.
CSCL keynote by Alyssa Wise on how research-based learning technology can shape impact amid fast-moving edtech and AI, drawing on lessons from learning analytics. She outlines flexible coupling, human-centered design stances, and theory-guided sensemaking, plus the collective infrastructure needed to sustain them.
A demo session showcasing interactive prototypes, with a strong emphasis on generative-AI tools for self-regulated learning, AI literacy, and coaching, alongside immersive technologies such as olfactory VR and mixed-reality simulations. Other demos cover block-based quantum computing, Jupyter notebooks for K-12 educators, music and topological analytics tools.
A short demo session featuring two prototypes: a researcher-facing dashboard that combines school records, communication data, and item responses to give insight into complex skills, and Resonate, a VR tool that lets educators experience classrooms from the perspective of students with disabilities. The pairing connects multi-source learning analytics with immersive tools for inclusive teaching.
A virtual poster session covering a wide range of learning-sciences topics, including making and aesthetics, computational thinking and creative coding, and culturally responsive STEAM across international contexts. Studies also examine generative-AI policies and student-LLM reasoning, field trips, and physics teacher professional development.
A virtual poster session on computer-supported collaborative learning, featuring AI as a collaborative partner, adaptive support, and feedback literacy across peer, AI, and teacher sources. Methods span meta-analysis, scoping reviews, multimodal and physiological data on teamwork, teacher stress, and argumentative discourse.
In-person CSCL poster session dominated by generative AI in collaborative learning, from teacher-in-the-loop essay scoring and AI lesson-planning to constrained GenAI for deeper learning and agency. Other posters cover multimodal and NLP methods for assessing collaboration, conversational agents in shared reading, and AI tools in arts learning.
An in-person poster session spanning equity-oriented learning across STEM, computing, and the arts, with threads on multilingual and culturally responsive teaching, integrated STEM+C and AI literacy, and teacher learning in makerspaces and curricular customization. Settings range from family garden activities and afterschool math to climate-change pedagogy and preservice teacher preparation.