Short papers on human-computer interaction in learning, including linguistic cues in human versus AI feedback, gesture-based heritage-language literacy, and real-time metacognitive feedback. Several talks design AI partners and multi-agent systems supporting self-regulated learning and metacognitive calibration.
Six short papers explore how learners build AI literacy and grapple with ethical and critical issues around AI. Topics include learning AI through game and chatbot design, hallucination awareness, how children's books portray AI, responsible GenAI use in STEM internships, and AI storytelling with Black girls.
Six short papers examine creativity and creative learning across varied settings, from university students' creative identities and contemporary-art gallery talk to designing for caring professional noticing. Additional threads cover GenAI for K-12 creativity, teaching the complexity of immigration, and Native youth's relationships with digital storytelling.
Long papers examining how learners and teachers perceive and interact with AI agents, including shifting mental models of statistics tutors and science-lab chatbots. Studies also cover AI chatbots for teacher reflection and how anthropomorphic digital-human teachers affect cognitive engagement, measured via eye-tracking.
Long papers on designing learning environments and tools, including computational thinking in science classrooms, learnersourcing for relatable database exercises, and generative-AI agents for teacher professional development. Each examines how design choices shape teaching, customization, and learner-created materials.
Presidential plenary and closing ceremony featuring six emerging international scholars in rapid-fire lightning talks on AI and the Learning Sciences. They interrogate AI through lenses of social movements, global policy, dialogic classrooms, colonial logics, and educational justice, with interactive Padlet and Turn-and-Talk participation.