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.
Short papers on the role of emotion in learning, including shame and emotional mimicry, impostor feelings in engineering, and emotional language in math knowledge-building. Studies also analyze sentiment in parent-child STEM talk, epistemic affect in YouTube science learning, and SEL within socioscientific issues.
Talks examining play, silliness, and embodiment as productive forces in learning across math, computational thinking, and science. Topics range from robot-coding toys for multiplicative reasoning and decomposition, to humor in inquiry group work, embodied circulatory-system activities, and in-game learning supports.
Five short papers address climate and environmental education, including school-based climate activism, sustaining eco-hope amid eco-anxiety, and students' critical reasoning about climate information. Others examine teachers' expansive explanations of environmental justice and their framing of science topics.
Short papers on how students and children negotiate what counts as scientific knowledge, spanning explanation construction, epistemic disagreements in high school classrooms, and trust in scientific evidence. Talks also examine identity cues in STEM, support spaces in Japanese schools, and a model integrating behaviorism, cognitivism, and constructivism.
Design-based research aimed at equity and partnership in science education, including queer-inclusive STEM curricula, dignity frameworks for multilingual learners, and funds-of-knowledge approaches. Talks also cover affective equity in research-practice partnerships, museum evaluation practice, and teacher curriculum-customization tools for sensemaking.