| Vorliegende Sprache |
eng |
| ISBN |
978-3-031-99266-7 |
| 978-3-031-99268-1 |
| Name |
Cristea, Alexandra I. ¬[HerausgeberIn]¬ |
| Walker, Erin ¬[HerausgeberIn]¬ |
| Name ANZEIGE DER KETTE |
Walker, Erin ¬[HerausgeberIn]¬ |
| Name |
Lu, Yu ¬[HerausgeberIn]¬ |
| Santos, Olga C. ¬[HerausgeberIn]¬ |
| Isotani, Seiji ¬[HerausgeberIn]¬ |
| T I T E L |
Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium, Blue Sky, and WideAIED |
| Zusatz zum Titel |
26th International Conference, AIED 2025, Palermo, Italy, July 22–26, 2025, Proceedings, Part III |
| Auflage |
1st ed. 2025. |
| Verlagsort |
Cham |
| Cham |
| Verlag |
Springer Nature Switzerland |
| Imprint: Springer |
| Erscheinungsjahr |
2025 |
| 2025 |
| 2025 |
| Umfang |
1 Online-Ressource(XXXVII, 327 p. 42 illus., 35 illus. in color.) |
| Reihe |
Communications in Computer and Information Science ; 2592 |
| Titelhinweis |
Erscheint auch als (Druck-Ausgabe)ISBN: 978-3-031-99266-7 |
| Erscheint auch als (Druck-Ausgabe)ISBN: 978-3-031-99268-1 |
| ISBN |
ISBN 978-3-031-99267-4 |
| Klassifikation |
UYQ |
| COM004000 |
| 006.3 |
| Kurzbeschreibung |
-- Late Breaking Results -- Beyond Detection: Rethinking Education in the Age of AI-writing. -- Help-Seeking in Problem-Solving: Comparing Generative AI, Peers, and Teacher. -- How Teacher-Provided Need Support Affects Learning Performance in Human-Computer Collaborative Teaching Environments. -- Deep Reinforcement Learning for Engagement-Aware Question Selection in Adaptive Assessment Systems. -- Knowledge, uses and perceptions of ChatGPT in higher education. -- Inclusive Data Literacy: UDL and AI-Assisted Data Storytelling for BVI Students. -- Virtual Simulated Patients for Medical Interviews Using Large Language Models with a Self-Refinement Mechanism to Suppress Excessive Responses. -- Playful Pathways to AI Literacy: Designing NLP Activities for Middle School AI Education. -- Generating Diverse Difficulty Examples in Embedding Vector Spaces via Inverse Embedding. -- Knowledge Tracing with A Temporal Hypergraph Memory Network. -- An Augmented Intelligence System for Automated Quality Control and Feedback Generation of Multiple Choice Test Items. -- ClickSight: Interpreting Student Clickstreams to Reveal Insights on Learning Strategies via LLMs. -- Effects of Human and Automated Feedback on Preservice Teachers’ Nonverbal Teaching Skills During Microteaching. -- Avalon: A Human-in-the-Loop LLM Grading System with Instructor Calibration and Student Self Assessment. -- Empowering Teachers with Technology: A National Study on a Formative Assessment Platform. -- CASSA: Context-Aware Self-Attention with Global Context Suppression and Relevance Modulation for MCQ Difficulty Estimation. -- Privacy-Preserved Automated Scoring using Federated Learning for Educational Research. -- Dude, where’s my utterance? Evaluating the effects of automatic segmentation and transcription on CPS detection. -- VTutor: An Animated Pedagogical Agent SDK that Provide Real Time Multi-Model Feedback. -- "Small Device, Big Decision:" Comparing Lightweight LLMs’ Computational Performance and Output Quality for AIED Unplugged. -- Personalized Math Learning for Young Learners: Preliminary Findings from a Rigorous Study of a Game-Based Program. -- Teachers’ Perspectives on Using and Teaching Artificial Intelligence in Early Primary Education. -- Automatic Assessment of Spoken English for Uruguayan Spanish L1 Young Learners. -- Efficient Multi-Task Inferencing: Model Merging with Gromov-Wasserstein Feature Alignment. -- Tutor or Mentor. A Comparative Usability Study of AI Roles in Higher Education. -- Workshops and Tutorials -- XAI-Ed: Half-day Workshop on Pedagogy-Founded Explainable AI for Transparent, User-Centered AI in Education. -- Workshop on Epistemics and Decision-Making in AI-Supported Education. -- D-SAIL - Transformative Curriculum Design: Digitalisation, Sustainability, and AI Literacy for 21st Century Learning (Half-Day Workshop). -- Second Workshop on the Automatic Evaluation of Learning and Assessment Content. -- Human-AI Collaboration and Culture For Equity and Inclusion. -- Preparing teachers for an equitable AI integration in education (Half-day workshop). -- AI Literacy For All: 1st International Workshop on AI Literacy Education For All (Half-Day Event). -- Workshop on Advancements in AI-Supported Exploratory Learning (AI4EL). -- Applications of Generative AI to Support Teaching and Learning in Higher Education: A Half-Day Workshop. -- Intelligent Textbooks: The Sixth International Workshop. -- Full-day Tutorial: Conducting in-the-moment data-driven classroom interviews (DDCI) during digital learning using Quick Red Fox (QRF). -- Ethical Artificial Intelligence and Education: The need for international regulation to foster human rights, democracy and equity. -- The Second International Workshop on Multimodal Artificial Intelligence in Education (MAIEd’25). -- NLP and Generative AI for Language Learning and Assessment: Synergies between Research and Practice. -- Fair4AIED 2025 – First International Workshop on Fairness in Algorithmic Decision-Making for Education. -- Multimodal Interactions and Explainable AI for Reflective Physical and Online Learning: miXai^learn Workshop. |
| 2. Kurzbeschreibung |
This three-volume set CCIS 2590-2592 constitutes poster papers and late breaking results, workshops and tutorials, practitioners, industry and policy track, doctoral consortium, blue sky and wideAIED papers presented at the 26th International Conference on Artificial Intelligence in Education, AIED 2025, held in Palermo, Italy, during July 22–26, 2025. The 72 full papers and 73 short papers (72 of them presented as posters) presented in this book were carefully reviewed and selected from 296 submissions. They are organized in topical sections as follows: Part I: BlueSky; Practitioners, Industry and Policy; WideAIED; Doctoral Consortium. Part II: Late Breaking Results; Part III: Late Breaking Results; Workshops and Tutorials. |
| SWB-Titel-Idn |
1931985243 |
| Signatur |
Springer E-Book |
| Bemerkungen |
Elektronischer Volltext - Campuslizenz |
| Elektronische Adresse |
$uhttps://doi.org/10.1007/978-3-031-99267-4 |
| Internetseite / Link |
Resolving-System |
