Poster Sessions

This study explores the integration of structured reflection lists and generative AI tools to enhance self-regulated learning (SRL) in high school mathematics. Through a qualitative approach involving post-exam reflection, AI interactions, and teacher feedback, the study seeks to evaluate the impact of these strategies on students’ mathematical performance and learning behaviors. The initial findings suggest that the combination of structured reflection and AI can promote active self-regulation and improve problem-solving abilities.

Speech-to-speech translation technologies today hold great promise for overcoming linguistic barriers. However, their application to low-resourced languages remains largely unexplored in practical terms. One such language is Hokkien, a Southern Min dialect spoken by millions in Taiwan and Southeast Asia. Hokkien’s tonal system, phonetic diversity, and lack of standardised linguistic resources present significant challenges for its integration into modern language technologies. This project addresses these challenges by developing a speech-to-speech translation system specifically for Hokkien.

Qualitative text analysis was adopted to systematically explored the policy reform, historical evolution and connotation transformation of AI-TPACK in teacher professional development based on top-level design, development implementation and empirical research, and deeply analyzed the structural framework and practical application of AI-TPACK. These have provided policy basis and literature support for the creative transformation and innovative development of AI-TPACK for teacher, and served the professional development and teaching staff construction from an international perspective.

This presentation discusses the Learning Design Studio (LDS), an online platform to enhance interprofessional practice between speech-language pathologists (SLPs) and teachers. By providing a framework for collaborative course design, the LDS aims to improve speech and language skills in students with and without communication disorders. The presentation will include a hypothetical design for students with communication disorder and outline future research on implementing this collaborative approach in schools.

Using a within-subject design, this study engaged 60 Chinese EFL university students in reading English academic passages either with Gen AI chatbot support or with peer support. We compared the levels of positive and negative emotions and intrinsic and extraneous cognitive loads reported by students in these two reading conditions and conducted student interviews to delve into the factors affecting their emotions and cognitive loads in the two interactive reading conditions.

This study tracks a teacher’s transition into a learning designer through five iterative cycles of the Balance Bird Production curriculum redesign, supported by expert mentorship and generative AI. Qualitative analysis revealed a four-phase progression: from novice dependence on expert frameworks/AI examples to reflective innovation. Experts offered pedagogical scaffolding while AI enabled granular solutions, necessitating critical filtering. The proposed Expert-AI-Teacher triad balances AI’s rapid ideation with expert pedagogical coherence, empowering teachers as adaptive, critical designers.

The application of digital technologies in the field of education has brought opportunities to enhance equitable access and promote digital wellbeing. This proposal explores how Banbuniuniu, an online math learning platform that we designed can help to create an intelligent learning environment. This study will evaluate the effectiveness of the platform in promoting education equity and digital wellbeing in math education.

This study explores how AI-powered functionalities support young ESL learners in developing English pronunciation skills in informal learning settings. Based on empirical evidence from six Chinese students (aged 14–15), the study identifies both the benefits and challenges of AI in pronunciation training. It maps the emerging field of AI in English education, offering insights for educators and developers to improve the design and application of AI tools, thereby advancing language learning practices.