Learning and Collaboration Technologies
Description
The 13th International Conference on Learning and Collaboration Technologies, LCT 2026, held as part of the 28th International Conference on Human-Computer Interaction, HCI International 2026 (HCII 2026), took place in Montreal, QC, Canada, during July 2026.
A total of 7435 individuals from academia, research institutes, industry, and government agencies from 94 countries submitted contributions to HCII 2026. Following peer review, 1463 papers and 360 posters (as short research papers) are included in the volumes of the HCII 2026 proceedings published just before the start of the conference.
Three volumes (LNCS 16731, 16732, and 16733) of the HCII 2026 proceedings are dedicated to this year's edition of the LCT Affiliated Conference focusing on topics related to:
- Design, Usability, and Emerging Technologies in Collaborative Learning Ecosystems; Design and Evaluation for Domain-Specific Learning and Healthcare; Immersive, XR, and Embodied Learning Environments;
- Learning Analytics, Self-Regulated Learning, and Learner Monitoring; Collaborative Learning, Online Communities, and Belonging; Digital Equity, Cultural Reflection, and Inclusive Learning Design; Pedagogical Frameworks and Evaluative Metrics in Educational Technology;
- Generative AI in Writing and Learning; AI-Supported Teaching, Assessment, and Educator Tools; Game-Based, Playful, and creative Learning; and Chatbots, AI-supported Teaching, and Adaptive Support Systems.
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Persons
Content
.- Generative AI in Writing and Learning.
.- From Calculators to ChatGPT: Evidence-Based Recommendations for Culturally Responsive AI Integration in Collaborative Learning.
.- From Words to Decisions: The Cognitive Impact of AI Answer Framing in Higher Education.
.- Learning through Reflection with Generative AI: Evaluating an AI Chatbot in Fine Art Education for Chinese University Students.
.- Practice-Specific GenAI in University Learning: An Activity Theory and Usability Perspective.
.- Large Language Models: Perceptions, Performance, and Dependency Among University Students.
.- Large Language Models in Architecture Studio: A Framework for Learning Outcomes.
.- Exploring University Students' Perceptions on Employing LLMs for Academic Writing.
.- University-Level Educators' Perceptions of LLM Assisted Academic Writing.
.- Reimagining Online Graduate Programme Delivery: An AI-Enabled Support Ecosystem for Asynchronous Learning.
.- Calibrating Trust in ChatGPT for L2 Writers.
.- AI-Supported Teaching, Assessment, and Educator Tools.
.- Simplifying Prompt Engineering for Educational Content Generation: A Teacher-Centered Interface for AI-Generated Math Word Problems.
.- Development and Evaluation of an AI-supported Teacher Assistant Tool (AI-TAT) to foster Self-Regulated Learning.
.- On Using an LLM-based Approach for Automatic Evaluation of Programming Tasks in MOOC Videos.
.- Assessing Student AI Competencies: A Case Study Based on Interaction Traces.
.- PromptED - An Interactive Tool for Generative AI Literacy for Media Professionals.
.- A Weighted Autoscoring System for Discussion Posts in Online Courses.
.- AI-Generated Rubric Interfaces: K-12 Teachers' Perceptions and Practices.
.- Defining Artificial Intelligence Content Knowledge (AI-CK) for Teachers with a Data-Driven and Expert-Validated Approach.
.- EduPresenta: A Conversational AI Agent for Pedagogically Sound Presentation Generation for Instructors.
.- Evaluating AI Pedagogical Competence in Pre-Service Teachers Using the TPACK Framework.
.- Game-Based, Playful, and Creative Learning.
.- Exploring the Shape of Emotion: AI-Assisted Parent-Child Co-Creation Workshop for Social and Emotional Learning.
.- Design and Expert Validation of a Virtual Escape Room for Teaching SQL.
.- Learning through Digital Creation: Comic Storytelling in French as a Foreign Language.
.- Thinking in Text and Image: Creative Writing and Digital Storytelling in a French Language Classroom.
.- Fostering Creative Attitudes through Long-Term Creation in Minecraft Education: A Field Study of the Minecraft Cup in Japan.
.- Promoting Career Self-Regulation in High School Students Using a Career Simulation Game.
.- The 7th Patient: An Evaluation of an Educational Game for High-School AI and Probability Education.
.- The Impact of Playful Design: How Games Experiencing Loss in Life Affect Well-Being.
.- Interface Design Strategies for K-12 Learning Products Grounded in Social Learning Theory: A Case Study of a Poetry Quiz Platform.
.- Chatbots, AI-supported Teaching, and Adaptive Support Systems.
.- Navigating Examination Regulations: Reliable Chatbot Support for Students.
.- Development of Self-Adaptive LLMs for Student Knowledge Enhancemen.
.- Educational Chatbot for Basic Algebra: An Interactive System to Reinforce Mathematical Competencies in High School Students.
.- Transitioning from First Language Acquisition to Learning the Language of Schooling: An Explainable-AI Approach Supporting the Identification of Developmentally Proximal Reading Material for Young Learners.
.- Co-Designing Digital Humans for Online Learning: A Framework for Human-AI Pedagogical Integration.
.- A Personalized AI Learning System (PALS) for Programming Education with Real-Time Feedback and Adaptive Challenge Assignment.
.- Twine and Generative AI in Interactive Learning Ecosystems: A Framework for AI-Assisted Narrative Game Design in Higher Education.
.- Adaptive AI Educator: A Multi-format Learning Platform for Aquatic Invasive Species Education and Outreach - A Blue Catfish Case Study.
.- The Integration of an AI-based App to Train Oral Communication Skills: An Exploratory Study in an ESP Setting.
.- Strategic Artificial Intelligence Learning (SAIL): Designing a Platform for Increasing AI Literacy.