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Isaías / Sampson / Ifenthaler

Artificial Intelligence and Transformative Pedagogies in the Digital Age

Medium: Buch
ISBN: 978-3-032-33974-4
Verlag: Springer
Erscheinungstermin: 11.12.2026
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This book offers selected research papers from the 2025 edition of the Cognition and Exploratory Learning in the Digital Age (CELDA) conference. In its 22nd edition, CELDA promotes the development of research that discusses and addresses the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation in the digital context. It offers a comprehensive examination of how AI is bringing innovation into teaching and learning, transforming educational methods across different environments. It provides educators, researchers and educational technologists a roadmap for the deployment of AI tools and innovative pedagogical approaches to improve learning, assessment and teacher development.

This book addresses the urgent debate of AI growing implementation in educational settings and divides the main topics into four critical parts:

Part I—AI as a learning resource—Approaches the use of AI-based tools as resources for the development of student-centred and active learning and as supportive instruments for critical thinking and skill development.

Part II—AI-driven assessment and analytics—Focuses on assessment with the support of AI, in areas, such as automated assessment and the use of analytics to measure learning outcomes.

Part III—Pedagogical innovation and transformation—Emphasises the need for systemic and methodological innovations in educational settings to adapt to the AI age.

Part IV—Computational thinking, programming and teacher development—Addresses the technical aspects of digital skills while also exploring behaviour and the necessary tools.

This book is essential reading for anyone interested in how teaching and learning are evolving in response to ongoing technological innovation. It is directed at researchers, instructional designers, educators, graduate students and educational policy makers.

Produkteigenschaften

  • Artikelnummer: 9783032339744
  • Medium: Buch
  • ISBN: 978-3-032-33974-4
  • Verlag: Springer
  • Erscheinungstermin: 11.12.2026
  • Sprache(n): Englisch
  • Auflage: Erscheinungsjahr 2026
  • Serie: Cognition and Exploratory Learning in the Digital Age
  • Produktform: Gebunden
  • Seiten: 494
  • Format (B x H): 155 x 235 mm
  • Ausgabetyp: Kein, Unbekannt

Themen

Autoren/Hrsg.

Herausgeber

Evaluating Coherence–Novelty Tensions in Artistic Research - Integration of Chatgpt and Learning Analytics in the Problem-Based Learning Model.- Bridging Worlds: AI, Education, and Global Expertise - AI in ESP Education: Transformations, Ethical Considerations, and Future Directions.- Persona-Based AI Chatbot In History Education: Cross-Grade Cognitive Distributions of Student Interactions and Design Implications for Dialogic Inquiry.- Unconventional Approach to Python Programming Exercises in Acoustics Without Writing Code: Integrating Prompt Engineering into Engineering Pedagogy - The Relationship Between Prompt Quality and Student Comprehension.- Humans Grade Worse Than AI – A Small Sample Counterexample.- An Evidence-Centred, Multi-Dimensional Framework for Assessing AI-Supported Academic Writing with Initial Instructor Feasibility Evidence.- Identifying Problem-Solving Profiles to Inform Differentiated Scaffolding in Digital Learning Environments: Pedagogy-Guided Analytics for Adaptable Fading.- Learning Outcome Similarity in the Spiral Model - Evolution of Algorithmic Approaches and Educational Implications.- Engineering Macrocognitive Transfer: AI-Enabled Exploratory Learning Beyond Performance Metrics.- Design Thinking Implementation - A Preliminary Methodology.- AI as the Student: Conceptual Design and Piloting of a Simulation Environment for Developing Teacher Discourse Competence.- Empowering Critical Thinking Using Experiential and Student-Centered Learning in the Age of AI.- From Curriculum for All to Inclusive Practice: Evidence from a Two-Phase UDL-Informed Pedagogical Transformation.- An Interdisciplinary Perspective of Student Engagement, Critical Thinking and the Use of Artificial Intelligence in Teaching.- Cognition-Aware Artificial Intelligence for Transformative Learning in Higher Education.- Developmental Differences in Computational Thinking Through Peer-Tutored Robotics Activities.- The Hybrid Reading Model: Optimizing Programming Education Through Vocalization and Subvocalization - Managing Cognitive Load in Program Comprehension and Debugging.- Becoming Excellent Digital Teachers - Navigating Human-Centered Mechanisms for Sustainable Innovation in the AI Era.- Chunking Strategy Use During Collaborative Debugging.- Teachers’ Attitudes and the Use of Digital Technologies in Inclusive Classrooms: The Role of Contextual Diversity.- An Information Foraging Perspective on Teacher-Facing Learning Analytics Dashboard Use.