Engaging learners in dialogue around controversial issues is essential for examining diverse values and perspectives in pluralistic societies. While prior research has identified productive discussion moves mainly in STEM-oriented contexts, less is known about what constitutes productive discussion in ethical and value-laden discussions. This study investigates productive discussion moves in AI ethics dilemmas using a dialogue-centric learning analytics approach. We analyzed small-group discussions among 51 undergraduate students through a hybrid method that integrates expert-informed coding with data-driven topic modeling. This process identifies 14 discussion moves across five categories, including Elaborating Ideas, Position Taking, Reasoning & Justifications, Emotional Expression, and Discussion Management. We then examined how these moves relate to discussion quality and analyzed sequential interaction patterns using Ordered Network Analysis (ONA). Results indicate that emotive/experiential arguments, as well as explicit acknowledgment of ambiguity, are strong positive predictors of discussion quality, whereas building on ideas is negatively associated. ONA further reveals that productive ethical discussions are characterized by interactional patterns that connect emotive/experiential expressions to evidence-based reasoning. These findings suggest that productive ethical discussion is grounded not only in reasoning and justification but also in the constructive integration of emotional expression.

Deaf and hard-of-hearing (DHH) students often experience delays in print literacy due to limited access to spoken language. This study developed a prototype of an AI-integrated digital textbook (AIDT) for Korean language learning, which incorporated visual learning materials and simplified versions of complex texts to enhance accessibility and support reading comprehension. Personalized instruction tailored to individual needs was also embedded, based on insights gathered through prior participatory design phases. A usability test was conducted with six DHH students and four teachers using five learning tasks. The results revealed both the strengths and limitations of the AIDT prototype. Students appreciated the interactive and visually rich features by reporting increased engagement and a greater sense of independence in their learning. However, they encountered challenges related to insufficient sign language support and a non-intuitive interface. Teachers recognized the potential of AIDT to reduce instructional workload and to promote self-directed and personalized learning. At the same time, they emphasized the need for clearer navigation features to better track student learning progress. These findings suggest that AIDTs can be a valuable tool for supporting Korean language learning among DHH students when designed with accessibility and usability in mind. We propose future research directions that include refining the interface design, enhancing sign language scaffolding, improving navigation features, and exploring classroom integration to better support the diverse learning needs of DHH students.

This study explores the student perceptions of Generative AI (GenAI) tools, such as ChatGPT, on academic writing across different educational levels in higher education. Using topic modeling, this study analyzed open-ended responses from 189 university students in Korea to identify the dominant themes related to these tools. The findings reveal that students across all education levels generally recognize the potential of ChatGPT to enhance writing efficiency, idea generation, and organizational structure in their academic work. However, concerns vary by educational level, with graduate students expressing a more cautious and critical attitude towards the use of GenAI tools. These insights provide a deeper understanding of the impact of GenAI on academic writing from a student perspective and offer valuable considerations for instructional support in higher education.

Deaf and hard-of-hearing (DHH) children often encounter substantial hurdles in their language development and literacy due to their limited language exposure, which leads to lower print literacy levels compared to their hearing peers. The advent of Al technology offers a promising way to address these challenges when integrated into reading materials. This study examines the design prototype for a Korean Al digital textbook (AIDT) for DHH students, employing participatory design involving both teachers and DHH students. Through encompassing classroom observations, teacher interviews, and prototype drawing activities with students, the study identifies features essential for enhancing the learning experience of DHH students through AIDT. Teacher interviews revealed several critical needs, including the necessity to restructure existing textbooks for DHH learners, incorporate diverse visual materials, address unique linguistic challenges, provide personalized instruction, and support the comprehension of abstract concepts. Furthermore, the prototype drawings by DHH students revealed additional requirements such as the ability to draw pictures from written text, create and share visual materials with teachers and classmates, simplify complex reading materials, provide immediate feedback, and utilize visual aids. These findings underscore the potential of AIDT to individualized learning experiences and alleviate certain teaching burdens, thereby fostering improved learning outcomes for DHH students.

This study aims to develop a dialogue game for exploring ethical issues in artificial intelligence (Al) and to investigate the dialogic learning process in gameplay. The research suggests that effective Al ethics education goes beyond traditional dogmatic instruction, advocating for the integration of dialogue game-based learning as a promising pedagogical approach. Through the card game Al Ethics Dilemmas, participants articulate their ethical perspectives via moral reasoning discourse. The designed game incorporates three components—situations, roles, and questions—to facilitate players' dialogic learning and ethical deliberations. The study involved 28 Korean learners grouped into 4-6 members each, actively engaging in playing the designed game. Gameplay discourse was recorded and transcribed using Alexander's (2020) framework of learning talk. The analysis revealed that learners' in-game discourse predominantly focused on transactional and expressive aspects. Moreover, participants' discussions indicated the ethical reasoning process, reflecting the core values of Al ethics and the conflict structures surrounding diverse stakeholders. This study underscores the potential of dialogue game-based learning in fostering learners' ethical deliberations and enhancing their understanding of complex Al-related dilemmas.

Under the societal and cultural structure where education systems are heavily driven by examinations (especially in Asia) and the pursuit of excellence reigns supreme, competing for limited educational, environmental/natural, and capital resources is prevalent and appears unavoidable. Although great socioeconomic development and scientific advances have been achieved, it inevitably comes with adverse consequences (e.g., alarmingly increasing rates of anxiety and depression, diminishing learning interest and confidence, social inequity, conflicts, divisiveness, and lack of inclusiveness). The focus of this panel is if and how 'Global Harwell' (a term combining 'harmony' and 'wellbeing') can direct all stakeholders involved in education to a universally shared educational goal. This panel invites a group of international scholars to share their practices and research findings on how the values, principles, concepts, and elements of 'Global Harwell' (e.g., positive emotions, engagement, positive relationships, meaning, accomplishment, compassion, gratitude, empathy) can be or are being actualized in educational systems, with technologies playing a supporting or an essential role at the global, societal, family, and/or individual levels, for ultimate student wellbeing and a harmonious world.

There are various social support services to help people with intellectual disabilities (ID) find jobs for their independent social and economic activities in life. With the advancement of virtual reality (VR) technologies, vocational training can take place in a virtual environment (VE) without temporal and spatial limitations. Therefore, opportunities for people with ID to receive professional vocational training in a VE continue to expand. Accordingly, this study proposes that virtual intervention (VI) technology can improve the effects of virtual training and learning transfer from the virtual to the real world. We defined VI as a supportive activity that assists trainees in a VE according to their individual ability and training situation through an instructor’s control in the real world. We designed the virtual intervention content (VIC) as intervening virtual objects and applied them to a virtual barista job training program. We developed the virtual intervention interface (VII) for smoothly supporting the interaction between the trainee in the VE and the instructor in the real world, especially for people with ID or beginner trainees. In this study, we derived statistically significant findings that demonstrated the effects of VI technology through two experiments conducted with 39 participants with ID. Firstly, VIC showed an effective intervention function that helped the participants solve problems during virtual vocational training. Also, we observed differences in the intervention effect according to the sensory perception characteristics of the participants. Secondly, trainees’ barista job performance rates improved by 37.43% after receiving virtual training. Moreover, the effects of training were largely maintained in the job performance assessment after three weeks in an actual cafe situation. This suggests that the effects of VI-based virtual training are meaningful not only within the VE but also in the real world for the transfer of learning. Furthermore, the VI method was significantly more effective and efficient than the conventional method using the human instructor’s verbal and physical intervention in terms of time, frequency, and success rate.

The purpose of this study was to engage Indonesian English teachers in designing lessons for multimodal learning. Given that technological pedagogical content knowledge (TPACK) is the emerging framework that accounts for teachers’ professional expertise, this study attempts to address how to support the teachers to develop TPACK through the learning by design approach. In this study, 36 Indonesian high school English teachers participated in the teacher professional development (TPD) workshop, and 28 of them completed the pre-and-post surveys that measured teachers' perceived efficacy to apply TPACK for multimodal literacy. Paired-sample t-tests revealed that all seven factors changed significantly after the workshop, indicating the positive efficacy of TPD. Overall, our findings show that when TPD is designed with the co-design principles and relevant scaffolds, it can be effective for raising teachers’ competency in designing technology-integrated lessons and producing positive changes in teachers’ efficacy.

In this research, we present the design and formative evaluation of an interactive simulation for informal learning environments. The wearable feature of Augmented Reality(AR) glasses enables full-body movement and embodied interactions in digitally augmented physical environments. The interactive simulation was developed to engage and immerse users to understand an abstract scientific concept about the refraction of light. To design playful and meaningful learning experiences, several design features related to social interaction, multi-user interaction, and embodied interaction were unpacked and integrated in the design process. Through the formative evaluation with participants in the laboratory setting, we found several possibilities and challenges about designing an interactive simulation in informal learning contexts using AR glasses.

In this paper, we present the research in-progress, which aims to design a mobile application that can support social learning experiences in a game-like environment. Our research was mainly motivated by the fundamental dilemma in children and new media that the penetration of digital media in children's life poses both opportunities and risks. Adopting the key ideas of serious games, we have been investigating the design and development of a mobile social learning application leveraging the affordances of social networks and gamification. The purpose of this paper is to provide the initial design framework that has guided the design of our mobile social learning application. In particular, we present the analysis of the existing social networking sites designed for children, and extracted essential features. Overall, we found that the existing platforms are lack of supporting children's internal motivation, and adaptation features for emergent and customizable structures. Design ideas and rationales are presented to demonstrate how our application has been conceptualized to incorporate meaningful gamification and adaptive learning strategies.

Online social network services have embedded social rating systems that users can evaluate and share the quality of content such as the “Like” button for Facebook. This rating system is an important mechanism in social interaction since the system can affect the degree of user connection and the spread of information sharing. Most of such social rating systems, however, are based on the fixed feedback mechanism, where users cannot communicate their emotion and evaluation toward certain content in a real-time manner. In this research, we propose a novel feedback method that dynamically updates rating scores in social network services to give users immediate feedback. To confirm the usefulness of dynamic feedback mechanism compared to the current static feedback mechanism, we conducted an exploratory experiment with 46 participants in a simulated Facebook situation. Since types of content matter for the nature and degree of social interaction, we assumed that the dynamic feedback mechanism might yield different effects to different types of content. Hence, in the experiment, we included three different types of content, namely a) user-generated content, b) news article, and c) commercial advertisement, to examine the interaction effect between feedback mechanism and content types. The dependent variable was the number of “Like” clicks. The results indicate that the dynamic feedback type received significantly higher “Like” clicks than the fixed feedback type. Further, there was a significant interaction effect between feedback types and content types. The dynamic feedback mechanism was the most effective for the user-generated content type.

This research study investigates students’ capacity at greater autonomy in an inquiry-based mobile learning trail in relation to the agent of the teacher (e.g., instructional design, facilitation and scaffold support). To afford a more coherent study, narrative interviews and web-based data capturing student-student and teacher-student interaction were obtained for analysis. Data were analysed based on three key areas: (a) the design of the mobile learning trail in facilitating autonomous learning, (b) the interaction with the teachers and (c) the collaboration with peers. Overall findings showed that students’ capacity to engage in autonomous learning rests on learning trail design, collaborative efforts and an awareness of teachers’ “presence”. The teachers cited students’ profile, the motivational factor and instructional design as important determinants for autonomous learning. In conclusion, we argue that students’ capacity for more autonomy in mobile learning does not necessarily lie in a decrease in teacher’s control, but rather, it is contingent on student readiness, learning design, technological mediation, as well as, the community of learners.