Invited Speakers | 特邀专家

Image

Dr. Akrivi Krouska

University of West Attica, Greece

Akrivi Krouska is Assistant Professor with the Department of Informatics and Computer Engineering at the University of West Attica, Greece. She has received a PhD degree in Informatics from University of Piraeus (Greece), a M.Sc. degree in “Information Systems” from University of Athens (Greece) and a B.Sc. degree in Informatics from University of Piraeus (Greece). During her studies and research, she has received several scholarships for her academic performance and “Best Paper” awards in international conferences on computer science topics, respectively. She has published extensively in international journals, books and conference proceedings, and has served as Reviewer in the research community. Moreover, she has been Guest Editor of many special issues in well-known international journals, such as Frontiers in Artificial Intelligence, Entropy and Information, and Program Committee chair or member in many international conferences, such as ITS, NiDS and PCI. Her research focuses on Web Systems, Artificial Intelligence Systems, Social Networking Services, Adaptive Software and Multimedia Applications.

Image

Dr. Nor Hafizah Adnan

Universiti Kebangsaan Malaysia (UKM), Malaysia

Dr. Nor Hafizah Adnan is a senior lecturer at the STEM Enculturation Research Center, Faculty of Education, at the National University of Malaysia. Her research focuses on artificial intelligence in education, technology-enhanced learning environments, metaverse-based teaching and learning, augmented reality, and robotics. She is the Principal Investigator for the MetaSkool project, a nationwide initiative in Malaysia aimed at integrating metaverse technology into secondary school education. This project is a collaborative effort with the Malaysia Digital Economy Corporation and the Ministry of Education Malaysia.
Previously, Dr. Nor Hafizah led the Malaysia Research University Network project on Fourth Industrial Revolution Cross-Creative Learning Environment for Autism, where she developed digital learning environments for autism using robotics. She is recognized as an Apple Distinguished Educator, Apple Professional Learning Specialist, and Apple Certified Trainer – App Development with Swift. In these roles, she participates in national projects across primary, secondary, and higher education to promote one-on-one pedagogical and learning approaches utilizing the Apple ecosystem.

Speech Title: Creating Immersive Educational Experiences: Leveraging Generative AI to Build the Metaverse for Learning

Abstract: The metaverse is emerging as a powerful platform for revolutionizing education through immersive and interactive learning environments. This talk explores the role of generative AI in the creation of virtual worlds, 3D models, avatars, and music to enhance the educational experience. By leveraging Gen AI tools to generate 3D models, educators can develop customized simulations for teaching complex subjects like science, engineering, and history. The use of AI to create avatars allows for personalized student engagement, while AI-generated music helps set the mood and context for virtual lessons, making learning experiences more memorable and immersive. We will delve into real-world applications of these technologies, showcasing how generative AI is democratizing content creation in education, empowering educators to build dynamic, learner-centered virtual environments that cater to diverse learning needs. This talk will provide an in-depth look at how generative AI is shaping the future of education in the metaverse, turning abstract concepts into tangible experiences that foster deeper understanding and engagement.

Image

Prof. Hui-Wen Huang

Shaoguan University, China

Dr. Hui-Wen Huang is a professor in the College of Education at Shaoguan University, Guangdong, China. She completed her Ph.D. degree in curriculum and instruction with a focus on online education from the University of Idaho, U.S.A. Prior to her current position, she had worked in various universities, including Taiwan, the U.S., and Mainland China, as a faculty member in teaching and research over the past two decades. Her recent work involves immersive learning using 360 VR videos across disciplines and artificial intelligence (AI) in education.
Dr. Huang has published more than 20 SSCI-indexed journal articles and international conference proceedings indexed by EI Compendex on educational technology and foreign language learning. She has actively served the academic communities, either as an invited speaker or technical committee member, in different international conferences over the past five years. She has been working with different scholars in Japan, Turkey, Australia, and the U.S. to help EFL learners develop cross-cultural competence since Spring 2020. Recently, she is working on applying generative AI chatbots in education and mental health.

Speech Title: Leveraging AI-Generated Content in Climate Change Education: A Guided Discovery Learning and Motivation-Based Approach

Abstract: Despite ongoing efforts, no consensus exists on the most effective strategies in climate change education across different educational levels. The frequent use of scientific terminology often renders lessons overly technical and disengaging, creating challenges for educators in developing effective teaching methods (Monroe et al., 2017). To address this issue, Professor Huang will present a study that explores the integration of AI chatbots with Guided Discovery Learning (GDL) and Keller’s (1987) ARCS Motivation Model in teaching climate change concepts. She will demonstrate how AI-generated content (AIGC) can be effectively incorporated into course design for teacher education and beyond. Her presentation will conclude with actionable recommendations for integrating AIGC within the GDL and ARCS Motivation Model framework to enhance learner engagement in addressing climate change.

Image

Dr. Gayane Sedrakyan

University of Twente, Netherlands

G. Sedrakyan is an Asst. professor at the University of Twente (Netherlands) working in cross-domain intersection of information systems and educational technologies. Gayane has earned her PhD at KU Leuven (Belgium) in Information Systems, focusing on feedback perspectives based on behavior and process analytics. Her PhD research was nominated for a university-wide educational innovation prize in 2016. Gayane secured research grants to develop a novel data-driven feedback approach, leading to collaborations with Oulu University (Finland) and Open University Netherlands (Netherlands).
Before her PhD, Gayane obtained several degrees. As a Computer and Information Science student at American University of Armenia, 2007, she also received the "Best Master Student in Information Technologies Award" from the President of Armenia and Synopsys Corporation.
Gayane has been involved in program committees for international conferences including Online Measures for Learning Processes at EARLI SIG 2016, and served as a reviewer for Intelligent Information Systems (Springer), Expert Systems with Applications (Elsevier), Computers in Human Behavior (Elsevier), Computers & Education (Elsevier), Transactions on Learning Technologies (IEEE), Learning Analytics (Springer), LAK, AEIT, CAiSE.
Currently among her research topics are integration of AI-based conversational agents with educational information systems, learning theories and human-centric design elements in the context of an innovation project grant from the University of Twente in the Netherlands.

Speech Title: Design Implications for Integrating AI-based chatbots with Learning Management Systems: Perceptions on Potential Benefits and Challenges from a Study Conducted at a Dutch University

Abstract: AI-based conversational agents hold significant promise for transforming educational processes, yet there is a lack of empirical research examining users' perceptions of their benefits, concerns, and the implications for design. This study investigates these perceptions among students and educators at a Dutch university, focusing on the potential advantages and challenges of integrating AI chatbots into education. The study aims to provide preliminary insights into design considerations for using AI-driven chatbots as a "buddy system" to support student learning and enhance educational quality. The pilot study involved 58 participants, including bachelor's and master's students from various disciplines, PhD researchers, and educators. The findings contribute to the co-creation of a StudyBuddyGPT tool, designed to assist students in their academic journey.