Order	Time	ID	Full information
1	10:00-10:15	IT1074	Research on the Application of AIGC Workflow in E-Commerce Vocational Education—Focusing on Efficient Visual Output and Artistic Logical Thinking Training Author(s): Huawei Qin Di Tang Yingzi Ye Presenter: Yingzi Ye, Nanning College of Digital Technology, Xiangsihu College of Guang Xi Minzu University, China Abstract: Abstract—Artificial intelligence (AI) technologies are advancing rapidly, and the use of generative AI (AIGC) for visual content production has become increasingly prevalent. The e-commerce sector faces an urgent demand for visual assets that are both high in quality and efficient to produce. Accordingly, vocational students majoring in e-commerce are expected to acquire core competencies in rapidly developing visual materials, including e-commerce posters and web banners. However, traditional instructional approaches exhibit clear limitations, particularly with respect to production efficiency and the cultivation of aesthetic reasoning. Moreover, the foundational information-technology knowledge taught in general education courses has not been effectively integrated into professional practice. This study aims to develop a dual-track AIGC-enabled workflow for e-commerce visual design that operates in parallel across “general education” and to examine how this workflow affects students’ ability to rapidly produce images as well as their aesthetic and logical thinking. A central element of this research is the use of prompt engineering to bridge the logical reasoning cultivated in general education courses with the practical requirements of professional design. In doing so, the workflow supports a shift in students’ roles—from mere users o design software to visual planners and prompt engineers. Through teaching practice, it has been found that this AI workflow not only significantly increases students’ image output speed but also exercises their ability to judge and apply design principles through reverse analysis of AI-generated results. Overall, the workflow facilitates deeper integration between general education and vocational education, and offers a new instructional approach for developing e-commerce talents with comprehensive “AI + design” capabilities.
2	10:15-10:30	IT2105	AIGC-Driven Intelligent Teaching Transformation of Urban and Rural Planning Design  Courses Author(s): Song Huifang, Pemg Yuling, Wang Xiaopeng, Bai Shiyi, Li Jun, He Tiantian Presenter: Huifang Song, Wuhan Institute of Technology, China Abstract: Against the backdrop of rapid advancements in artificial intelligence, this study focuses on the core computer technologies of AIGC (including large language models, generative adversarial networks, knowledge graph construction, and multi-modal data fusion algorithms) to drive the intelligent transformation of urban and rural planning design course teaching. Based on the technical characteristics of AIGC such as efficient content generation, multi-modal output, and data-driven iteration, this paper first optimizes three key technical modules: 1) the planning case knowledge graph construction technology (improving entity recognition accuracy to 92.3% through BERT pre-trained model fine-tuning); 2) the "drawing-model-data" parametric linkage system (reducing data interaction latency by 40% via Python-based real-time communication protocol optimization); 3) the AIGC contextualized task generation algorithm (enhancing task relevance by 65% through multi-round dialogue fine-tuning of GPT-4). This study not only enriches the technical application system of AIGC in the field of planning education but also provides a feasible technical path for the intelligent transformation of similar design courses, ultimately improving teaching quality and students' technical application capabilities.
3	10:30-10:45	IT2124	AI-Powered Visual Learning Systems:A Cross-Cultural  Review of Computer Vision in Education Author(s): Theophile Shyiramunda, Etienne Twizeyimana, Marie Claire Nirere Umuhire, Josiane Uwonakunze, Daniel Tuyisenge, Michelle J. Cummings-Koether Presenter: Theophile Shyiramunda, Deggendorf Institute of Technology, Germany Abstract: Artificial intelligence (AI) and computer vision (CV) are increasingly shaping educational practices by enabling visual learning systems that support adaptive instruction, monitor learner engagement, and provide interactive learning experiences. Despite growing adoption, research remains fragmented and regionally concentrated, often overlooking cross-cultural, pedagogical, and infrastructural factors that influence effectiveness. This scoping review synthesizes 35 empirical studies across East Asia, Europe, North America, and the Global South, providing the first cross-cultural mapping of AI-powered CV applications in educational settings. Using a Population–Concept–Context (PCC) framework, the review examines learners, educators, and stakeholders (population); CV-based learning systems (concept); and diverse educational environments (context). Findings highlight distinct regional patterns: East Asia demonstrates rapid adoption with positive engagement outcomes; Europe emphasizes privacy-aware practices, leading to cautious uptake; North American adoption is shaped by policy and consent frameworks; and developing regions face infrastructural and equity challenges. Key implications for educational practice include the integration of culturally sensitive, adaptive learning models, pedagogical strategies that leverage AI-enhanced feedback, and approaches to mitigate algorithmic bias and privacy risks. The review underscores the need for evidence-informed design, context-aware instructional methods, and ethical implementation of AI-powered visual learning systems to enhance learner outcomes across diverse educational contexts
4	10:45-11:00	IT2143	Technology-Driven and Data-Enabled Innovation: Exploring a Cross-Media Practical Teaching Platform Author(s): Yue Zhao, Jingya Zhu Presenter: Yue Zhao, Yanching Institute of Technology, China Abstract: This study proposes and explicates the design of a technology-driven and data-enabled cross media practice based teaching platform, developed in response to persistent challenges in media education, such as the misalignment between instructional practice and rapid technological change in industry, pronounced disciplinary silos, fragmented and underutilized teaching resources, and an overly monolithic evaluation model. Guided by Garrett’s classic five-layer model of user experience (strategic, scope, structure, skeleton, and surface layers), the platform integrates ultra-high-definition production and broadcasting, virtual production, and AI- assisted content creation. Through project-based pedagogy and studio-based instructional organization, the platform simulates the real media production process and constructs a comprehensive practical teaching system covering course learning, project practice, resource management, and teaching evaluation. Core functions include an “ AI mentor ” module, data-driven formative and summative assessment, and intelligent resource – task matching, thereby enabling an organic integration of scalable instruction and personalized learning trajectories.The proposed platform offers a replicable and scalable pathway for cultivating application-oriented talents in the media field during the era of smart media. Index Terms—cross-media teaching, practical teaching platform, educational informatization, AIGC, project-based learning
5	11:00-11:15	IT2147	Research on AIGC-Assisted Multimodal Teaching Paths for Business Etiquette: A Case Study of Seating Arrangements in Multilateral Contract Signings Author(s): Yi Guo, Lian Cheng Xu, Yu Jie Ji, Chun Li Liu Presenter: Yi Guo.Shandong Normal University, China Abstract: Traditional business etiquette instruction has primarily relied on theoretical exposition, often grappling with a scarcity of practical scenarios and the abstract presentation of cultural differences. Using multilateral contract signing seating arrangements as a case study, this paper explores a multimodal teaching path for business etiquette assisted by AIGC. This approach involves constructing multimodal resources through the "text-to-image → image-to-video" AIGC pipeline and integrating it with the 5E instructional model. Practical application via a teaching case demonstrates the feasibility of this AI-generated animation-assisted multimodal teaching path, indicating its potential to provide a reusable technical solution for business etiquette education.
6	11:15-11:30	IT3220	From Awareness to Creation: Shaping Nursing Students' Job-hunting skills through Blended AI Resume Approach Author(s): Shaoxian Pan, Yongqiao Li, Wenbin Liang, Junjie Gavin Wu Presenter: Yongqiao Li, Macao Polytechnic University Macao, China Abstract: Nursing students generally lack resume writing skills, and traditional teaching has limitations, such as delayed feedback and a lack of personalization. Generative artificial intelligence offers technological potential for resume instruction.To explore the effect of blended artificial intelligence resume instruction on improving nursing students' career perception and resume writing quality, and to examine the relationship between them.A pretest-posttest nonequivalent control group quasi-experimental design was adopted. Two parallel second-year classes from a vocational medical college were randomly assigned to an experimental group (n = 59) and a control group (n = 61). The experimental group received a blended AI Resume (AIR), while the control group received traditional lectures.1. The post-test total score and scores in all dimensions of career awareness in the experimental group were significantly higher than those in the control group (p<0.01). 2. The improvement in the post-test total score of the resume in the experimental group was significantly greater than in the control group. 3. Pearson correlation analysis showed that career awareness and resume scores had only a weak linear correlation (|r|<0.3), but the random forest model revealed a strong nonlinear predictive relationship between the two (R²=0.746 for the experimental group, R²=0.809 for the control group).The Blended AIR approach can effectively enhance nursing students' career awareness and resume quality. The impact of career awareness on resume quality is a complex, nonlinear, synergistic effect rather than a simple linear correlation. It is recommended that future teaching reforms integrate qualitative analysis to reveal the underlying mechanisms.
7	11:30-11:45	IT3322	Teachers’ Continuance Use of AIGC in Practice-Oriented Courses— Evidence from E-commerce Live Streaming Teaching Author(s): Jingjing Feng, Junxi Luo, Lixuan Chang Presenter: Jun Xi Luo, Guangzhou Xinhua University, China Abstract: Artificial intelligence–generated content (AIGC) is increasingly integrated into teaching practices, particularly in practice-oriented courses such as e-commerce live-streaming. However, limited research has examined teachers’ continuance intention to use AIGC in educational contexts. Drawing on the Technology Acceptance Model (TAM), this study investigates the mechanisms underlying teachers’ continuance intention to use AIGC in e-commerce live-streaming courses. A research model is proposed to examine the effects of perceived usefulness, perceived ease of use, and perceived risk on continuance intention, with attitude toward using AIGC and satisfaction serving as sequential mediators. Survey data were collected from 200 teachers teaching e-commerce live-streaming–related courses in China and analyzed using PLS-SEM. Results show that perceived usefulness and perceived ease of use positively influence teachers’ attitudes toward AIGC, whereas perceived risk has a negative effect. In addition, attitude and satisfaction jointly mediate the relationship between teachers’ perceptions and continuance intention. These findings extend the application of TAM to AIGC-supported teaching contexts and offer practical insights for promoting the sustainable use of AIGC in practice-oriented higher education courses.
8	11:45-12:00	IT3337	A Study of Enhancing C Programming Education through AIGC-Integrated Hybrid  Learning Author(s): Zujian Wu, Huiqin Du Presenter: Zujian WU, Jinan University, China Abstract: This study presents a comprehensive analysis of the learning and teaching landscape of computer programming language courses, using "C Programming" as a representative case. By identifying prevalent pedagogical bottlenecks, we align the curriculum with emerging digital education paradigms and propose a hybrid, full-stack human-AI fusion reform anchored in Artificial Intelligence Generated Content. Grounded in an open-compatible instructional philosophy and leveraging modern educational technology platforms, this work seamlessly integrates online and offline resources to deliver end-to-end curricular transformation, offering a scalable solution to critical challenges in higher education teaching.