Special Session 5: Human-Centered AI and the Personalization of Learning Experience Design

专题五：人本人工智能与学习体验的个性化设计

投稿链接 Submission Link: https://www.easychair.org/conferences/?conf=iceit2026
(Select Special Session 5 - Human-Centered AI and the Personalization of Learning Experience Design)

 

专题简介 (Description):

本专题旨在超越单纯的技术实现，探讨如何以人为中心设计人工智能系统，使其真正服务于个体学习者的深层需求、情感状态和长期发展。重点是如何利用人工智能增强而非取代教育者，如何设计能促进学习者自主性、元认知和内在动机的适应性环境，而非被动接受算法安排。征稿关注人机协作的设计模式、情感智能在教育中的应用、个性化中的伦理考量，以及对长期学习成果与幸福感的影响研究。目标是推动人工智能从“个性化交付工具”向“个性化成长伙伴”的理念转变。
This session looks beyond technical implementation to explore Human-Centered AI design that serves learners' deep needs, emotional states, and long-term growth. The focus is on using AI to augment educators and design adaptive environments that foster learner agency, metacognition, and intrinsic motivation. We invite papers on human-AI collaboration design patterns, affective computing in education, ethical considerations in personalization, and longitudinal impact studies. The goal is to advance AI from a "personalized delivery tool" to a "personalized growth partner" in education.


征稿主题 (Topics of Interest):
- Co-designing Personalized Learning Pathways with AI and Learners/Teachers / 与人工智能及学习者/教师共同设计个性化学习路径
- Adaptive Learning Systems that Support Learner Agency and Metacognition / 支持学习者自主性与元认知的适应性学习系统
- Affective Computing and AI for Recognizing and Responding to Learner Emotions / 用于识别与回应学习者情感的情感计算与人工智能
- Balancing Algorithmic Recommendation with Serendipity and Learner Exploration / 在算法推荐与学习偶然性、探索性之间取得平衡
- Longitudinal Studies on the Impact of AI Personalization on Motivation and Identity / 关于人工智能个性化对学习动机与身份认同影响的纵向研究
- Design Frameworks for Ethical and Transparent AI-driven Personalization Interfaces / 合乎伦理且透明的AI驱动个性化界面设计框架

    

 

Organizer Introduction

 

李西营，陕西师范大学现代教学技术教育部重点实验室教授，博士生导师，主要从事信息技术和积极老龄化，学生社会性发展和心理健康方面的教学与研究。在心理学报、心理科学、Computers & Education等中英文top期刊发表论文90余篇；主持国家社会科学基金2项，教育部人文社科项目1项，其他国家级和省部级科研项目20余项，出版、翻译《发展心理学》、《教育心理学》等10余部著作。荣获陕西省第十六次哲学社会科学优秀成果奖一等奖1项，陕西省高等学校社科奖一等奖1项，其他省部级科研奖项10余项。中国老年学和老年医学学会老年心理分会副主任委员，中国社区发展协会社区心理工作委员会副主任委员, 中国校园健康行动儿童青少年家校医社协同心理教育服务规范化建设工程专家委员，中国心理学会老年心理学专业委员会委员，教育部基础教育质量监测中心视导专家。2022版义务教育科学课程标准修订组秘书。
Xiying Li is a Professor and Doctoral Supervisor at the Key Laboratory of Modern Teaching Technology, Ministry of Education, Shaanxi Normal University. His research interests include information technology and active aging, as well as students’ social development and mental health. He has published more than 90 papers in Chinese and international top journals, such as Acta Psychologica Sinica (Chinese), Psychological Science (Chinese), and Computers & Education. He has served as the principal investigator for two National Social Science Fund of China projects and one Humanities and Social Sciences project of the Ministry of Education, and has led over 20 additional national- and provincial-level research projects. He has authored and translated more than ten academic books, such as Developmental Psychology and Educational Psychology. Professor Li has received numerous academic awards, including one First Prize of the 16th Shaanxi Provincial Award for Outstanding Achievements in Philosophy and Social Sciences, one First Prize of the Shaanxi Higher Education Social Sciences Award, and more than ten other provincial- and ministerial-level research awards. He currently serves as Vice Chair of the Gerontological Psychology Branch of the China Association of Gerontology and Geriatrics, Vice Chair of the Community Psychology Working Committee of the China Association for Community Development, Expert Committee Member of the National Initiative for Standardized Collaborative Mental Health Education Services for Children and Adolescents (School–Family–Medical–Community Integration), Member of the Division of Gerontological Psychology of the Chinese Psychological Society, and Supervisory Expert of the National Center for Monitoring the Quality of Basic Education, Ministry of Education. He also served as Secretary of the Revision Committee for the 2022 Compulsory Education Science Curriculum Standards.

 

 

 

 

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