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Call for Papers – C3: ALT

ICCE 2026 Subconference on

Advanced Learning Technologies, Learning Analytics, Platforms and Infrastructure

The ICCE C3 sub-conference invites submissions from researchers investigating emerging phenomena in the fields of Advanced Learning Technologies, Learning Analytics, Platforms, and Infrastructure. This sub-conference aims to explore the frontiers of educational technology and its underlying infrastructures, fostering dialogue on the development of standards for system, resource, and data interoperability while encouraging the design of innovative learning technologies.

The sub-conference will focus on advanced learning technologies that are transforming the educational landscape through personalized learning experiences, adaptive content delivery, and the integration of Generative AI. Particular attention will be given to the role of Large Language Models (LLMs) in educational content generation, personalized tutoring, and AI-driven feedback systems. Automated assessment, Human–Computer Interaction, and collaborative learning technologies that enable more intuitive, interactive, and engaging learning experiences will also be central themes.

In addition, the sub-conference will extend to Analytics in Teaching and Learning, examining how multimodal data and AI-enhanced analytics can generate actionable insights to optimize learning outcomes and inform pedagogical strategies. Emphasis will also be placed on ethics, transparency, and accountability in learning analytics to ensure that technological advancements promote fairness, inclusivity, and responsible educational practices. Topics such as privacy-preserving learning analytics, explainable AI in education, and regulatory frameworks governing AI-driven decision-making in educational contexts are strongly encouraged.

The sub-conference will further highlight the critical role of Platforms and Infrastructure in supporting these technological innovations. Central to this discussion is the evolution of intelligent, scalable, and adaptive learning platforms that facilitate diverse forms of interaction and feedback while enhancing accessibility, engagement, and personalization. Emerging infrastructures and platforms of interest include cloud-based systems, ubiquitous learning environments, and virtual laboratories. We also welcome submissions related to metaverse-based education, AI-driven classroom orchestration, and real-time adaptive feedback systems.

Research applying these technologies across diverse learning environments is particularly encouraged, including traditional classroom settings, narrative-centered learning, embodied learning, game-based learning, online and blended education, as well as adult and professional learning contexts such as simulated training environments and healthcare education.

Scope of the Conference

Advanced Learning Technologies

  • Adaptive learning systems
  • Affective computing for learning
  • Immersive learning environments
  • Large Language Models (LLMs) and AI-driven educational tools
  • Generative AIs in education
  • Automated evaluation
  • Human-Computer Interaction
  • Interactive multimedia
  • Intelligent questioning systems
  • Educational recommender systems
  • AI-powered personalized learning frameworks
  • Semantic Web in education
  • Smart educational environments
  • The Internet of Things in education

 

Analytics in Teaching & Learning

  • Data Literacy and Learning Analytics
  • Game-based Learning Analytics
  • Innovative learning analytics systems
  • Analytics algorithm advancements
  • Expansive data collection
  • Pedagogical models and analytics
  • Predictive models, analysis, and visualization
  • Ethical frameworks in learning analytics
  • Bias, Equity, Fairness, and Transparency in Learning Analytics
  • Privacy-preserving learning analytics and data security
  • Explainable AI and its role in education
  • Multimodal learning analytics
  • Social network analysis
  • Sequential data mining

Platforms & Infrastructure

  • Cloud-enhanced education
  • Credentialing evolution
  • Strategic implementation of advanced learning technologies
  • Learning system architectural foundations
  • Learning design interfaces
  • Classroom orchestration tools
  • Metaverse-based learning platforms and immersive VR/AR education
  • Real-time adaptive feedback mechanisms
  • Life cycle management of technical learning objects
  • Ubiquitous learning technologies
  • Intuitive Web interfaces
  • Open educational ecosystems
  • Virtual Laboratories
  • Performance Support Tools (PSTs)
  • Repository technologies
  • Interoperability frameworks for multimodal educational data
  • AI-driven simulation-based training for professional education
  • Multimodal learning analytics in workforce development
  • XR-based professional training (e.g., VR for medical simulations, AR for industrial training)
  • Technology standards

PC Executive Chair

  • A.Y.M. Atiquil ISLAM, East China Normal University, China

PC Co-chairs

  • Michael Agyemang ADARKWAH, Friedrich Schiller University Jena, Germany
  • Xi LIN,East Carolina University, USA
  • Longwei ZHENG,City University of Macau, Macau SAR, China

PC Members

  • Ying ZHAN, The Education University of Hong Kong, Hong Kong SAR, China
  • Biyun HUANG, Hong Kong Metropolitan University, Hong Kong SAR, China
  • Peiyao TIAN, The University of Hong Kong, Hong Kong SAR, China
  • Yi DAI,          City University of Macau, Macau SAR, China
  • Xi WU, Soochow University, China
  • Jiajun GUO, East China Normal University, China
  • Haozhe JIANG, Zhejiang University, China
  • Zongran WANG, East China Normal University, China
  • Haoxin XU, Shanghai International Studies University, China
  • Liu TONG, Shanghai International Studies University, China
  • Jia-Hua ZHAO, Fujian Normal University, China
  • Qi-Fan YANG, Fujian Normal University, China
  • Dazhen TONG, Anhui Normal University, China
  • Oluwasegun Adesola OLADIPO, Zhejiang Normal University, China
  • Allan MUGANGA, Beijing Normal University, China
  • Okagbue Ekene FRANCIS, Southwest University, China
  • Chengye LIU, East China Normal University, China
  • Yanchun HUANG, East China Normal University, China
  • Xiu GUAN, Tsinghua University, China
  • Jennifer J. CHEN, Kean University, USA
  • Hengtao TANG, University of South Carolina, USA
  • Jinhee KIM, Old Dominion University, USA
  • Somanita KHEANG, Ball State University, USA
  • Yan DAI, Tuskegee University, USA
  • Beixi LI, Western Michigan University, USA
  • Hai Leng CHIN,        University of Malaya, Malaysia
  • Jie LIN, Nanyang Technological University, Singapore
  • Nashwa ISMAIL, Imperial College London, UK
  • Ming CHEN, University of Bristol, UK
  • Mengping CHENG, University of Canterbury, New Zealand
  • Hamed BARJESTEH, Islamic Azad University, Iran
  • Tesfamichael Getu FENTAW, Bahir Dar University, Ethiopia
  • Andriansyah, Ar-Raniry State Islamic University, Indonesia
  • Muhammad RAFI, Directorate of Archives and Libraries Government of Khyber Pakhtunkhwa, Pakistan
  • Chengliang WANG, Australian Catholic University, Australia
  • Muhammad YOUNAS, Prince Sultan University, Saudi
  • Suwithida CHARUNGKAITTIKUL, Chulalongkorn University, Thailand