Workshop on Generative AI in Education: Applications and Analytics
Theme: Human-Centered and Evidence-Informed Use of Generative AI in Education
Call for Papers
Workshop on Generative AI in Education: Applications and Analytics
in conjunction with ICLEA 2025
16:15-18:00, September 5, 2025 · Shiiki Hall at Kyushu University Ito Campus, Fukuoka, Japan
We are pleased to announce the Workshop on Generative AI in Education: Applications and Analytics, to be held as part of the APSCE International Conference on Learning Evidence and Analytics 2025 (ICLEA 2025). This workshop provides a dedicated space to explore the emerging role of Generative Artificial Intelligence (GAI) in shaping learning experiences, enhancing teaching and learning practices, and informing educational analytics.
As generative technologies such as ChatGPT, DALL·E, and other large language models become increasingly integrated into educational settings, there is a growing need to understand not only how these tools are used, but what kinds of learning evidence they generate—and how educators, researchers, and learners can responsibly interpret and apply that evidence. This workshop aims to bring together practitioners, researchers, and policymakers from diverse backgrounds, including those with non-technical expertise, to share experiences, insights, and challenges related to the integration of generative AI in education.
Human-Centered and Evidence-Informed Use of Generative AI in Education
Application and Analysis of Generative AI in Teaching and Learning
Classroom applications and analysis of generative AI (e.g., lesson planning, content creation, student support)
Learner use of GAI tools for writing, thinking, coding, or creative expression
Impacts of GAI on learner engagement, motivation, or critical thinking
GAI in assessment design or feedback generation
Educator and Learner Perspectives and analyses of learning
Educator experiences and analyses of integrating GAI tools into instruction
Ethical dilemmas and practical concerns in the classroom
Student agency and responsible AI use
Teacher professional development for GAI literacy
Analytics and Evidence in GAI-Enhanced Learning
What counts as “learning evidence” in generative AI usage?
Techniques for analyzing learning traces from GAI interactions
Validity and limitations of AI-generated outputs in evaluation
Reflective and participatory analytics approaches
GAI Analytics for Sustainability-Related Education
Using GAI to analyze student understanding of global sustainability issues and global trends (e.g., SDGs, ESG, equality)
Evidence of students’ global, financial, and ethical literacy through GAI-supported activities
Applications of GAI for promoting systems thinking and higher-order Competencies
Case studies involving sustainability education and GAI-driven assessment
We welcome a variety of submission formats:
- Full paper (4-6 pages): empirical studies or conceptual work
- Short paper (2–4 pages): case studies, empirical work, or position papers
- Practice reports (1–3 pages): real-world classroom experiences and analyses results
***The page limit includes the reference and appendix.***
All submissions will undergo peer review by at least two reviewers from the organizing committee or invited experts. Submissions should follow the ICLEA 2025 formatting guidelines. At least one author of an accepted submission must register for the conference and attend the workshop.
Workshop
Room: Lecture Theater 3 (第3講義室）
Submission:
Please submit your completed paper (include paper title, your name, affiliation, and abstract) by e-mail to: carolhcchu@gmail.com
Paper submission due: 10 June, 2025
Notification of Acceptance: 25 June, 2025
Camera-ready submission: 15 July, 2025
Early-bird registration due: 30 June, 2025
Author registration due: 30 June, 2025
Conference Date: 5-7 September, 2025
-Hui-Chun Chu, Director, The Institute of Human-Centered Artificial Intelligence; Distinguished Professor, Department of Computer Science and Information Management. Soochow University, Taiwan.
- Hui-Chun Chu, Soochow University, Taiwan.
- Chengjiu Yin, Kyushu University, Japan.
- Chee-Kit Looi, The Education University of Hong Kong, Hong Kong
- Jiangbo, East China Normal University, China.
- Cheng-Huan Chen, National Tsing Hua University, Taiwan.
- Chih-Hung Chen, National Taichung University of Education, Taiwan.
- Chih-Ming Chen, National Chengchi University, Taiwan.
- Ching-Yi Chang, Taipei Medical University, Taiwan.
- Christopher Ching-Yuan Yang, National Taipei University of Education, Taiwan.
- Daner Sun, The Education University of Hong Kong, Kong Kong.
- Gaoxia Zhu, Nanyang Technological University, Singapore.
- Hota Chia-Sheng Lin, Ming Chuan University, Taiwan.
- Hui-Chun Hung, National Central University, Taiwan.
- Huiyong Li, Kyushu University, Japan
- Jerry Chih-Yuan Sun, National Yang Ming Chiao Tung University, Taiwan.
- Jian-Hong Ye, Beijing Normal University, China.
- Jianhua Zhao, Southern University of Science and Technology, China.
- Jian-Wen Fang, Wenzhou University, China.
- Jingyun Wang, Durham University, England.
- Jining Han, Southwest University, China.
- Jun-Ming Chen, National Museum of Natural Science, Taiwan.
- Kai-Hsiang Yang, National Taipei University of Education, Taiwan.
- Kai-Yi Chin, Soochow University, Taiwan.
- Mei-Rong Alice Chen, Soochow University, Taiwan.
- Morris Siu-Yung Jong, The Chinese University of Hong Kong, Hong Kong
- Penghe Chen, Beijing Normal University, China.
- Po-Han Wu, National University of Tainan, Taiwan.
- Qi-Fan Yang, Fujian Normal University, China
- Rustam Shadiev, College of Education, Zhejiang University, China.
- Shao-Chen Chang, Yuan Ze University, Taiwan.
- Shao-Qing Guo, Northwest Normal University, China.
- Sheng-Yi Wu, National Tsing Hua University, Taiwan
- Shih-Jou Yu, National Yang Ming Chiao Tung University, Taiwan.
- Shu-Yun Chien, National Taipei University of Business, Taiwan.
- Ting-Fang Wu, Graduate Institute of Rehabilitation Counseling and Gerontological Wellbeing, National Taiwan Normal University.
- Ting Wen Chang, Beijing Normal University, China.
- Tosh A.F. Yamamoto, Asia AI Institute, Musashino University, Japan.
- Tzu-Chi Yang, National Yang Ming Chiao Tung University, Taiwan.
- Wang, Chun-Chieh, Department of Education, National Pingtung University, Taiwan.
- Wei SHI, Kyushu University, Japan.
- Wenli Chen, Nanyang Technological University Singapore.
- Yang Yin Nicole, The Education University of Hong Kong, Hong Kong.
- Yanjie Song, The Education University of Hong Kong, Hong Kong.
- Ying Zhan, The Education University of Hong Kong, Hong Kong.
- Yu Lu, Beijing Normal University, Beijing, China.
- Yun-Fang Tu, Soochow University, Taiwan.
- Zhenzhen Chen, Beijing University of Posts and Telecommunications, China.
- Zhiqiang Ma, Jiangnan University, China.