Dr. Keirah Comstock

Instructional Technologist　Instructional Technology & Innovation Team

Simon Business School, University of Rochester

Abstract: 　Dr. Keirah Comstock, Ph.D., is an educator, researcher, instructional technologist, teacher mentor, and artist whose work explores the intersection of artificial intelligence, instructional technology, teacher education, and inclusive teaching and learning. Since 2006, she has taught and supported learners across K–12 and higher education settings in both the United States and internationally.

In this keynote, Dr. Keirah Comstock will share practical insights from her work as a researcher, educator, and practitioner in supporting AI integration across educational settings. Drawing from experiences in K–12 and higher education, she will explore how educators can approach AI through a human-centered and ethical lens while supporting meaningful learning, critical thinking, creativity, and student engagement.

　Participants will be introduced to practical strategies for evaluating and implementing AI tools, considerations for developing responsible AI guidelines, and examples of how educators can balance innovation with equity, inclusion, and educational purpose. Rather than focusing solely on technology, this session invites educators to reflect on how AI can strengthen teaching and learning while preserving the human relationships at the heart of education.

　She serves as Co-Chair of the American Educational Research Association (AERA), Division K, Teaching and Teacher Education, Section 9: Initial Teacher and Teacher Educator Preparation, and as an Associate Editor of the New York State TESOL Journal. Through her research, teaching, and professional service, she continues to support educators in thoughtfully integrating emerging technologies while maintaining a strong commitment to human connection, equity, and student success.

Professor, Dr. Alexander Kusenko

Department of Physics and Astronomy, UCLA, Los Angeles, USA              and

Kavli Institute for the Physics and Mathematics of the Universe (WPI), UTIAS The University of Tokyo, Japan

Abstract: Our recent education research at UCLA demonstrates the effectiveness of AI tools for improving learning outcomes in undergraduate courses. A curated AI chat assistant and AI-generated hints were integrated into homework assignments, reducing the time, effort, and social barriers, including fear of judgment, that can deter students from seeking help. The learning outcomes were analyzed in a peer-reviewed study [Y. Lu, K. Supriya, S. Shaked, E. H. Simmons, A. Kusenko, Phys. Rev. Phys. Educ. Res. 21, 010160 (2025)]. The results show that all students benefit from these tools, with the largest gains for those who entered the course with weaker preparation. Inspired by these findings, UCLA has launched the AI and Mathematical Skills (AIMS) program, bringing these interventions to a broad range of undergraduate classes. Other universities in the United States and Japan have expressed interest in adopting similar tools. I will review the research results and their implementation at UCLA and beyond.