ALICE - Special Conference Track on
Adaptive Learning via Interactive, Collaborative and Emotional Approaches

Scope and Objectives of the ALICE Special Track

Learning engineers often argue that learners must be meaningfully engaged in the learning process in order for effective learning to occur. Engaging learners throughout an entire course is one of the most significant issues in online education, and current technologies have the potential to help us increase learner engagement. Educational technologies are more effective, interactive, and easily accessible than ever. Moreover, artificial intelligence approaches, such as pedagogical conversational agents and emotional learning, promise to create beneficial synergies to relevant learning dimensions, resulting in students' greater participation and performance while lowering drop-out rates and improving satisfaction and retention levels.

The ALICE Special Track at upcoming The Learning Ideas Conference 2024, now in its 14th year overall and 4th as part of The Learning Ideas Conference, aims to provide a forum for innovations in learning engineering that have been designed to improve learners' engagement and teachers' experiences. Works that combine adaptive techniques with approaches based on conversational agents, interactive data analytics, affective computing, collaborative learning, gamification and e-assessment are welcome.

Academic researchers, professionals, and practitioners are invited to submit a proposal to report their ideas, models, designs and experiences on the proposed topics. Empirical results from real users in learning and training settings at scale (e.g., MOOCs and other large-scale courses) are particularly welcome in order to evaluate and discuss the impact of the proposed innovations. To ensure that your proposal is considered for the ALICE Special Track, please check the ALICE Special Track box on your proposal submission form.

Please note that writing a paper for the conference proceedings is required for all accepted ALICE Track presenters; papers will be due in March, 2024 and details will be provided to accepted presenters.

Suggested topics for this track on learning engineering include, but are not limited to:

  • Chatbots and conversational agents for online education

  • Learning and academic analytics and educational data mining

  • Motivation, metacognition, and affective aspects of learning

  • Collaborative and social learning

  • Intelligent tutoring systems

  • Massive Open Online Courses (MOOCs)

  • New forms of e-assessment

  • Gamification and serious games for education

  • Artificial intelligence of things in education

  • Artificial intelligence and ethics in online education

  • Knowledge-based models and technologies for online education

  • Multimodel large language models for online education

 

Program committee for the ALICE track

ALICE Track Co-chairs

Santi Caballé, Ph.D.
Open University of Catalonia, Barcelona, Spain

Nicola Capuano, Ph.D.
University of Salerno, Fisciano, Italy

ALICE Track Program Committee

Joan Casas, Ph.D.
Open University of Catalonia, Spain

Jordi Conesa, Ph.D.
Open University of Catalonia, Spain

Thanasis Daradoumis, Ph.D.
University of the Aegean, Greece

Sara De Freitas, Ph.D.
Coventry University, UK

Christian Gütl, Ph.D.
Graz University of Technology, Austria

Giuseppina Rita Mangione, Ph.D.,
Institute of Educational Documentation, Innovation and Research, Italy

Agathe Merceron, Ph.D.
Beuth University of Applied Sciences Berlin, Germany

Anna Pierri, Ph.D.
University of Salerno, Italy

Antonio Sarasa, Ph.D.
Universidad Complutense de Madrid, Spain

Marco Temperini, Ph.D.
Sapienza University of Rome, Italy

Daniele Toti, Ph.D.
Catholic University of the Sacred Heart, Italy