ICLEA 2026: 2nd International Conference on Learning Evidence and Analytics

About the Conference Proceedings Series

Proceedings of APSCE TBICS ICLEA (ISSN xxxx-xxxx)

International Conference on Learning Evidence and Analytics (ICLEA) is one of the Theme-Based International Conference Series (TBICS) and organized by the Asia-Pacific Society for Computers in Education (APSCE).

The International Conference on Learning Evidence and Analytics (ICLEA) 2026 is organized by APSCE. ICLEA 2026 will be held on 25-27 June 2026, in Kumamoto, Japan.

ICLEA 2026 is planned as an in-person conference.

ISSN: xxxx-xxxx
Place of publication: Kyoto

Published: 2026-06-25

Conference Dates: June 25 - June 27 2026

Conference Location: Kumamoto, Japan

Conference Proceedings Submissions

Looking for Log-Based Traces of Mathematical Reasoning

Linoy Asoulin (Author)
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Design and Preliminary Evaluation of an AI-Supported Role Fulfillment System: A Case Study on Delayed Skill Transfer in Collaborative Learning

Hirotsune Takahashi, Sophia University Japan Technology, Sophia University Japan Technology (Author)
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From Privacy Concerns to Governance Gaps: University Students’ Perceptions of AI Risks and Ethics

Hsin-Hsuan Chung, Chinese Culture University Taiwan Learning Technology, Tamkang University Taiwan Futures Design (Author)
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Evaluating Digital Instructional Materials Using Eye-Tracking: A Pilot Study Across Multiple Learning Modes

Yi Hsuan Wang, University of Taipei Taiwan Materials Design (Author)
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Prompt Engineering for Automated Essay Scoring in Higher Education: A Case Study in Academic Reading

Yu Yan, Kyoto University Japan Media Studies, Kyoto University Japan Media Studies (Author)
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Epistemic Network Analysis of Critical Thinking in Digital Game-Based Learning

Wei-Fan Chen, Penn State University USA Technology, National University of Tainan Taiwan Learning Technology, National University of Tainan Taiwan Learning Technology (Author)
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Design of a Stepwise Learning Process for Understanding Information Systems in Nursing DX Education

Hiroki Manabe (Author)
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Event Log Analysis of In-Class Assignments Using Jupyter Notebook and the Moodle Quiz Module

Nobukuni Hamamoto, Gunma University Japan IT Center (Author)
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Identifying Signals of Continuance and Discontinuance in Peer-Supported JSL Learning: A Human-LLM Qualitative Approach

Yu Hirayama, Kumamoto University Japan Technology, Education Institute for Semiconductors, Kumamoto University Japan Informatics, Kumamoto University Japan Technology (Author)
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Behavioral indicators associated with subjective mental fatigue during VDT-based learning activities

Ryota Ochi, Kyushu Institute of Technology Japan Technology Center, Kyushu Institute of Technology Japan Technology Center (Author)
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TiTela: Enhancing Teacher Inquiry with Fine-Grained E-book Logs

Naohiro Higuchi, Sojo University Japan Information Sciences, Akita University Japan Design Science (Author)
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Exploring Instructors’ Interpretation Patterns with Feedback Dashboards

Feng Lin, Singapore University of Social Sciences Singapore Learning Centre (Author)
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Profiling Instructors’ Acceptance of Feedback Dashboards

Merry Chailis, Singapore University of Social Sciences Singapore Learning Centre (Author)
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Effects of Integrating an AI Learning Companion into a Self-Regulated Learning 4L Framework on Elementary Mathematics Learning

Bor-Chen Kuo, National Taichung University of Education Taiwan Measurement, National Taichung University of Education Taiwan Measurement, National Taichung University of Education Taiwan Measurement (Author)
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Student Behaviors and Their Effects in an Asynchronous Lecture with Face‐to‐Face Q&A Sessions

Shin’nosuke Yamaguchi, Kyushu Institute of Technology Japan Technology Center, Kyushu Institute of Technology Japan Technology Center (Author)
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Making Thinking Visible: Human–AI Collaborative Filmmaking as Pedagogy in Secondary Classrooms

Yi Lu (Author)
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Effects of Knowledge Forum–Supported Online Collaborative Learning for Kindness Literacy on College Students’ Psychological Capital

Jing-Hua Chen (Author)
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Reconceptualizing Teacher-Facing Learning Analytics as Experiencing the Educational Data Cycle in Teacher Education

Tetsuya Bando, Development in AI, Naruto University of Education Japan Data Science, National Institute of Informatics Japan Society Research Division, Development in AI, Naruto University of Education Japan Data Science (Author)
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An Event-Centered Learning Analytics Approach to Programming Language Transitions in a Hybrid Environment

Charline Carlot, Development in AI, Naruto University of Education Japan Data Science (Author)
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Preliminary Exploration of Learning Analytics in Virtual Reality: A Space-Themed Approach

Joe K.Z. Chuang (Author)
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The Influence of Digital Self-Efficacy on Students’ Learning Outcomes in a Programming Course

Susan Milagros Dávalos Vega (Author)
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Experienced Instructors’ Perceptions of the Influence of Generative AI on Novice Instructor Development

Yuichi Nukiyama (Author)
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Modeling the Relationships Among Platform Usage, Gamified Engagement, and Math Achievement

Bor-Chen Kuo, National Taichung University of Education Taiwan Measurement, National Taichung University of Education Taiwan Measurement, National Taichung University of Education Taiwan Measurement (Author)
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Effects of Taiwan Adaptive Learning Platform Engagement and Self-Regulated Learning on Mathematics Achievement among Low-Achieving Elementary Students

Bor-Chen Kuo (Author)
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ENGFORTHAI+: Mitigating Morphological Omission with Static Visual Scaffolding and Adaptive Content Generation

Narabodee Rodjananant, Thailand Computer Technology Center (NECTEC) (Author)
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Reproducibility Evaluation of Real-World Educational Evidence Extracted by Causal Inference

Koki Okumura, Kyoto University Japan Media Studies, Kyoto University Japan Media Studies (Author)
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A Comparison of Computer-Supported Collaborative Learning Forms in Terms of Interaction and Peer Trust

Yu-Tung Chen, Kyoto University Japan Media Studies, Kyoto University Japan Media Studies (Author)
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CLAto: A Collaborative Learning Analytics Tool for Online Discussion

Feng Lin (Author)
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Designing Reflective Learning Evidence for Older Adults: An Ethically Constrained AI-Supported Environment

Yoshiko Nishimura (Author)
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Bridging Learning Analytics and Generative AI through Retrieval-Augmented Generation: A Conceptual Framework for Self-Regulated Learning Support

Tzu-Chi Yang, Southern Methodist University Learning (Author)
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Knowledge Management for Emergency Center Nurses’ Clinical Performance: A Follow-Up Study of LMS-Based Training Graduates

Akiko Nishino (Author)
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Trustworthy Secondary Use of Educational Big Data with ReLEAF

Hibiki Ito (Author)
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Investigating Metacognitive Utterances and Reasoning Quality in a Remote Collaborative Japanese Classroom

Lara Monteagudo Tubau, Kyoto University Japan Media Studies, Kyoto University Japan Media Studies (Author)
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Participation-Sensitive Convergence and the Fragment First, Converge Later Pattern in Asynchronous Online Learning: A Topological Analysis Across 22 OULAD Courses

Hitoshi Inoue (Author)
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Deriving Common Novice Programming Error Patterns from Student Submissions using LLMs

Boxuan Ma, Kyushu University Japan Science (Author)
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Handwriting Patterns Across Different Learning Tasks: A Case Study in Special Needs Education

Margareta Hardiyanti, Kyoto University Japan Media Studies, Kyoto University Japan Media Studies (Author)
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Automated Classification of Bloom's Taxonomy Levels for Japan's Information Technology Engineers Examinations

Toshiyo Seto, Kyoto University Japan Sciences, Hiroshima University Japan Engineering, Kyoto University Japan Sciences (Author)
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Learner Behavior Profiles during Problem Formulation in Problem-based Learning

Deepti Reddy, Education Institute for Semiconductors, Kumamoto University Japan Informatics (Author)
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Instructional Interventions for Improving CFL Speaking: A Systematic Review Revealing the Need for a Learning Analytics Perspective

Na Li (Author)
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Writing Development and SRL Awareness in GenAI-Supported EFL Writing: Associations with Revision Behaviors

Sayo Tanaka, Kyushu Sangyo University Japan Language Education and Research Center (Author)
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Learners’ Revision Awareness under Synthesized Image and Automated Text Feedback

Kalai Wong, Kyoto University Japan Media Studies, Kyoto University Japan Media Studies, Kyoto University Japan Media Studies (Author)
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Development of a Generative AI-Supported Reflection System for Sustaining Learners’ Motivation

Kaho Yamamura (Author)
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ALBe: An AI Literacy Behavioral Assessment Framework Based on EFL Chatbot Interaction Logs

Min Ma, Kyoto University Japan Media Studies (Author)
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Reflecting on Self-Study Support in the "Cyber Self-Study Room" from the Perspective of the "ID Seven Principles"

Misao Takahashi (Author)
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Exploring the Evolution of Reading Literacy Guided by TALPer: A Case Study Based on Ordered Network Analysis (ONA)

Ting-Ju Chen, National Taichung University of Education Taiwan Measurement (Author)
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A Study on Students' Critical Thinking and 5C Competencies Using AI-Powered English Teaching Software

Chih-Ming Chu, National Ilan University Taiwan Information Engineering, National Ilan University Taiwan Information Engineering (Author)
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A Study on the Impact of Using Educational Board Games to Learn AI Literacy on Self-Efficacy and Critical Thinking: An Example of Upper Elementary School Students

Chih-Ming Chu, National Ilan University Taiwan Information Engineering, National Ilan University Taiwan Information Engineering, National Ilan University Taiwan Information Engineering, National Ilan University Taiwan Information Engineering, National Ilan University Taiwan Information Engineering, National Ilan University Taiwan Information Engineering, National Ilan University Taiwan Information Engineering (Author)
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coding-exam: Enhancing Academic Integrity and Code Understanding through Personalized Assessments with Generative AI

Toshihiro Kita (Author)
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Conceptualizing Teacher Recipience of Analytics Dashboards: A Preliminary Framework

Elizabeth Koh (Author)
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Reliability of Generative AI Based Reflection Chatbot Using the 5Rs Model

Akiko Kai (Author)
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Designing a University Course Through UX Design and Human-Centered Design: A Practical Learning Approach Using Regional Problem-Solving Cases

Fumie Yamamoto, Kumamoto University Japan Graduate School of Instructional Systems, Inc. Japan Sony Digital Network Applications (Author)
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Penny for Your Thoughts: EFL Learner Perceptions of GenAI Writing Support

Steve Woollaston (Author)
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Development of Introductory Generative AI course for University Students: Assessment of learning achievement and acceptance of GenAI

Mohammed Galib Hasan Abir (Author)
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Orchestrated Pedagogical Agents for Efficient Language Learning: An MCP-Enabled Meta-Agent Framework

Isanka Wijerathne, Kyoto University Japan Media Studies, Kyoto University Japan Media Studies, Kyoto University Japan Education in Data Science, Kyoto University Japan Media Studies (Author)
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Proactive Group Learning Design Support Through Multimodal Evidence from VR Environments

Changhao Liang, Kyoto University Japan Media Studies (Author)
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Beyond Role-Playing: A Gen AI-Driven Health Consultation Training System

Xuewang Geng, Sojo University Japan Information Sciences, Osaka Kyoiku University Japan Information Technology in Education, Seinan jo Gakuin University Japan Welfare Department of Nursing (Author)
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Evaluation for Analyzing Self-Regulated Learning Processes using Trace-Data of Learning Log from Digital Textbooks

Sota Nakanishi (Author)
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Exploring Teachers’ Integration of Generative Artificial Intelligence in Assessment Design

Pei-Yi Lin, National Tsing Hua University Taiwan Learning Technology (Author)
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Epistemic Network Analysis of Pre-Service Teachers’ Generative AI interactions for Lesson Design: The Role of AI Competency and Digital Literacy

Gayathri Pothancheri, School of Social Psychology, Amrita Vishwa Vidyapeetham India Behavioural Sciences, School of Arts Physical Science Division, Ahmedabad University India Sciences, Education Institute for Semiconductors, Graduate School of Social Informatics, Kumamoto University Japan Cultural Sciences (Author)
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AI Literacy Development in an AI-Augmented Developmental Psychology Course: A Longitudinal Learning Analytics Study

Yu-Jing Gao (Author)
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