华东师范大学教育信息技术学系聚焦智慧教育、学习科学、教育数字化转型等研究领域，秉持教育为本、技术赋能的发展定位，坚持学术研究对接基础教育与高等教育发展需求，注重理论创新与一线教学实践深度融合。长期深耕国际化学术建设，积极参与国际顶级教育学术会议，深化全球学术交流与合作，持续彰显学科专业影响力与学术担当。2026年3月10日- 3月12日，美国教育传播与技术协会（AECT）举办了为期四天的2026在线会议，本次会议的主题是“携手合作：将研究融入实践”(Joining Forces: Embedding Research into Practice)。4月8日- 4月12日，美国教育研究协会(AERA)2026年会在洛杉矶举行，本次年会的主题是“铭记历史、展望未来：建构教育研究的新愿景”(Unforgetting Histories and Imagining Futures: Constructing A New Vision for Education Research)。教育信息技术学系20余名师生参与本次的AECT在线会议和AERA年会，在会议上进行主题报告、圆桌讨论。
让我们一睹他们的风采！ 部分参会师生论文录用信息及感悟分享： 冷静 副教授 (AERA) 现代教育技术专业 参会心得 此次带领学生参加AERA国际学术会议，感触很深、收获满满。 会议形式丰富，涵盖论文汇报、海报展示、圆桌交流等多种形式，要求各不相同。海报交流十分考验临场应变与沟通能力，需要随时回应他人提问；长时间全英文论文汇报，更是对科研积累、语言表达和心态的综合考验，也让学生直观体会到国际学术交流的严谨与专业。 全程英文交流的环境，让我们跳出国内固有学术话语体系，锻炼了国际化沟通表达能力。参会不只是展示自身研究，更重要的是接触前沿研究方向与新型研究方法，结识同领域学者，为后续科研合作搭建桥梁。 我一直十分看重外出学术交流，求学时也常主动参会。希望同学们不要局限于日常学习的小范围，珍惜学术周、会议、交换等各类外出机会，多走出去开阔视野、交流学习。 值得一提的是，我校主办的教育学英文学术期刊 ECNU Review of Education（ROE）受邀在本届 AERA 设立专场活动，会议期间，不少业内学者围绕我校发展、ROE期刊建设等话题与我们深入交流，给予了高度关注和重视，也为学部对外交流与学术发展带来了新的机遇。本次参会受益匪浅，后续也会继续鼓励学生多参与高水平国际学术活动，在实践与交流中不断成长进步。
毕长春 2024级硕士(AERA) 教育信息技术学系 论文题目、摘要 A Study on the Impact of Multi-Agent-Supported 4C/ID Learning Approach on Vocational Students' Learning Outcomes Abstract:The advancement of intelligent technologies is fundamentally reshaping educational processes and instructional methods. This study introduces a Multi-Agent-Supported Four-Component Instructional Design (MA-4C/ID) learning approach by integrating multi-agent systems into the 4C/ID model, and investigates its effects on vocational students' learning performance compared to the Conventional 4C/ID (C-4C/ID) approach. A quasi-experimental study involving 67 vocational students demonstrated that the MA-4C/ID approach significantly improved learning achievement, reduced cognitive load, and enhanced learning attitudes compared to the C-4C/ID approach. These findings underscore the effectiveness of the MA-4C/ID approach in improving vocational education and provide robust support for 4C/ID model innovation in the intelligent technology era. 参会心得 参加AERA会议是一次非常宝贵的交流机会。作为教育学领域的顶级盛会，你可以和来自不同国家的学者进行交流，学习他们的方法，发现自身的不足。这种与来自不同文化、不同国家学者的交流，是一次非常宝贵的开拓视野，打破思维定式的机会。他们研究也让我明白，教育研究不是为数据而研究、为发表而研究，而是要服务于真实课堂中的人。这让我更加坚定要做有温度的研究，始终把人的发展放在中心，将研究扎根于真实课堂，去发现真问题、解决真困难，把论文写在祖国大地上。此外，能够拥有这次宝贵的学习机会，我由衷感谢我的导师和师兄，从论文选题、撰写到反复打磨，每一步都离不开他们的悉心指导与鼓励。同时也非常感谢学部与学系的资助与培养。这次AERA之行让我看到了更广阔的学术世界，未来我也将继续在教育领域深耕不辍，勇往直前。 代琳 2024级硕士(AERA) 教育信息技术学系 论文题目、摘要 The Battle of Wits: Comparing Single-Agent System and Multi-Agent Debate System in Scaffolding Argumentative Writing Abstract:This study investigated how a multi-agent debate system supports undergraduate students’ argumentative writing and critical thinking compared to a single-agent system. Forty-seven Chinese students in an English for Academic Purposes course completed three writing tasks under both systems. The multi-agent system simulated dynamic, role-based debates with real-time feedback and structured interaction. Results showed that the system enhanced structured human–AI interaction and enabled students to achieve writing outcomes comparable to their best performance with a single-agent system, while requiring significantly less time. Students reported benefits in idea generation, critical reasoning, and metacognitive growth. These findings revealed distinct instructional effects across single-agent and multi-agent systems, highlighting the pedagogical value of multi-agent frameworks for improving argumentative writing quality, critical thinking, and learning efficiency. 参会心得 本次会议是我第一次参加国际学术交流，现场浓厚且纯粹的学术交流氛围令我深受震撼。 在圆桌会议与Poster展示环节，我深刻体会到了“学术无国界”的真谛。尽管参会学者背景各异，但大家对教育公平与AI赋能的共同追求消解了语言与文化的隔阂。通过倾听不同国家的学者分享其研究进展，我发现彼此的研究并非孤立，而是互为补充、互为启发，拓展了我的学术视野。这种“相同领域的人在努力做好一件事”的共同体意识，让我感受到了强烈的归属感。 这次经历让我进一步感受到，学术研究不应闭门造车，唯有在不断的对话与反思中，才能精准定位研究的独特性与社会价值。 李涓涓 2024级硕士(AERA) 教育信息技术学系 论文题目、摘要 Constructing History's Future: Cognitive Shifts and Principle Formation in Pre-service Teachers' AI Practice Abstract:Using history education as a case context, this study examines the cognitive shifts, challenge recognition, and pedagogical principle formation of pre-service history teachers during a nine-week practice-based program integrating AI agent design into instructional planning. Drawing on content analysis of 16 lesson design proposals, four focus group interviews, and post-session questionnaire data, the study finds that pre-service teachers' understanding of AI agents evolved through three cumulative layers, and that increased cognitive depth did not automatically yield heightened critical awareness. The study further finds that, across interviews and questionnaires, pre-service teachers widely expressed risk awareness regarding technological reliability and student autonomy; yet for most participants, this awareness remained tacit knowledge and had not been operationalized into explicit coping strategies within their lesson design proposals. Regarding pedagogical principle formation, the three identified principles exhibited a clear maturity gradient: the humanistic principle achieved broad consensus, the ethics principle reached preliminary operationalization, and the equity principle displayed a structural asymmetry in which reasoning about historical content was relatively mature while awareness of equity concerns in AI use remained largely absent. These findings suggest that the formation of pre-service teachers' AI-TPACK is not driven by successful technology application, but is instead triggered by tensions between technological affordances and disciplinary demands, and between technological convenience and pedagogical values. At the same time, the practice of constructing AI agents extended teachers' roles from tool users to designers of AI-integrated instructional systems, a new dimension that remains insufficiently theorized within existing AI-TPACK frameworks. 参会心得 本届年会主题为“Unforgetting Histories and Imagining Futures: Constructing a New Vision for Education Research”（铭记历史与想象未来：建构教育研究的新愿景），旨在呼吁教育研究者反思学科与方法论多样性，在历史智慧与面向未来的创新之间建立桥梁。大会设有2500余场学术报告，涵盖论文宣读、圆桌讨论、主题演讲、工作坊等多种形式。 本次AERA年会是我第一次在国际学术会议上独立宣读论文，从前期准备到现场汇报的全过程都给我带来了深刻的学术成长。在学术收获方面，Roundtable的讨论形式让我受益匪浅。与论文宣读不同，圆桌讨论强调围桌互动而非单向报告，同桌学者可以在90分钟内就彼此的研究进行深入交流，面对面的围桌对话更有利于展开对研究设计细节和理论解释的追问。 根据本次参与的实际情况，我总结了几点建议和经验：第一，Roundtable形式对于仍处于发展阶段的研究尤为友好，可以充分利用互动讨论获取改进建议；第二，会前应准备简洁的研究摘要（附二维码链接电子版），比携带大量论文打印件更为高效实用；第三，参会期间应主动与同领域的学者交流并留存联系方式，这些学术网络对后续的论文修改和合作研究都有持续价值。 李思源 2025级硕士(AERA) 教育信息技术学系 论文题目、摘要 From Bots to Mentors: Unveiling Dialogic Patterns in AI vs. Human Teacher Writing Instruction Abstract:With the rapid integration of generative artificial intelligence into writing instruction, understanding its effectiveness compared to human teachers in dialogic feedback is essential. The study involved 66 Chinese undergraduates, divided into AI (n=35) and teacher (n=31) groups, with 2,018 dialogues from an authentic writing task. Using an extended Initiation–Response–Follow-up coding scheme and Ordered Network Analysis, we examined dialogic patterns of two groups. Results indicate AI-student dialogues are efficient but narrowly focused, dominated by student prompts and AI direct suggestions with limited scaffolding. Teacher-student dialogues exhibit richer dialogue acts and more guided support, such as hints and reformulations. This study highlights the potential of combining AI’s efficiency with teachers’ pedagogical depth through hybrid models to enhance student thinking and deepen learning. 参会心得 本次参加American Educational Research Association（AERA）2026年会，使我对当前国际教育研究的发展趋势与学术前沿有了更加直观和深入的认识。首先，在学术体验方面，会议规模大、议题广，尤其是在生成式人工智能与教育融合领域的研究十分活跃，不同研究从学习分析、对话机制到教学实践展开多维探讨，使我进一步明确了自身研究在国际语境中的定位。同时，通过参与paper session的汇报与讨论，我切身感受到国际学术交流中对研究问题清晰性、方法严谨性以及结果解释深度的高度重视，这对提升自身研究表达与学术思维具有重要启发。 其次，在交流体会方面，与会学者在提问中往往聚焦研究设计的关键变量与外部效度问题，如技术更新对研究结论的影响等，这种问题导向的讨论方式具有很强的启发性，也促使我反思自身研究在时效性与推广性方面的进一步完善空间。此外，会议中跨学科与国际化的交流氛围也让我认识到，教育研究需要更加开放地吸收来自学习科学、数据科学等领域的方法与视角，以提升研究的解释力与创新性。 戚佳慧 2024级硕士(AERA) 教育信息技术学系 论文题目、摘要 第一篇： Does AI-TPACK Affect Teacher’s Professional Confidence?A Survey Study of K-12 and Pre-service Teachers Abstract:With AI's integration in education, teachers' AI-TPACK has become crucial for effective technology application. Teachers' professional confidence in AI practice affects technology effectiveness and serves as psychological foundation for continuous professional development. Based on social cognitive theory, this study explores how teachers' AI-TPACK impacts self-efficacy through a cross-sectional survey of 371 K-12 and pre-service teachers in China. Key findings: (1) Teachers' AI-TPACK shows significant group differences, with grade levels presenting a stepwise distribution of "secondary > elementary > pre-service teachers", and teachers in information technology, English, and art subjects performing outstandingly, female teachers excel in AI-EAK; (2) Overall AI-TPACK significantly predicts teacher self-efficacy, with AI-TK, AI-TPK, and AI-TCK having the strongest impact, while AI-EAK shows the weakest influence. 第二篇：AI Scaffolding for Self-Regulated Learning in Graduate Research:A Mixed-Methods Study Abstract:This study employs a single-group pre-post design with mixed research methods to explore the value of generative artificial intelligence as cognitive scaffolding in graduate research tasks. Based on Zimmerman's three-phase self-regulated learning model, the research designed a series of coherent sub-tasks for educational technology master's students, providing targeted prompt strategies to stimulate metacognitive abilities. Comprehensive analysis of interaction logs, metacognitive scales, and performance data shows that AI as cognitive scaffolding significantly enhances learners' metacognitive awareness, critical thinking, and reflective dialogue frequency. The study reveals the internal mechanisms and design principles of AI supporting self-regulated learning, providing theoretical foundations and implementation guidelines for effectively integrating AI in graduate research tasks. 参会心得 首先感谢学校、学部和学系提供的宝贵学习机会与资助，此次参加AERA 2026年会，我深受启发。会议议题涵盖广泛，许多报告不止于技术与方法的探讨，更触及教育公平、学习者主体性等深层问题，让我感受到教育研究所应具备的人文关怀与问题意识。 我也体会到，带着问题去听报告、去参与讨论，才能真正有所收获。聆听其他研究者的汇报，令我印象深刻的不只是研究结论本身，更是他们在理论建构与方法设计上所付出的大量心血与严谨态度——这让我对“做扎实的研究”有了更真切的理解。会议交流的意义也在于提问与回应之间的相互深化。与来自不同学术背景的学者面对面交流，他们提出的问题和反馈，帮助我从新的角度审视自己的研究。这种直接的学术碰撞，是阅读文献无法替代的。 衷心感谢学部和导师在参会过程中给予的大力支持与悉心指导。 周嘉琳 2024级硕士(AERA) 教育信息技术学系 论文题目、摘要 Cognitive Engagement Measurement in Online Learning Using Eye-Tracking Data and Back Propagation Neural Networks Abstract:With the advancement of information technology, online learning has become a significant educational model. However, issues such as insufficient learner engagement and suboptimal learning outcomes persist. Cognitive engagement is a critical factor influencing online learning effectiveness, yet traditional measurement methods predominantly rely on self-reported questionnaires, which struggle to objectively and real-time reflect learners 'cognitive states. To address this, this study integrates eye-tracking technology with deep learning methods to develop an intelligent cognitive engagement measurement model based on backpropagation neural networks (BPNN). The model uses 18 eye-tracking features (e.g., fixation duration, pupil diameter, and fixation frequency) as inputs to classify learners' cognitive engagement levels into three categories: low, medium, and high. Experimental results the BPNN model exhibits superior classification performance, achieving an overall accuracy of 0.9382 and a macro average F1 score of 0.9371. Additionally, SHAP method was applied to analyze the model's interpretability, revealing the contributions of key eye-tracking metrics to cognitive engagement assessment. The findings indicate that measurement methods combining eye-tracking data and deep learning can objectively evaluate learners' cognitive states, providing data support for personalized teaching and intelligent interventions in online learning platforms. 参会心得 在参加完AERA 2026年度会议Roundtable Session“Measurement and Related Issues in Quantitative Research Designs, Analysis, and Simulation”（Table 6）后，我感触颇深。作为研究者，能在这样的国际平台上与学者交流，尤其是围绕自己的研究进行分享与讨论，是一次极具启发性的学术经历。 首先，整个圆桌会议的氛围紧凑而深入。不同于传统的大会报告，圆桌形式让每位报告者与听众之间有了更直接的对话空间。从蒙特卡洛模拟在IRT 3PL模型中的表现，到小样本条件下MIMIC模型的贝叶斯估计，再到零点膨胀模型在项目水平差异检测中的应用，以及验证性因子分析中Heywood案例的解决方案——每一篇论文都直指量化研究中的真实痛点：如何在数据不完美、条件受限的情况下，依然获得有效、稳健且可解释的测量结果。 回到我自己的研究——基于眼动追踪与BP神经网络的在线学习认知投入测量。在本次会议上，我收获了非常宝贵的反馈。有与会者提出，眼动特征的提取虽然丰富，但特征之间的多重共线性可能会影响神经网络的泛化能力。 总的来说，这次圆桌会议让我更加清楚地认识到：无论是最小化的贝叶斯方法、模拟研究的设计，还是神经网络模型，测量问题的本质始终是如何从有限的、常常不完美的数据中，做出最可靠的推论。 刘曦遥 2023级硕士(AECT) 教育信息技术学系 论文题目、摘要 Intelligent Textbooks Worldwide: Towards a Unified Functional Framework Abstract:As the intelligent form of digital textbooks, smart textbooks leverage technologies such as big data and artificial intelligence to realize dynamic learning content, personalized learning paths, precise learning diagnosis and automated learning management.This study examines intelligent textbooks as an emerging form of digital learning resources through a comparative analysis of 12 international platforms. The analysis identifies shared features across personalization, precision, interactivity, and generativity, and synthesizes them into a functional framework with four components: data perception, dynamic adaptation, deep interaction, and intelligent assessment. By highlighting platform comparison and framework construction, this research offers a novel perspective for embedding research into practice. 参会心得 在李锋老师指导下，我对国际智能化教材研制与应用进行了比较研究，分析了智能教材发展前沿特征和技术功能，完成的论文在（AECT）主办的2026年在线会议上，与国际同行进行了交流。通过这次研究和成果报告，我加深了对智能教材研究的理解，学习了国内外智能教材建设的新技术和新方法，研究成果获得了来自国际同行的有益反馈，对后续研究具有很好的启发意义。
