Invited Speaker_ICIET 2026
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Prof. David Willson Del Testa, Bucknell University in Lewisburg, USA Prof. David Del Testa has taught at Bucknell University since 2004. He teaches courses on modern Europe and Southeast Asia as well as methodology courses. He has written widely on labor history in French colonial Indochina, with a particular emphasis on railroad workers. More recently, he has turned his full attention to the Digital Sojourns Project, an effort to create large-area, accessible, and inclusive virtual travel experiences that complement traditional university study abroad programs or virtual journeying of any kind. Besides his work as a professor, he advocates for migraine-related and special education causes. Speech Title: Can video games offer off-the-shelf solutions to accessibility in educational digital twins for the humanities and social sciences? The case of the Digital Sojourns Project Abstract: Hyperrealistic immersive digital twins offer exciting opportunities for humanities and social sciences educators to help their students visualize and analyze historical and contemporary spaces and places with unparalleled depth and accuracy. Not only can educators narrate their students’ travel through these immersive spaces, but students can guide themselves through them, satisfying their individual curiosity in the context of collective learning. However, accessibility remains an important challenge. Groups such as the Web Accessibility Initiative of the World Wide Web Consortium (W3C) and Accessible Development for XR of XR Access have developed guidelines and best practices for the architecture, implementation, and accessibility of user experience in digital twins. And yet, universal standards for interaction with digital twins as educational environments do not exist, despite noble efforts by important hosts of digital twins such as ESRI, Unity, Unreal, and Microsoft to promote such accessibility. A natural reliance on keyboards, mice, or joysticks for virtual maneuvering creates barriers for those with low vision and mobility limitations. This presentation illustrates the work of the Digital Sojourns Project at Bucknell University in Lewisburg, Pennsylvania, United States. Digital Sojourns are large-area, accessible, immersive travel experiences that complement traditional university study abroad programs by allowing students who cannot travel for reasons of physical or other challenges to do so in engaging and content-rich virtual recreations of real spaces overseas, with the possibility of earning college course credits as they do so. The first Digital Sojourn uses Matsuo Bashō’s 1692 Narrow Road the Deep North as the basis for its digital twin. The Digital Sojourns Project imitates the approaches to spatial accessibility used in popular video games, arguing that thoughtful replication of widely-tested solutions originating from the video game industry offer educators modifiable, off-the-shelf solutions without the need to produce custom solutions that may tax already slim development budgets. |
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Prof. Yue Chen, Queen Mary University of London, UK Prof. Yue Chen is a Professor of Telecommunications Engineering at Queen Mary University of London (QMUL), where she serves as Director of Scholarship, leading strategic initiatives in curriculum innovation, educational research, and the Scholarship of Teaching and Learning. She also acts as Senior Advisor for Transnational Education on the Joint Programme between QMUL and Beijing University of Posts and Telecommunications (BUPT), providing academic leadership across international education and quality enhancement. A Fellow of the Institution of Engineering and Technology (FIET), a Senior Member of the IEEE, and a Chartered Engineer with the IET, Prof. Chen brings deep disciplinary expertise and extensive strategic leadership experience to her work in advancing transformative teaching and learning practices in higher education. Speech Title: Rethinking Teaching Excellence in the Age of AI: What Does “Good Teaching” Mean When Machines Can Do So Much? Abstract: As generative AI (GenAI) reshapes the landscape of higher education, long-established assumptions about what constitutes “good teaching” are undergoing profound transformation. When AI systems can generate explanations, offer personalised feedback, evaluate complex work, and support students’ intellectual processes at scale, traditional indicators of teaching excellence are no longer sufficient. In this talk, Prof. Chen examines how frameworks for evaluating teaching must evolve in an AI-pervasive world and what forms of educator expertise remain uniquely human and indispensable. Drawing on her experience in leading curriculum innovation, educational research, and Scholarship of Teaching and Learning initiatives, she will explore emerging criteria for meaningful teaching impact, those centred not on content transmission, but on designing powerful learning environments, cultivating students’ critical and ethical AI literacy, and fostering motivation, identity, and belonging. The session aims to stimulate global reflection on how educators can continue to create irreplaceable value in an era where machines can perform increasingly sophisticated cognitive tasks. |
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Prof. Wernhuar Tarng, National Tsing Hua University, Hsinchu, Taiwan Professor Wernhuar Tarng received his MS and PhD degrees in electrical and computer engineering from the State University of New York at Buffalo in 1987 and 1992, respectively. He is currently a professor in the Graduate Institute of Learning Sciences and Technologies at National Tsing Hua University, Taiwan, where he has made significant contributions to both research and teaching. His research focuses on the integration of virtual reality, augmented reality, and artificial intelligence in educational applications, particularly for teaching complex subjects such as nanotechnology, robotics, and semiconductor manufacturing processes. |
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Assoc. Prof. Sheng-Shiang Tseng, National Chengchi University, Taiwan Dr. Sheng-Shiang Tseng is an Associate Professor in the Department of Education at National Chengchi University, Taiwan. He earned his Ph.D. in Learning, Design, and Technology from the University of Georgia, where his research focused on technology-enhanced language learning and teacher professional development. His current work explores how generative artificial intelligence (GenAI) can serve as a learning companion in education rather than a mere content generator. Dr. Tseng has led and collaborated on several projects funded by the National Science and Technology Council, including a distinguished young scholar project on developing online gamified bilingual teacher communities. His research has been published in international journals such as Educational Technology & Society, Interactive Learning Environments, and the International Journal of Educational Technology in Higher Education. A recipient of the Wu Ta-You Memorial Award for young scholars, Dr. Tseng also serves as a guest editor, editorial board member, and reviewer for international journals in educational technology. His long-term goal is to advance the meaningful integration of technology into learning environments that foster higher-order thinking, emotional intelligence, communication, and creativity. Speech Title: From Generator to Partner: Reframing GenAI in Education Abstract: Generative Artificial Intelligence (GenAI) has rapidly entered educational contexts. While there is nothing wrong with using GenAI in education, its current application remains limited to information retrieval, lacking contextual sensitivity and deeper pedagogical value. This presentation explores the use of GenAI in education beyond passive content delivery toward supporting active, reflective, and higher-order learning. It highlights the crucial role of human teachers and instructional design in transforming GenAI into a meaningful scaffold. Drawing on three AI modalities such as conversational agents, robotic agents, and pedagogical agents, the presentation demonstrates their roles in promoting comprehension, emotional intelligence, and reflective teaching practice. Study 1 developed a collaborative reflection model in which in-service teachers received feedback from a teacher educator, peer teachers, and ChatGPT. The study examined how these feedback sources contributed to teachers’ reflective thinking. Study 2 employed a three-group experimental design with 100 preservice teachers, comparing three GenAI models to examine how GenAI can scaffold teacher metacognition. Results showed that contextualized GenAI significantly outperformed the standard GenAI in improving metacognitive knowledge. The presentation concludes by advocating for AI-empowered learning that positions educators as designers of learning objectives and instructional tasks, while GenAI may serves as a context-sensitive, reflective partner providing scaffolding and feedback. |
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Dr Fai-hang LO, The Chinese University of Hong Kong， Hong Kong Dr FH Lo is currently a Lecturer in the School of Life Sciences at the Chinese University of Hong Kong (CUHK). Since 2009, he has been teaching undergraduate and postgraduate biochemistry courses at CUHK, as well as general education courses offered by the University and Colleges. In addition to his regular teaching duties, Dr Lo serves as an instructor for the Faculty of Science and the Faculty of Education at CUHK. He is are interested in pedagogical research and innovation. In recent years, he actively participates in public service and academic meeting both locally and internationally, and is committed to promoting gifted education and science education. Speech Title: Artificial intelligence facilitated learning analytics study to enhance transferable skill development and career preparedness in Biochemistry education Abstract: Biochemistry education faces escalating challenges in developing students’ transferable skills
essential for modern workplace success. This study exemplified the integration of artificial
intelligence (AI) and learning analytics for systematic identification of skill deficiencies among the
students that inform relevant pedagogical interventions to enhance their career development. Our longitudinal analysis of 13 years of official examination data (2009-2025) revealed critical gaps
in core transferable skills: 1) scientific communication, 2) data visualization, 3) critical thinking, and
4) problem-solving abilities. Learning analytics identified that about half of students failed to
construct proper graphs, ~75% demonstrated inadequate scientific writing skills, and ~60%
struggled to apply knowledge to real-life scenarios. Performance declined by 16% over the past
eight years, with persistent bipolar distributions indicating ineffective support for diverse learners
from different academic backgrounds. |
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Assoc. Prof. John Blake, University of Aizu, Japan Dr John Blake is a multidisciplinary scholar whose expertise spans applied linguistics, education, computer science, mathematics education, and business administration. He began his career teaching English in Hong Kong, Thailand, and Japan before moving into teacher training, assessment, and materials development. His professional journey—grounded in applied linguistics and evolving through computational design—has culminated in a distinctive research focus that bridges language, logic, and technology. At the University of Aizu, he teaches and supervises across both the Center for Language Research and the Graduate School of Computer Science and Engineering. His courses reflect his dual disciplinary grounding, ranging from authorship analysis using Python and expert systems to information ethics and thesis writing. As an educator, he integrates corpus linguistics, computational analysis, and AI-driven methods to create research-informed, technology-enhanced learning experiences that are both rigorous and engaging. A self-described corpus-computational linguist, he leads interdisciplinary teams in developing bespoke tools for language analysis and learning. His research centres on forensic authorship analysis and the development of explainable, AI-supported systems for identifying distinctive stylistic and linguistic signatures in texts. His projects combine corpus-based precision with computational modelling to advance methods that are transparent, interpretable, and defensible in forensic contexts. His work has contributed to the growing intersection between forensic linguistics and artificial intelligence, exploring how stylometric features, language models, and statistical profiling can throw light on the hidden patterns of authorship. His ongoing research pushes toward explainable AI systems that balance linguistic theory, computational robustness, and forensic validity. |
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Asst. Prof. Osman SELVİ, Fenerbahce University, Istanbul, Turkey Dr. Osman Selvi is an Assistant Professor in the Department of Computer Engineering at Fenerbahçe University, Istanbul, Türkiye. He holds two bachelor’s degrees — in Computer Systems Education from Gazi University and in Computer Engineering from Kocaeli University — and a Ph.D. in Computer Engineering from Istanbul Aydın University. His primary research focuses on Blockchain Technologies, particularly on positioning blockchain as a complementary and supportive layer to centralized systems. His work explores the use of blockchain for auditing and verification mechanisms, aiming to enhance transparency, reliability, and interoperability in digital ecosystems. He has coordinated the formation of a multidisciplinary consortium and submitted a COST Action proposal titled “Blockchain-Based Academic Credential Verification for Enhanced Trust and Transparency (BACVET)” (Proposal Reference: OC-2025-1-29022), which is currently under evaluation by the European Union. The initiative seeks to address the international challenge of academic credential verification through secure, GDPR-compliant blockchain frameworks. Prior to his current academic role, he served as a Technical Teacher at the Turkish Ministry of National Education (2007–2022) and as a lecturer at Marmara University and Fenerbahçe University. He has been a full-time faculty member at Fenerbahçe University since 2022. Speech Title: The Global Credential Verification Crisis: Leveraging Blockchain's Auditability to Solve Fraud, Mobility, and the GDPR Paradox Speech Abstract: Academic credential verification is experiencing a global crisis as traditional paper-based systems struggle to cope with increasing international student mobility and sophisticated fraud schemes. With over 4.6 million international students enrolled in OECD countries, verification demands now exceed national capacities, creating significant risks across critical sectors including healthcare and education. This presentation examines the multifaceted nature of this crisis, exploring the tensions between technological solutions and regulatory frameworks across different jurisdictions. While blockchain technology offers promising features for enhancing security and auditability, its implementation faces substantial challenges regarding data protection regulations, interoperability, and institutional adoption. The discussion emphasizes the necessity of a multidisciplinary approach that integrates perspectives from information engineering, legal studies, educational sciences, and economics. Current initiatives across various regions demonstrate diverse strategies for addressing these challenges, yet a cohesive global framework remains elusive. Drawing from international research collaborations and stakeholder engagement, the presentation identifies key barriers to effective credential verification and highlights emerging pathways for cross-border cooperation. Particular attention is given to the role of educational institutions in navigating the complex landscape of digital credentialing while maintaining academic integrity and supporting student mobility. The analysis concludes by outlining critical research directions and policy considerations for developing sustainable, inclusive, and effective verification systems that can support the evolving needs of global education while addressing security concerns and regulatory requirements. |
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Dr Lyndon Yun LIU, The Hong Kong Polytechnic University, Hong Kong Dr. Lyndon Liu is a Lecturer of School of Accounting and Finance at the Hong Kong Polytechnic University. He published over 15 research articles on renewable energy market, energy demand and decarbonization, Covid-19’s impact on financial market, and pedagogy of economics. His research interest includes energy economics, applied microeconomics, and applied econometrics. He holds a Ph.D. in Economics from Hong Kong Baptist University. Speech Title: Is GenAI a Good Helper? Evidence from Economics Pedagogical Development Speech Abstract: Problem sets are a crucial component of assessment in economics education. With the increasing availability of generative AI tools, concerns have emerged regarding their misuse and the implications for academic integrity. I proposed a theoretical model of students’ utility maximization under the influence of AI, and empirically examined AI’s performance on a rich set of economic questions with a quasi-natural experiment. I found that AI struggles significantly with graphical questions and those requiring integrated graphical and numerical reasoning. These limitations highlight the necessity of incorporating a balanced mix of question types, particularly those involving graphical and quantitative analysis, into curriculum design. The findings offer practical guidance for global economics instructors aiming to uphold assessment fairness while adapting to the evolving role of GenAI in higher education. |
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Prof. Rex Bringula, University of the East, Philippines Rex P. Bringula is a full professor in the College of Computer Studies and Systems at the University of the East (UE). He was the Coordinator for Responsible AI Integration in Education at UE, and has been accepted as postdoctoral researcher in the Education University in Hong Kong. He earned his PhD in Technology Management from the Technological University of the Philippines and PhD in Computer Science from Ateneo de Manila University as DOST-Engineering Research and Development for Technology scholar. He has participated in numerous research projects funded by both educational institutions and governmental bodies, in addition to actively participating in local and international conferences. He has published more than 100 research articles indexed in major databases. Recently, he and his colleague developed a new clustering algorithm titled “Sand Dune Clustering Algorithm,” which is accessible in the ACM Digital Library. He is a certified AI for Good Educator awarded by AI Singapore. He has been recognized with several awards from different organizations including the University of the East, the Philippine Society of Educators, the UE Alumni Association, and international conferences, acknowledging his contributions in multiple roles such as educator, alumnus, and researcher. Speech Title: Mathematics Learning Through Mobile CSCL: Challenges, Insights, and Interdisciplinary Opportunities Speech Abstract: This talk presents an overview of mobile computer-supported collaborative learning (mCSCL) for Mathematics and highlights its potential as a catalyst for multidisciplinary and interdisciplinary research. Grounded in foundational theories of collaborative learning and CSCL, this talk synthesizes documented benefits—such as enhanced engagement, improved problem-solving, stronger teamwork, and deeper conceptual understanding—while also identifying persistent challenges, including unequal participation, personality differences, guessing behaviors, and complex group dynamics like “stag-and-hare hunting” behaviors. Using the case of Ibigkas! Math, I will discuss how issues encountered in mCSCL environments naturally require insights from psychology, sociology, education, computer science, and data science. Ongoing and future research directions emphasize behavior detection algorithms, collaborative intelligence, motivational and personality factors, and expanded applications of mCSCL across mathematics fields and levels, underscoring the rich opportunities for interdisciplinary collaboration in advancing mCSCL systems. |