Blended Learning. Intelligent Computing in Education 17th International Conference on Blended Learning, ICBL 2024, Macao SAR, China, July 29 – August 1, 2024, Proceedings

This book constitutes the refereed proceedings of the 17th International Conference on Blended Learning. Intelligent Computing in Education, ICBL 2024, held in Macao, China, during July 29 - August 1, 2024.

The 26 papers presented in this volume were carefully reviewed and selected from 71 submissions.

The selected papers are classified into four primary themes: revolutionizing education with AI; blended learning and technological innovations; advancements in learning analytics; and innovative approaches in educational research.

.- Keynotes:.
.- Building a Learner-Centric Citywide Digital Literacy Ecosystem: Train-the-Trainer, Community-Based Learning, and Gifted Education.
.- Educational Technology trends in the AI era.
.- How to design scientific, happy and effective educational games: Research on educational game design from the perspective of learning sciences.
.- Blended Learning and AI: Enhancing Teaching and Learning in Higher Education.
.- Digital Literacy: Evolution, Evaluation and Enhancement.
.- Revolutionizing Education with AI:.
.-  Complexities of Using Large Language Model Generative AI in Health Education and Robots (ID20).
.- New Dimensions: The Impact of the Metaverse and AI Avatars on Social Science Education (ID27).
.- Construction and Implementation of Generative AI-based Human-Machine Collaborative Classroom Teaching Model in Universities (ID46).
.-  DMP_AI: An AI-Aided K-12 System for Teaching and Learning in Diverse Schools (ID64.
.- A Case Study Examines How a New Content Integration Impacts Learning Outcomes with AI Experience Inputs (ID68).
.- Blended Learning and Technological Innovations:
.- Understanding characteristics of teacher-student dialogue in urban-rural blended synchronous classroom: A learning analytics perspective (ID7).
.-  Integrating a digital math vector game into a blended classroom: technological and instructional design principles (ID19).
.- K12 Blended Learning in China of “Education+” era: from the perspective of ecology (ID31).
.- AIGC empowered blended learning in university course design and implementation: A case study (ID43).
.- Exploring preschool teachers' perceived challenges in using ICT in Hong Kong after the pandemic (ID63).
.- Investigating Relationships Among Institutional Support, Perceived Technology Usefulness, Attitude Toward Using Technology and Teacher Professional Development Motivation: A Moderated Mediation Model (ID22).

.- Advancements in Learning Analytics:.
.- An Analysis of Learning Analytics Approaches for Course Evaluation (ID25).
.- Uncovering Students’ Processing Tactics towards ChatGPT’s Feedback in EFL Education Using Learning Analytics (ID38).
.- Enhancing EFL Learners’ Knowledge of L2 Requests during Mobile-mediated Text-based and Audio-based Dynamic Assessment (ID44).
.- Investigating Learning Behaviors and Intervention Effectiveness of Students with Special Educational Needs (ID62).
.- Study on the Influencing Factors of Middle School Students’ Deep Learning Competencies in the Smart Classroom Environment (ID36).
.- Innovative Approaches in Educational Research:.
.- A Study on the Design and Implementation of the Smart Site Safety System from the Stakeholders’ Perspectives (ID51).
.- Enhancing Youth Creativity through Computer-Supported Collaborative Learning: A Preliminary Investigation in Rural Chinese Elementary School (ID69).
.- Leveraging deep learning for classifying learner-generated course evaluation texts (ID26).
.- Analysis of Cyber Range Scenario Design--A Case Study (ID54).
.- Capturing Teachers’ Collaborative Talk Patterns in an Interdisciplinary Lesson Study: A Social Epistemic Network Signature Approach (ID39).