LCT 2025, one of the Conferences associated with the 27th International Conference on Human-Computer Interaction (HCI International 2025), is a forum for researchers, designers, and practitioners invested in developing a deeper understanding of technologies that support individual and collaborative learning. We invite papers that examine efficacy, cultural impacts, and tradeoffs associated with technology use for different forms of content, process, and socioemotional learning. We also welcome theoretical and ethical perspectives that push the community to consider how these technologies could transform critical human interactions or cause harm. Thus, we welcome researchers who focus on theory, implementation and evaluation, equity and inclusivity, design methodologies, design-based research, learning experience (LX), human-centered, learner-centered, or participatory design, as well as technology adoption and use in formal, informal, professional, and community-based educational contexts.
Call for participation leaflet (45KB)
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The related topics include, but are not limited to:
- XR, embodied and immersive learning
- Wearable technologies, mobile learning and ubiquitous technologies for learning
- Learning through play, joy, or gaming
- Educational robotics
- Emotion and learning and collaboration technologies
- Using AI/Gen AI to support learning processes
- Human-computer interfaces and technology support for collaboration and learning
- Cultural issues in learning and collaboration technologies
- Theoretical perspectives on learning and collaboration technologies
- Children with special needs, elderly people, digital divide, and gender and racial discrepancies in learning and collaboration technologies
- Designing for educational equity or empowerment
- Collaborative learning in online environments/ CSCL
- Design, methodology and architecture of collaborative learning systems
- Sense of community and relationship building in learning and collaboration technologies
- Informal learning with technology or in technological- enhanced collaborative spaces
- Maker culture and learning through design
- Learning design or learning experience (LX) design theory and practice
- Envisioning the future of learning and collaboration technologies
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Program Chair
Brian K Smith
Boston College, Chestnut Hill, MA, USA
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Program Chair
Marcela Borge
The Pennsylvania State University, University Park, PA USA
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Board Members
- Britte Cheng
Menlo Education Research, United States - Miguel Angel Conde Gonzalez
Universidad de León, Spain - Cynthia D'Angelo
University of Illinois, Urbana-Champaign, United States - Fisnik Dalipi
Linnaeus University, Sweden - Camille Dickson-Deane
University of Technology Sydney, Australia - David Fonseca Escudero
La Salle, Ramon Llull University, Spain - Alicia Garcia-Holgado
Universidad de Salamanca, Spain - Francisco Jose Garcia-Penalvo
Universidad de Salamanca, Spain - Andri Ioannou
Cyprus University of Technology, Cyprus - Elis Kakoulli Constantinou
Cyprus University of Technology, Cyprus - Tomaz Klobucar
Jožef Stefan Institute, Slovenia - Maria Korozi
Foundation for Research and Technology - Hellas (FORTH), Greece - Asterios Leonidis
Foundation for Research and Technology - Hellas (FORTH), Greece - Birgy Lorenz
Tallinn University of Technology, Estonia - Nicholas Müller
Technical University of Applied Sciences Würzburg-Schweinfurt, Germany - Fernando Moreira
Universidade Portucalense, Portugal - Anna Nicolaou
Cyprus University of Technology, Cyprus - Dijana Plantak Vukovac
University of Zagreb Faculty of Organization and Informatics, Croatia - Maria-Victoria Soule
Cyprus University of Technology, Cyprus - Sonia Sousa
Tallinn University, Estonia
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The HCI International Conference respects the decisions of all its contributors, engaged in any way, regarding their institutional affiliations and designations of territories, in all material / content published in its website, taking a neutral stance in relation to any disputes or claims. Moreover, the HCI International Conference fully concurs with the Territorial Neutrality Policy of Springer Nature, Publisher of its proceedings.