The 13th International Conference on Learning and Collaboration Technologies, LCT 2026, held as part of the 28th International Conference on Human-Computer Interaction, HCI International 2026 (HCII 2026), took place in Montreal, QC, Canada, during July 2026.
A total of 7435 individuals from academia, research institutes, industry, and government agencies from 94 countries submitted contributions to HCII 2026. Following peer review, 1463 papers and 360 posters (as short research papers) are included in the volumes of the HCII 2026 proceedings published just before the start of the conference.
Three volumes (LNCS 16731, 16732, and 16733) of the HCII 2026 proceedings are dedicated to this year’s edition of the LCT Affiliated Conference focusing on topics related to:
- Design, Usability, and Emerging Technologies in Collaborative Learning Ecosystems; Design and Evaluation for Domain-Specific Learning and Healthcare; Immersive, XR, and Embodied Learning Environments;
- Learning Analytics, Self-Regulated Learning, and Learner Monitoring; Collaborative Learning, Online Communities, and Belonging; Digital Equity, Cultural Reflection, and Inclusive Learning Design; Pedagogical Frameworks and Evaluative Metrics in Educational Technology;
- Generative AI in Writing and Learning; AI-Supported Teaching, Assessment, and Educator Tools; Game-Based, Playful, and creative Learning; and Chatbots, AI-supported Teaching, and Adaptive Support Systems.
Table of Contents:
.- Design, Usability, and Emerging Technologies in Collaborative Learning Ecosystems.
.- Usability-Centric Design Framework for E-learning Platforms: Enhancing Learning Outcomes Through Adaptive User Experience.
.- Usability Assessment of Low-cost Sensor Kits for Educational Air Quality Sensing.
.- Designing ThinkerSpaces: Research–Practice Partnerships for Equity-Centered GenAI-Supported Collaborative Knowledge Building in STEM.
.- Thinkertools: Gamification in STEM Learning for Collaborative Knowledge Building .
.- Leveraging Graphics and Multimedia for Pedagogically Responsive Engagement in Online Learning.
.- Sustainable Interactive Learning Ecosystem Design for University External Internships in Research Groups.
.- Support for Academic Staff's Technology Enhanced Teaching Practices in Higher Education: A Systematic Literature Review.
.- User-Centered ARG Design for Place-Based Education: Enhancing Sustainability Literacy Through Local Narratives.
.- Reflect-AI: Using Generative AI as a Reflective Partner in Design Studio Learning.
.- Turning Confusion into Clarity: An Iterative Participatory Design Approach to Interactive AI Literacy Modules.
.- Designing for Critical Thinking in AI-Enhanced Learning: Balancing Pedagogy,Heutagogy, and Cognitive Integrity.
.- Design and Evaluation for Domain-Specific Learning and Healthcare.
.- Promoting Learning and Collaboration Through AIGC: A Smart Teaching Model for Intangible Cultural Heritage Pyrography.
.- Application for Self-Care and Monitoring of Heart Failure Patients.
.- Brightman: A Digital Platform for Enhancing Creative and Logical Skills.
.- Role-play Training in Health Guidance: Survey Findings and Implications for System Design.
.- Reviving the Renaissance: Bridging Natural Sciences and Art Making Across Art Studios and Biolabs.
.- Design, Development, and Assessment of the Full-Spectrum Embedded Training Concept: A User-Empowering System.
.- Leveraging Artificial Intelligence for Biosensors: A Systematic Review and Bibliometrics Approach.
.- Construction and Effect Evaluation of a Human-Computer Interaction-Driven “Teacher-Student-Human-Computer” Collaborative College English Writing Teaching Model.
.- From Fragmented Systems to Unified Workflows: A Modular Platform for DICOM Management and AI-assisted Medical Imaging Analysis.
.- The Design Strategy Research of a Personalized Online Painting Learning Platform Based on Knowledge Graphs.
.- Craft and Technology Education in a Rural Area: Insights from the First Year of “Technik für Kinder Vulkanland”.
.- Immersive, XR, and Embodied Learning Environments.
.- Co-Designing A Mixed Reality Authoring Tool for Teachers: Insights from Workshops in Denmark, France, and Turkey.
.- Designed to Succeed?: Analyzing Experiential Learning Opportunities, Social Identity, and Ethics in the Metaverse.
.- How Embodiment Changes AI Tutoring: Comparing Student Perceptions of Text and AI Human Avatar-Based Chatbot Systems.
.- Virtual Reality and Dialogue-Oriented Artificial Intelligence: Innovations in Patient Education for Chronic Diseases.
.- Real-Time Classroom Simulation with Generative AI: An Immersive Environment forTeacher Emotion-Regulation Training.
.- Unpacking Learners’ Engagement with Interactive Technological Exhibits.
.- When Does Modality Matter? Testing Modality Effect under Boundary Conditions in Immersive Learning Environment.
.- An Experiment with Adaptive Verbal Nudges Based on Eye-Tracking Data for Preventing Premature Learning Termination in AR Environments.
.- Learning in the Virtual Technology Lab: From Abstract Principles to High-fidelity Machine Training.
.- VLA-Ethos: Designing Ethical Vision-Language-Action Models for Inclusive Education.
