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:
.- Learning Analytics, Self-Regulated Learning, and Learner Monitoring.
.- Guided Self-Regulated Learning via LLMs.
.- Visualizing Online Searching Timelines for Promoting Reflective Learning.
.- Co-Designing a Dashboard Promoting SRL for Secondary Education.
.- Investigating Attention Dynamics in Online Learning Through Multitasking Scenarios.
.- Data-Driven Profiling of Reading Processes in Secondary Students: Learning Analytics Insights from PROLEC Assessment.
.- Trust-Aware Nudge Design in Higher Education: A Qualitative Study.
.- Beyond GPA: Using the ABC Framework to Design AI-Powered Early Warning and Intervention Systems for Academic Probation.
.- Validating IoT Wearables for Stress Detection in Critical Public Service Interpreting.
.- Leveraging xAPI for Multimodal Learning Analytics Data Standardization in Serious Game Validation.
.- Eye Tracking-Based Clicking for Educational Videos: Benefits and Limitations.
.- Collaborative Learning, Online Communities, and Belonging.
.- UbuntuLearn: Designing for Belonging Through a Longitudinal Study of a Collaborative Afrocentric E-Learning System for African Nova Scotian Youth.
.- From Digital Divide to Digital Belonging: Designing Culturally Responsive Web 2.0 Learning Environments through an HCI Lens.
.- Diversified Approaches to International Exchange: Design Principles and Implementation Strategies for Face-to-Face and Online Learning.
.- Managing for Inclusion, Belonging and Engagement: The Role of Culturally Responsive Programme Management in Digital Higher Education.
.- Smart Classrooms, Smarter Tools: Evaluating Perceived Service Quality Of An Embedded Video Conferencing System In Distance Learning.
.- Virtual Exchange Projects in Higher Education in Post-pandemic Period: A Systematic Review of Case Studies.
.- What Teams Seek and How They Seek It: Understanding Foraging Diets in Collaborative Software Debugging.
.- Patterns of Group Metacognition in High- and Low-Performing Remote Software Teams: A Qualitative Study.
.- Interactive Learning Ecosystems: Governing Learning Environments as Socio-Technical Infrastructure.
.- Gender at Play: How an Inclusive Collaboration Tool Shapes Remote Pair Programming.
.- Digital Equity, Cultural Reflection, and Inclusive Learning Design.
.- Ubuntu-Inspired Afrocentric Framework for Human–Computer Interaction: Designing Secure and Culturally-Responsive E-Learning Ecosystem.
.- Beyond Usefulness: Peer Norm Calibration and Confidence as Socio-Technical Predictors of Generative AI Acceptability in Higher Education.
.- Connecting Inclusive Realities Through the Identification of Good Practices and Key Variables in the Personalized Support of Learning Disorders and Psycho-Social Diversity.
.- Promoting Digital Equity through Culturally Responsive Online Learning Structures.
.- A Theoretical Model: Designing AI-Powered Translation Tools for Equitable Multilingual Instruction.
.- Culturally Responsive Technology Integration for Informal Learning: A Framework for Community-Driven, Equitable Design.
.- Toward Scenario-Plausible, Non-Stereotypical Personas for AI Communication Training.
.- Evaluating Digital Education Transformation in the Caribbean: Culturally Responsive Approaches to Assessment and Learner Engagement in Online Learning.
.- Culturally Responsive Digital Communication as Situated Innovation: A Conceptual Framework for Resource-Diverse Educational Contexts.
.- Digital Colonialism in the Caribbean: Parallels with Historical Colonialism and Implications for Education and Cultural Identity.
.- Broadening Access and Opportunity in Technology-Enabled Education through UDL.
.- Pedagogical Frameworks and Evaluative Metrics in Educational Technology.
.- Bibliometric Evaluation of Research Biases in the Literature on Distance Higher Education Data Analysis and Classification.
.- Validation of an Emotional Model in Programming Learning in the University Context.
.- AIED Appropriation, A Review Study.
.- The PBL Paradox: Examining the Relationship Between Problem-Based Learning and Burnout in Medical Students at the University of Deusto.
.- Integrating Formative Assessment in a 5E-Based UI Framework: Enhancing Creativity in Online Art and Design Education.
.- Meaning-Making and Human Flourishing as an Analytic Lens for Social Media, Games, and AI.
.- Motivation-to-Design Framework: Connecting Motivation and UX in Digital Higher Education Collaboration Illustrated by a Use Case.
.- Effects of Shifting Win–Loss Relationships in Repeated Comparisons with Chatbot-Posted Scores on Learning Motivation in SNS Group Activity.
.- Automatic Detection of Learners’ Use of Geometry Theorems in Problem Solving.
.- Effect of Desktop Configurations on Children's Attention and Cognitive Control Collected via Functional Near-infrared Spectroscopy Signals.
