In Event: AERA Poster Session Saturday 9:45 am

Division C - Learning and Instruction / Division C - Section 3b: Technology-Based Environments

AI vs. Parent: Supporting Early Literacy at Home Through Conversational Agents - Shuang Quan, Juniata College; Laney E. Gerdich, Juniata College; Tatum E. Livelsberger, Juniata College; Xintian Tu-Shea, University at Buffalo - SUNY; Qingxiao Zheng, University at Buffalo - SUNY; Yao Du, University of Southern California; Yi Ding, Fordham University

An Empirical Framework for Assessing AI in Early Childhood Education: A Global vs. Local Perspective - Sihang Yu, The Education University of Hong Kong; Yichen Hou, The Education University of Hong Kong; Hui Li, The Education University of Hong Kong

A Systematic Review of AI Integration in STEM Education: Motivation, Engagement, Efficiency, and Adaptivity - Chenxi Zhou, The George Washington University

Bridging Reading Science and EdTech: A Framework for Evaluating Early Literacy Tools - Angelica DaSilva, Joan Ganz Cooney Center at Sesame Workshop; Diane Baty Gifford, Southern Methodist University; Medha Tare, Sesame Workshop

Cognitive Networks in AI Collaboration Pre-service Math Teachers’ Problem-Solving Patterns - Shuai Zhang, East China Normal University; Binyan Xu, East China Normal University

Comparing Children’s Verbal Engagement with an Interactive Media Character and a Human during Video Watching - Nikki Nasseri, University of California - Irvine; Kunlei He, University of California - Irvine; Mark Warschauer, University of California - Irvine

Designing for Procedural Flexibility with Collaborative Digital Whiteboards: A Case Study of Middle School Algebra - Seiyon Lee, University of Florida; Shan Zhang, University of Florida; Hongming Li, University of Florida; Anthony Botelho, University of Florida

Early Childhood Teachers’ Perceptions and Use of Digital Technology in the United Arab Emirates - Charles Raffaele, New York University; Basel Hussein, New York University; Hala Sukkar, New York University; Khadija Alhashmi, New York University; Antje von Suchodoletz, New York University - Abu Dhabi; Bruce D. Homer, Graduate Center - CUNY; Jan L. Plass, New York University

Examining Children’s Scientific Misconceptions from an Educational Video with an Embedded Conversational Agent - Nikki Nasseri, University of California - Irvine; Kunlei He, University of California - Irvine; Mark Warschauer, University of California - Irvine

Exploring AI Integration in K–12 Classrooms: A Case Study of Teachers’ Experiences with Khanmigo - Kolawole Michael Afolabi, Oklahoma State University; Katherine A. Curry, Oklahoma State University; Oguns Clement Audu, Oklahoma State University; Marcia Sun, Oklahoma State University; Dominic Siami Egure, Oklahoma State University

Exploring Critical Engagement with GAI in Academic Writing: A Mixed-Methods Study - Qi Sun, University at Albany - SUNY; Shengkai Yin, Federation University Australia

Fostering Higher-Order Thinking with Generative AI: A Meta-Analysis - Mingchen Wei, East China Normal University; Hao Lei, East China Normal University; Longyue Fang, East China Normal University

How Does AI Impact Student Learning? An Umbrella Review of Promises, Pitfalls, and Research Gaps - Qiyang Lin, Michigan State University; Fangzheng Zhao, Nanjing Normal University; Yuli Shao, New York University; Amédee Marchand Martella, University of Georgia

Impact of GenAI Usage on Primary School Students’ Learning Outcomes in ICT Course - Jie Xu, Zhejiang University; Yan Li, Zhejiang University

Learning STEM with Generative AI: A Pilot Case Study of Black Elementary Students’ Experiences - Anike Sakariyawo, Florida International University