Invited Speaker_ICIET 2027
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Prof. Xiaoyin Wang, Department of Computer Science, the University of Texas at San Antonio, USA Xiaoyin Wang is a professor of computer science from the University of Texas at San Antonio. He has been working in various areas of software engineering, especially in software testing and software engineering education. He is also one of the pioneer researchers in the area of VR/AR software engineering. He published more than 90 papers in software engineering, security, and AI venues. He received the NSF Career Award in 2019, an ACM SIGSoft Research Highlight paper in 2020, and two ACM SIGSoft Distinguished paper awards in 2025 and 2026. He served as a proceedings chair of ICSE 2019 and organization chairs of the VARSE (VR and AR Software Engineering) workshop in 2022, 2024, and 2025. Speech Title: Automated Testing of Augmented Reality Software with Playback Videos and Synthetic Environments Speech Abstract: Augmented Reality (AR) is an emerging technique that blends virtual objects into real-world scenes to provide revolutionary user experience in tasks such as education, navigation, gaming, etc. However, the testing of AR applications can be very challenging because part of their context and input (i.e., the real-world scenes) cannot be easily controlled, and test oracles (the expected software behaviour) are difficult to automate. In the past several years, we have done research to address these challenges in Automated AR testing. In particular, we studied the feasibility of using simulated VR scenes and playback videos to test AR apps, designed novel techniques to automate the test oracle, and developed frameworks to guide AR interactions. In this presentation, I will introduce our findings from these research projects and discuss potential future research directions. |
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Assoc. Prof. David W. Del Testa, Bucknell University, United States David Del Testa has taught at Bucknell University since 2004 teaches courses that bridge modern Europe and Southeast Asia as well as methodology courses. He has written widely on labor history in French colonial Indochina, with a particular emphasis on railroad workers, but more recently has turned his full attention to the development of Digital Sojourns, which are large-area, accessible, and inclusive virtual travel experiences that complement traditional university study abroad programs or virtual journeying of any kind. Besides his work as a professor, he advocates for migraine-related and special education causes. |
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Asst. Prof. Osman SELVİ, Department of Computer Engineering, Faculty of Engineering, Fenerbahçe University, Turkey Dr. Osman Selvi is an Assistant Professor in the Department of Computer Engineering at Fenerbahçe University, Istanbul, Türkiye. He holds two bachelor’s degrees — in Computer Systems Education from Gazi University and in Computer Engineering from Kocaeli University — and a Ph.D. in Computer Engineering from Istanbul Aydın University. His primary research focuses on Blockchain Technologies, particularly on positioning blockchain as a complementary and supportive layer to centralized systems. His work explores the use of blockchain for auditing and verification mechanisms, aiming to enhance transparency, reliability, and interoperability in digital ecosystems. He has coordinated the formation of a multidisciplinary consortium and submitted a COST Action proposal titled “Blockchain-Based Academic Credential Verification for Enhanced Trust and Transparency (BACVET)” (Proposal Reference: OC-2026-1-29812), which is currently under evaluation by the European Union. The initiative seeks to address the international challenge of academic credential verification through secure, GDPR-compliant blockchain frameworks. Prior to his current academic role, he served as a Technical Teacher at the Turkish Ministry of National Education (2007–2022) and as a lecturer at Marmara University and Fenerbahçe University. He has been a full-time faculty member at Fenerbahçe University since 2022. Speech Title: Auditing Blockchain-Based Academic Credential Verification Systems Against Global Trust Requirements Speech Abstract: Growing international mobility among higher education institutions makes verifying academic qualifications a key challenge. In 2024 alone, over 4.6 million international students in OECD countries, 1.8 million new international students admitted in Europe, and over 8 million students globally. This massive mobility strains existing systems. Moreover, verification processes remain fragmented and vulnerable to fraud; even as institutions adopt digital solutions to address these challenges and streamline verification, questions remain about their reliability, interoperability, and governance. Blockchain has attracted attention as a means of making academic credentials easier to verify and more resistant to tampering. Projects such as Blockcerts and the European Blockchain Services Infrastructure (EBSI) illustrate different approaches to applying distributed technologies to digital credentials. However, an important question remains: how decentralized are these systems in practice? Distributing credential records does not necessarily distribute control over the institutions, services, and decisions involved in their verification. This talk examines this question by comparing existing blockchain-based academic credential verification systems. The analysis focuses on three aspects: their technical architecture, the roles of the actors involved, and the governance arrangements that shape how they operate. Four questions guide the comparison to reveal dependencies that may not be apparent: How can decentralization be measured? How does it change as a system evolves? How is the system’s legitimacy established within participating institutions? What risks arise, and who does each affect? These questions have already been discussed in the context of existing blockchain architectures. Comparing these developments with academic credential systems provides a broader perspective on the relationship between decentralization and effective control. The talk uses these observations to identify requirements for an academic credential verification model that can operate across institutional and national boundaries. Building on these conclusions, the talk proposes design requirements for a globally interoperable academic credential verification model. This approach integrates cryptographic verifiability and distributed trust with accountable institutional governance, privacy by design, interoperable standards, and clearly defined stakeholder responsibilities. Rather than conceptualizing decentralization as a binary attribute, the model treats it as a measurable, multidimensional design variable shaped by legal, institutional, and operational constraints. Finally, the talk connects these research directions and emphasizes the need for international collaboration on trustworthy digital credentials and the governance of decentralized educational infrastructures. |
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Assoc. Prof. Rajan Kadel, National Academy of Professional Studies, Australia Associate Professor Rajan Kadel is an engineering education researcher and Head of the School of IT, with over 20 years of experience in higher education. His research focuses on academic integrity, assessment redesign, and the transformative impact of Generative AI on teaching and learning. His recent work explores how assessment can be redesigned to foster higher-order thinking, authentic learning and meaningful evidence of student competence in an AI-enabled educational environment. He has published over 40 peer-reviewed papers and is actively involved in curriculum innovation, professional accreditation and academic leadership. Speech Title: Redesigning Assessment in the Era of GenAI: From Academic Integrity to Authentic Evidence of Learning Speech Abstract: The rapid emergence of Generative Artificial Intelligence (GenAI) is challenging fundamental assumptions about assessment in higher education. While the initial response has focused largely on academic integrity, AI detection and preventing inappropriate use of GenAI, a more fundamental question remains: what should assessment measure when AI can increasingly generate sophisticated academic and professional outputs? This invited talk explores the evolution of assessment in the era of GenAI, drawing on research into academic integrity, assessment design, project-based learning, higher-order thinking and technology-enhanced education. It argues that the emergence of GenAI should not simply lead educators to develop assessments that are “AI-proof”. Instead, it provides an opportunity to reconsider the purpose of assessment and the types of evidence required to demonstrate meaningful student learning and competence. The talk presents a shift from product-centred assessment to authentic, process-oriented and evidence-rich assessment. Rather than focusing solely on the final submission, assessment can capture how students analyse problems, make decisions, develop solutions, use feedback, reflect on their learning and exercise judgement. Within this approach, GenAI is considered not only as a challenge but also as a potential partner in learning and assessment, provided that its use is transparent, critical and appropriately governed. The talk will highlight emerging principles for assessment redesign, including authentic and contextualised tasks, iterative assessment processes, multimodal evidence, reflection, explicit development of higher-order thinking, and meaningful human oversight of AI-supported work. It will also consider how educators can design assessment that remains valid and credible while preparing students for professional environments in which AI will be increasingly embedded. Ultimately, the talk argues for a transition from AI-resistant assessment to AI-aware, human-centred and future-oriented assessment, where the goal is not to exclude AI, but to ensure that human learning, judgement, creativity and competence remain visible. |
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Prof. Augustina Asih Rumanti, Telkom University, Indonesia Prof. Dr. Augustina Asih Rumanti is a Professor at Telkom University, Indonesia, with an academic background in Industrial Engineering and expertise in System Modelling, Innovation Systems, and Knowledge Management . She currently serves as Head of the Enterprise System and Solution Research Laboratory at Telkom University, providing academic and research leadership in integrated system development, organisational innovation, and technology-enabled transformation. Her academic career includes appointments at Atma Jaya University and Telkom University, where she served as an Associate Professor before being appointed Professor in 2023. She earned her Bachelor's degree in Industrial Engineering from Atma Jaya University Yogyakarta and her Master's degree in Industrial Engineering from Bandung Institute of Technology (ITB). She subsequently completed her doctoral studies in Industrial Engineering at ITB during 2016–2020. As part of her doctoral research, she engaged in academic discussions with researchers at the National University of Singapore (NUS), broadening the scholarly perspectives underpinning her dissertation, entitled Cleaner Production through Open Innovation in Small and Medium Industries. This research laid an important foundation for her subsequent work on knowledge integration, open innovation, organisational capabilities, and sustainable industrial development. Her research interests encompass Knowledge Management, Open Innovation, System Modelling, Cleaner Production, Green Innovation, and the Circular Economy. Her scholarly approach emphasises the interconnections among people, knowledge, organisational capabilities, and technological advancement in addressing complex industrial and societal challenges. Drawing on multidisciplinary and systems-based perspectives, she explores how knowledge and innovation can be translated into organisational capabilities, collaborative solutions, and sustainable socio-technical systems. 2027 the 15th International Conference on Information and Education Technology (ICIET 2027) April 9-12, 2027 | Osaka, Japan Website: https://www.iciet.org/; E-mail: icietconf@vip.163.com Within the field of Information and Education Technology, her expertise offers a distinctive perspective on Knowledge-Driven Digital Transformation, Collaborative Learning, and Human-Centred Innovation. Her research highlights the strategic role of digital technologies in facilitating knowledge creation, documentation, sharing, and transfer. It also emphasises human capabilities, accessibility, and active participation as essential foundations for developing inclusive and sustainable learning ecosystems. Prof. Augustina has established a strong international scholarly publication record, with contributions appearing in reputable Scopus-indexed journals, including Q1 journals such as IEEE Transactions on Engineering Management, IEEE Access, The TQM Journal, Sustainability, International Journal of Precision Engineering and Manufacturing–Green Technology, and Resources, Conservation and Recycling. She regularly disseminates her research findings through international conferences organised by IEEE, Springer, and ACM in various countries. Her contributions to the international scholarly community also extend to serving as a reviewer for reputable academic journals published by IEEE, Elsevier, MDPI, and other international publishers. Beyond her scholarly contributions, she actively engages in research and community development initiatives that translate academic knowledge and technological innovation into practical applications. These initiatives include digital literacy programmes, digital knowledge management systems, electronic catalogues for preserving the traditional weaving heritage of East Sumba, and digital platforms designed to strengthen the capacities of local communities, creative industries, and micro, small, and medium-sized enterprises (MSMEs). Through her academic leadership and multidisciplinary research, Prof. Augustina advances the integration of Industrial Engineering, knowledge management, innovation, and digital transformation. Her broader scholarly vision centres on the development of human-centred, knowledge-driven, and sustainable socio-technical ecosystems, positioning technology not merely as a technical instrument, but as a strategic enabler of learning, collaboration, innovation, cultural preservation, and sustainable societal development. Speech Title: Intergenerational Digital Co-Creation for Age-Inclusive Knowledge Management and Preservation of Traditional Textile Crafts: A Knowledge Management Cycle Approach Speech Abstract: Traditional textile craft enterprises face increasing challenges in preserving experiential knowledge and transferring cultural practices across generations. This study examines how intergenerational digital co-creation can support age-inclusive knowledge management and preservation, using ikat weaving enterprises in East Sumba, Indonesia, as a case study. A qualitative case study adopts an adapted seven-stage Knowledge Management Cycle comprising creation, capture and structuring, validation and refinement, storage, distribution, application, and evaluation. Data will be collected through semi-structured interviews with senior and younger artisans, observations of weaving and learning activities, document analysis, and collaborative workshops. The research will identify critical craft knowledge, documentation gaps, and barriers to digital participation across generations. Subsequently, senior and younger artisans will collaboratively develop digital knowledge resources documenting weaving techniques, motif meanings, material selection, and artisan narratives. Senior artisans will retain an active role in validating technical and cultural accuracy, while younger participants will facilitate digital documentation and content development through collaborative learning. Particular attention will be given to ensuring age-inclusive participation, accessible digital resources, and shared decision-making throughout the co-creation process. The resulting resources will be organized into accessible digital archives and adapted into learning materials and product information using existing digital tools. Evaluation will examine knowledge documentation completeness, cultural accuracy, information accessibility and retrieval, intergenerational learning usefulness, and the extent to which digital content communicates product uniqueness and cultural significance. The study is expected to develop a contextual framework for age-inclusive digital craft knowledge management, demonstrating how intergenerational participation connects knowledge creation, preservation, learning, and practical application. Its contribution lies in extending the application of the Knowledge Management Cycle through an age-inclusive and participatory digital co-creation approach. The findings are expected to provide insights that may inform the application of this framework to other traditional textile craft enterprises. The study will also propose governance arrangements, access responsibilities, and updating procedures to support the continued use of digital knowledge resources. |
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Assoc. Prof. Xiaoyu Tang, South China Normal University, China Xiaoyu Tang, male, is an associate professor, master supervisor, and deputy dean at Xingzhi College, South China Normal University. He is an IEEE Member and a CCF Senior Member. Mr. Tang received a B.S. degree from South China Normal University, Guangzhou, China, in 2003 and an M.S. degree from Sun Yat-sen University, Guangzhou, China, in 2011. He is currently pursuing a Ph.D. degree with South China Normal University. His research interests include AI in Education, and Intelligent Sensing and Control. Speech Title: Unpacking the Invisible in Classroom Learning: AI-Powered Sensing of Student Emotions and Pedagogical Interactions Speech Abstract: Classroom interaction and student engagement are foundational to effective teaching, yet empirical research is often constrained by the retrospective bias of self-reports and the subjective, labor-intensive nature of manual observations. The presentation demonstrates how artificial intelligence (AI) and multimodal learning analytics can quantitatively evaluate implicit classroom processes across different observational scales. At the micro-process level, the presentation introduces a multiscale perception facial expression recognition system (MP-FERS). Empirical evidence from face-to-face physics classrooms demonstrates that this AI-based measurement yields significantly higher predictive validity for academic achievement than conventional self-report questionnaires. Continuous temporal tracking further reveals fluctuations in students’ emotional learning engagement across different instructional activities. Building on the premise that emotion serves as the psychological foundation for behavioral engagement, the presentation extends this framework to a macro-level investigation of 1,455 face-to-face classrooms using an AI-based observation system. It examines how affective and cognitive dimensions of instruction relate to student oral participation through the mediating role of student positive emotion. Structural equation modeling reveals that teacher emotional support is associated with oral participation primarily via the indirect pathway of student positive emotion, whereas question openness demonstrates a predominantly direct association with participation. Furthermore, these pathways exhibit significant heterogeneity across educational stages and disciplinary contexts. This presentation highlights the methodological advances of AI-based observation in classroom research, providing objective instruments and empirical pathways for process-oriented evaluation to support data-driven instructional interventions and enhance student engagement across diverse educational contexts. |
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Assoc. Prof. Ben Oliver D. Tutor, National University, Philippines Ben Oliver D. Tutor is an associate professor at National University–Laguna, where he serves as Chair of the General Education Department. He has published research in reputable journals and conference proceedings and presented his work at academic conferences. His research interests include academic ethics, teaching evaluation, analytic philosophy, and the ethical use of artificial intelligence in education. He is currently developing papers on analytic philosophy, particularly Wittgenstein’s Tractatus 6.54, and on the ethical use of AI in the academe. |
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Asst. Prof. Hilary Ng Ka Yan, Hong Kong Metropolitan University, Hong Kong Dr. Hilary Ng is an Assistant Professor in the School of Education and Languages at Hong Kong Metropolitan University. Her research expertise spans social psychology, cross-cultural psychology, educational technology, and educational science, with a particular focus on how educational environments, technologies, and social contexts shape learning, human development, and well-being. She employs qualitative, quantitative, and big-data approaches to examine the behavioral, cultural, and contextual factors that influence human and educational outcomes, helping to inform the design of equitable and responsive learning ecosystems in a rapidly changing world. Her research has explored topics including technology-enhanced learning, first-generation student equity, constructivist pedagogy, learning goals, cultural intelligence, self-views, worldview beliefs, and coping strategies across diverse contexts. More recently, she has focused on the opportunities and challenges associated with artificial intelligence in education, including issues of equity, inclusive practice, assessment, and responsible implementation. Her work has been published in leading international journals, including Journal of Research on Technology in Education and International Journal of Intercultural Relations. Dr. Ng is actively engaged in international research collaboration and academic service, presenting at conferences worldwide and serving on scientific, technical, and organizing committees. She also serves as an editor for three Q1 journals and one Q2 psychology journal, supporting interdisciplinary scholarship and advancing the Science of Learning through knowledge exchange across education and psychology. Speech Title: AI in Education and the Reproduction of Social Inequality Speech Abstract: How might AI expand educational opportunity while also reproducing social inequality? This talk examines AI in education as a social question rather than simply a technological development. It asks who is positioned to benefit, whose experiences and knowledge are recognised, and how educational institutions can respond to unequal conditions of participation. The talk draws on a systematic review of 36 empirical studies across 25 countries examining the digital divide in higher education. The review distinguishes inequalities in access, skills, and benefits and proposes the PEOPLE framework to connect these inequalities with psychological determinants of learning, educational opportunities, educational processes, learning outcomes, and educational effectiveness. Its synthesis highlights the need to look beyond technology provision to consider how students experience digital education and what they gain from it. Building on this evidence, the talk considers whether the expansion of AI could leave existing inequalities unaddressed or create new forms of advantage and exclusion. It examines how differences in resources, support, cultural and linguistic recognition, and opportunities to develop digital capabilities may shape participation in AI-supported education. These questions shift attention from whether students can access AI to the conditions under which they can use it meaningfully and benefit from it. The talk concludes by considering the responsibilities of educators, institutions, policymakers, and technology developers. It argues for approaches that connect inclusive design with context-sensitive human judgment and accountable governance. The central question is not only how to adopt AI, but how to ensure that its educational value is not reserved for those already best positioned to benefit.
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