HASALD Conference 2025 — Call Extended to 15 May!

Professor HU Xiangen
DoIHERD, DoERC, & Chair Professor of Learning Sciences and Technologies
The Hong Kong Polytechnic University

Generative AI in education: From foundational insights to the socratic playground for learning

In this presentation, we explore the transformative role of generative AI in reshaping educational paradigms by integrating cognitive science with adaptive tutoring technologies. Beginning with a critical appraisal of early intelligent tutoring systems such as AutoTutor, we assess both their successes and inherent limitations in addressing learner misconceptions and scalability challenges within STEM education. We then introduce the Socratic Playground for Learning—a state-of-the-art, transformer-based tutoring system that employs interactive modes ranging from self-assessment and one-on-one tutoring to observational learning, gamification, and teachable agent frameworks. Through detailed discussion of JSON-based prompt engineering and dynamic feedback mechanisms, this talk highlights how AI can personalize instruction while maintaining a rigorous pedagogical focus. We also examine potential risks of over-reliance on technology and emphasize the importance of evidence-based strategies to promote equitable and effective learning outcomes.

Professor Irwin KING
Chair and Professor
Department of Computer Science and Engineering
The Chinese University of Hong Kong 

The critical role of AI in learning analytics and assessment in the future of education

The increasing adoption of Artificial Intelligence (AI) in higher education presents both opportunities and challenges for institutions, teachers, and students. As AI-driven tools for personalized learning and alternative assessment approaches are poised to replace or transform traditional methods, this presentation delves into the transformative impact of AI on the future of education. We will explore current trends in learning and assessment, examining how AI technology is redefining these practices. This presentation aims to provide a comprehensive understanding of how AI is reshaping assessment practices and driving the future of educational success, catering to learners, educators, administrators, and policymakers.

Professor Angel M. Y. LIN
Chair Professor of Language, Literacy and Social Semiotics in Education
The Education University of Hong Kong 

Language learning in the age of AI: Reimagining the role of human teachers through the 4T lenses

The advent of artificial intelligence (AI) is revolutionizing the field of language education. AI-powered tools now offer instant feedback, personalized, adaptive learning pathways, and unprecedented access to linguistic resources, excelling in teaching linguistic knowledge and skills such as grammar and vocabulary. As these technological advancements increasingly automate traditional aspects of language teaching, a pressing question emerges: Do we still need human teachers in an AI-pervasive era?

This paper argues that while AI can efficiently handle routine linguistic tasks, it falls short in engaging the deeper, human-centered, affective and cultural dimensions of language learning. To remain relevant, language teaching and assessment must undergo a radical transformation. I propose a shift that aligns with the “4T Lenses” framework—Translanguaging, Trans-semiotizing, Transknowledging, and Transculturing (Lin and Chen 2025). These lenses invite us to reconceptualize language learning as a dynamic, embodied, affective process that transcends linguistic boundaries, integrates multiple modes of sense-making, and fosters transcultural exploration and epistemic diversity.

By centering human affective engagement, transcultural exploration, and “transknowledging”—the integration of diverse ways of knowing—language education can move beyond the mere acquisition of linguistic forms. Translanguaging and trans-semiotizing further emphasize the fluid, multimodal, and embodied nature of sense- and self-making in a globalized world (Thibault and Lin, 2025). Ultimately, the 4T Lenses provide a powerful heuristic for reimagining the role of human teachers. By adopting these lenses, educators can transcend the limitations of AI and cultivate the creative, affective, and translingual and transcultural capacities that are uniquely human.