EPT: English Paper Track
The main conference will comprise nine theme-based sub-conferences and the English Paper Track (EPT). The nine theme-based sub-conferences only admit academic papers written in Chinese. All the manuscripts written in English, regardless of their themes (albeit must be related to the broad topic of technology-enhanced learning), shall be submitted to the EPT instead.
English Paper Track：
In order to enhance the internationalization level of the conference, the conference encourages the submission of English papers. GCCCE2023 set up the “English Paper Track”, in which a special agenda committee to organize exclusive report and presentation sessions, and dedicated proceedings of English papers.
The authors of all the accepted full papers will be invited to submit extended versions of their manuscripts to Journal of Computers in Education (JLCE) (Link TBC), the flagship English journal of the GCSCE. The JLCE has been indexed in Emerging Sources Citation Index (ESCI) by Web of Science and is now applying for indexing in Social Science Citation Index (SSCI).
Possible topics that the submitted papers may address include (but not limited to)：
Learning Sciences & Computer-Supported Collaborative Learning
Mobile, Ubiquitous & Contextualized Learning
Mobile and ubiquitous learning
Wearable devices in education
Technology-Enhanced Learning Across Formal and Informal Settings
Mobile social media
Joyful Learning, Educational Games and Digital Toys
Game-based learning, teaching, and assessment
Gamification systems
Educational robots and digital toys
Technology in Higher Education & Adult Learning, and Teachers’ Professional Development
MOOCs
Distance education and lifelong learning
Computer-supported self-directed learning
Workplace learning and knowledge management
Technology-enhanced teacher education
Teachers’ professional development on designing and facilitating technology-enhanced learning
Technology, Pedagogy and Content Knowledge (TPACK)
Technology-Enhanced Language and Humanities Learning
Artificial Intelligence in Education and Smart Learning Environments
Learning Analytics and Assessment
Academic Analytics and Learning Analytics
Educational Data Mining
Technology-supported assessment
Science, Technology, Engineering and Mathematics (STEM) and Maker Education
Computational thinking
Critical thinking and creativity
Makerspace
STEM and STE(A)M
Educational Technology: Innovations, Policies & Practices
Digital platforms and tools
e-Learning strategies, models, and evaluations
Educational technology policies and systemic studies
Flipped classroom and flipped learning
Learners’ motivation, self-regulation, identities and learning strategies in technology-rich learning environments or social media spaces
Practice-driven research in educational technology
Sub-Conferences Programme Committee:
Owen H.T. LU (National Chengchi University, Taiwan)
Brendan John FLANAGAN (Kyoto University, Japan)
Yi-Hung LIAO (National Pingtung University, Taiwan)
Kai-Yu TANG (National Chung Hsing Universiry, Taiwan)
Cathy S. LIN (National University of Kaohsuang, Taiwan)
Hsiao-Ting TSENG (National Central University, Taiwan)
Chien-Wei TSENG (National Taichung University of Science and Technology, Taiwan)
Chi-Sheng HUANG (National Taichung University of Science and Technology, Taiwan)
Sui-Kong CHEUNG (The Education University of Hong Kong)
Chester S.J. HUANG (National Kaohsiung University of Science and Technology)
Albert C.M. YANG (National Chung Hsing University)
Chien-Chun WANG (National Quemoy University)