2026 Plenary Speaker
Prof. Fatos Xhafa
Universitat Politècnica de Catalunya (UPC), Spain
Editor in Chief: Elsevier Book Series "Intelligent Data Centric Systems"
Editor in Chief: Springer Book Series "Data Engineering and Communication Technologies"
Editor in Chief: Internet of Things; Engineering Cyber Physical Human Systems, Elsevier
Biography: Fatos Xhafa, PhD in Computer Science, is Full Professor at the Technical University of Catalonia (UPC), Barcelona, Spain. He has held various tenured and visiting professorship positions. He was a Visiting Professor at the University of Surrey, UK (2019/2020), Visiting Professor at the Birkbeck College, University of London, UK (2009/2010) and a Research Associate at Drexel University, Philadelphia, USA (2004/2005). Prof. Xhafa has widely published in peer reviewed international journals, conferences/workshops, book chapters, edited books and proceedings in the field (H-index 62). Prof. Xhafa has an extensive editorial service. He is founder and Editor-In-Chief of Internet of Things - Journal - Elsevier (Scopus and WoS Science) and of International Journal of Grid and Utility Computing, (Scopus and WoS Science). Prof. Xhafa is a member of the IEEE Communications Society, IEEE Systems, Man & Cybernetics Society and Founder Member of Emerging Technical Subcommittee of Internet of Things. His research interests include IoT and Cloud-to-thing continuum computing, massive data processing and collective intelligence, optimization, and machine learning, among others. Please visit http://www.cs.upc.edu/~fatos/ and http://dblp.uni-trier.de/pers/hd/x/Xhafa:Fatos.
Speech Title: Next-Generation AI Learning Systems: How Reinforcement Learning Reinforces Education
While generative AI dominates current trends by automating content creation, the true frontier of educational technology lies in dynamic adaptation. Reinforcement Learning (RL) offers a powerful paradigm shift from static, rule-based software to intelligent systems capable of optimizing face-to-face and distance learning in real-time.
In this plenary talk, we explore how RL serves as the foundational engine for next-generation education—mapping out optimal pedagogical policies, dynamically balancing student engagement with cognitive challenge, and personalizing curricula at an unprecedented scale. We will discuss the extension of this paradigm to collaborative environments, demonstrating how RL, integrated with emotional intelligence metrics, can actively drive synchronization suppression to optimize group dynamics and project-based learning. By framing education as a complex, sequential decision-making process, we will examine the profound opportunities RL presents to enhance human teaching, bridge equity gaps, and redefine the boundaries of adaptive learning. Finally, we will address the critical ethical, computational, and alignment challenges that must be solved as we deploy these AI/RL-empowered learning systems into the classrooms of tomorrow.
2026 Keynote Speaker
Prof. Kristina Schaaff
IU International University of Applied Sciences, Germany
Biography: Kristina Schaaff is a Professor of Digital Transformation with a focus on Artificial Intelligence at IU International University. Her research interests are primarily in human-computer interaction and affective computing. She studied Computer Science at KIT Karlsruhe and subsequently completed her doctorate at the FZI Research Center for Information Technology on the topic of “Integration of Physiological Feedback into Learning Applications under Everyday Conditions.” After completing her PhD, Dr. Schaaff worked for several years as an e-learning project manager.
Speech Title: Why Age Changes the Game: Designing Gamification for Lifelong Learning
Gamification is frequently used in digital learning environments. However, most systems do not sufficiently account for age-related differences, even though modern AI systems make personalized adaptation easier than ever before. This talk examines how gamification can be designed in an age-aware way to take into account learners’ diverse motivational and cognitive needs. The presentation introduces a mapping of age groups, mechanics, and effects. Based on this, five design principles for age-specific gamification are derived, and three technical patterns for implementation in multimedia learning environments are identified. The findings show that gamification is not universally effective but requires differentiated design in order to support engagement and inclusion across the entire lifespan.