The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. Advances in both cognitive psychology and computing have affected the educational arena. The convergence of these two disciplines is increasing quickly and affecting academia and professional practice in many ways.
Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged. They are supported by technological advancements such as simulations, virtual reality, and multi-agent systems. These developments have created both opportunities and areas of serious concern.
This conference aims to cover both technological and pedagogical issues related to these developments. The main tracks have been identified (see below). However, innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the conference’s overall theme – cognition and exploratory learning in the digital age.
Topics of interest include, but are not limited to, the following areas:
– Acquisition of expertise
– Assessing the progress of learning in complex domains
– Assessment of exploratory learning approaches
– Assessment of exploratory technologies
– Cognition in education
– Collaborative learning
– Educational psychology
– Exploratory technologies (such as simulations, VR, i-TV and so on)
– Just-in-time and Learning-on-Demand
– Learner Communities and Peer-Support
– Learning Communities & Web Service Technologies
– Pedagogical Issues Related to Learning Objects
– Learning Paradigms in Academia
– Learning Paradigms in the Corporate Sector
– Life-long Learning
– Student-Centered Learning
– Technology and mental models
– Technology, learning, and expertise
– Virtual University
The Conference will be composed of several types of contributions:
- Full Papers – These include mainly accomplished research results and have 8 pages at the maximum (5,000 words).
- Short Papers – These include fresh concepts and preliminary research results but may also contain work-in-progress reports. These have four pages at maximum (2500 words).
- Reflection Papers – These might review recent research literature pertaining to a particular problem or approach, indicate what the findings suggest, and/or provide a suggestion – with rationale and justification – for a different approach or perspective on that problem. Reflection papers might also analyze general trends or discuss important issues pertaining to learning and instruction in the digital age. These have two pages at maximum (1500 words). Authors will be asked to display their work in poster format and will take part in panel session.
All submissions will go through a double-blind refereeing process with at least two international experts.
The conference proceedings will be published in the form of a book with ISBN. Selected Papers will be published in a Special Issue of a Journal.
This is a blind peer-reviewed conference.
Important Dates
– Submission Deadline (1st CFP):
– Notification to Authors (1st CFP):
– Final Camera-Ready Submission and Early Registration (1st CFP):
– Late Registration (1st CFP):
– Conference: 1 – 3 November 2025
