Universal Access in the Information Society - CfP: Overcoming Knowledge Accessibility Challenges in the Era of AI Disruption
Rationale
Technological evolution is always, to a greater or lesser extent, intertwined with the course of human history. Inventions such as the steam engine, electric light, and more recently, the Internet and mobile devices, have fundamentally transformed how we interact and access information and knowledge. It is crucial for individuals to harness these new advancements to progress in their professional, social, and personal lives, with education serving as a cornerstone in this process.
In November 2022, a disruptive moment occurred with the emergence of a chatbot based on generative AI, allowing users to ask questions and receive complex answers, as well as create images, documents, presentations, and more. While AI itself is not a new concept—Turing began discussing it over 70 years ago, and it has since developed across various fields—the popularity of generative AI and the accessibility it offers to non-technical users mark a revolutionary shift across many domains, while also introducing new challenges.
Generative AI has both advocates and detractors, as it raises a range of critical questions that require research, where education must remain a foundational pillar. Some of these challenges include:
- Where does information and knowledge reside now? Previously, knowledge was associated with books, libraries, the Internet, and experts. Now, many people will turn to AI as their primary source.
- How can knowledge be accessed? Asking questions to an AI does not guarantee correct or appropriate answers, yet users may not be fully aware of this limitation or know how to ask precise questions.
- Is AI accessible to everyone equally? Not all AI engines or their content are free, meaning AI should not be the sole knowledge source. Additionally, not everyone has the skills to use AI effectively, leading to a digital divide.
- Are users aware of the ethical implications of using AI? To what extent do users misuse AI, relying on results that may require deeper reflection regarding their appropriateness.
- Does generative AI stifle creativity? Generative AI can produce content, answers, and images that might discourage some individuals from engaging in reflective activities, leading them to simply copy and paste results. This can result in information that is not always relevant or accurate and may stifle creativity in various tasks.
These are just some of the challenges that society faces today regarding knowledge and information management, but they are not the only ones, nor will they be the last. In many cases, the answer lies in educating individuals on how to use AI to facilitate knowledge acquisition as one more tool.
This collection seeks to address these, and other challenges related to accessing knowledge and information in this new, disruptive context. It will include:
- Extended papers accepted at the invited session “Learning and Collaboration Technologies”, held at the HCI International 2024 Conference in Washington D.C. USA.
- Extended best papers related to the main topics of the call from the following conferences:
+ CISTI 2024 (June 2024, Salamanca, Spain)
+ TEEM 2024 (October 2024, Alicante, Spain)
- Original contributions that explore these topics, considering methodological aspects, technological developments, training initiatives, tool development, research on the digital divide, and more.
Main Topics
- New technologies, systems, strategies, approaches and data analysis and accessibility in educational contexts in the age of AI.
- User, Access, Ethical Issues, and Case studies on Information and Communication Technologies (ICTs) with and about AI applied to education.
- Bridging the Digital Divide: Accessibility and Inclusivity of AI Tools in Education.
- Impact of Generative AI on Knowledge Acquisition and Information Literacy.
- Challenges in Assessing Knowledge and Skills in AI-Augmented Learning Environments. Implications of AI-Driven Personalization: Benefits and Risks.
- Creative Thinking and Problem-Solving Skills in an Era of AI-Generated Content.
- Design and Development of AI-Enhanced Educational Tools and Resources.
- Educational Policies and Frameworks for Responsible AI Use in Schools and Universities.
Guest Editors
Miguel Ángel Conde, Associate Professor, Researcher at GRIAL: Research Group in Interaction and eLearning, and Professor at University of Salamanca, Escuela Politécnica Superior de Zamora, Spain, mcong@unileon.es
David Fonseca Escudero, Full Professor, and Researcher of HER-TEL (Human Environment Research Group, Technology Enhanced Learning line), and Professor at Architecture and Engineering Departments of La Salle Barcelona, Ramon Llull University, Spain, david.fonseca@salle.url.edu
Important Dates
Submission deadline: 31st of August 2025 21st of September 2025
Review Process
All papers will undergo peer review by two expert reviewers appointed by the Guest Editor of the issue in consultation with the Journal’s Editor-in-Chief.
Submission Guidelines
Submissions should be prepared according to the author instructions available at the journal homepage, https://link.springer.com/journal/10209/submission-guidelines by following the link to the “Instructions for Authors”. Typical length of a manuscript is 20-30 pages.
Initial manuscripts must be submitted by using the 'Submit your manuscript' button on the journal page.
During the submission process authors should select the appropriate collection title when asked if the manuscript belongs to a special issue/collection.
Copyright Information
Submission of an article implies that:
* The work described has not been published before, except in form of an abstract or as part of a published lecture, review, or thesis.
* It is not under consideration for publication elsewhere.
* For further details, please refer to the "Copyright Information" section on the UAIS Journal website.
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