INVITED SPEAKERS

Senior Researcher Feifei Han

Griffith University, Australia

Feifei Han obtained her PhD from the University of Sydney. Her current research interests are in the areas of educational technology, learning analytics, and AI in Education. She serves as a Lead Editor of the Australasian Journal of Educational Technology. She has published in leading journals in educational technology (e.g., The Internet & Higher Education, Computers & Education, and International Journal of Educational Technology in Higher Education). Her publications have received Wiley's "Top Cited Article Award" in 2020, 2021, and 2024. In a bibliometric analysis of the blended learning research covering 2013–2022, she was ranked among the top four most productive researchers, placed third in citation impact, and was the most cited scholar between 2020 and 2022. She was also included in the Stanford World's Top 2% Scientists List in the field of Education in 2024 and 2025.

Prof. Bob Barrett

American Public University, USA

Dr. Bob Barrett is a Full Professor for the WEB School of Business at the American Public University in the United States. He has been teaching online for more than 24 years and has prior live teaching background, and he holds a current U.S./West Virginia State teaching license. He has been teaching at American Public University for 22 years. Also, he holds several instructor/professor positions with other online schools to keep his currency in his field and works with a range of Learning Management Systems (LMS). He lectures both nationally and internationally on the topics of Artificial Intelligence (AI) with a specialized in HR and MBA programs, Crisis Management, Knowledge Management, Online Learning, Training & Development, Strategic Management, and Intellectual Capital. His key research areas are the creation of knowledge management, intellectual capital, and human capital in the workplace, disability in the workplace and education, as well as having a specialization in developing human capital, and preparing expatriates for work in the global market. He has spoken at more than 300 international conferences on each continent and serves on several conference advisory boards, as well as have served as the lead keynote speaker at several European and Asian conferences. He believes that the field of online learning will be changing drastically over the next few years as Artificial Intelligence (AI) is now a major component in all organizations, especially educational institutions.

Prof. Fadhad Alturise

Qassim University, Saudi Arabia

Prof. Fahad Alturise is a Professor of Information Technology in the Department of Information Technology, College of Computer at Qassim University, Saudi Arabia. He holds a Ph.D. in Computer Science and a Master’s degree in Information Technology from Flinders University, Australia. With over 18 years of academic, administrative, and research experience, he has held key leadership roles, including Vice Dean and Head of Department.

His research interests encompass zero-trust frameworks, artificial intelligence and machine learning in security, IoT and edge computing, lightweight and post-quantum cryptography, and digital defense mechanisms. A prolific scholar, Prof. Alturise has published over 130 peer-reviewed research articles in top-tier international journals and conferences.

He actively serves as an editor, guest editor, proceedings editor, and technical program committee member for numerous international venues indexed in Scopus and Web of Science (including IEEE, Springer, and Elsevier). Additionally, he serves as an external examiner for international doctoral dissertations and evaluates academic programs and faculty promotion dossiers across regional and international universities.

Prof. Deni Darmawan

Universitas Pendidikan Indonesia, Indonesia

Professor Deni Darmawan is a Professor in the Department of Educational Technology and Communication Science at Universitas Pendidikan Indonesia (UPI), Indonesia. In 2025, he received the title of Professor Honoris Causa from Chirchik State Pedagogical University, Uzbekistan.

He holds a Bachelor's degree in Educational Technology, a Master's degree and a Doctorate in Communication Science from Indonesian universities, as well as a Master's degree in Computer Science specializing in Information Systems Engineering.

His research interests include educational technology, digital learning, information and communication technology (ICT), communication science, and information systems. Professor Darmawan has extensive experience in academic publishing, peer review, and editorial management, having served as a journal editor, reviewer, and book editor since 2000.

His academic contributions are reflected in his research publications and involvement in international academic and professional networks, including Orbicom-UNESCO and the Association for Educational Communications and Technology (AECT). In 2023, he received the Best First Academic Leader award at Universitas Pendidikan Indonesia in recognition of his academic leadership.

Assoc. Prof. Andréa Mafra da Silva

University of Estácio de Sá Rio de Janeiro, Brazil

Andréa Villela Mafra da Silva completed postdoctoral research in Education at the Federal University of the State of Rio de Janeiro (UNIRIO). She holds a PhD in Education from the State University of Rio de Janeiro (UERJ), a Master’s degree in Education and a Bachelor’s degree in Pedagogy from UNIRIO, as well as a postgraduate specialization in Distance Education Planning, Implementation and Management from Fluminense Federal University (UFF). She is a permanent faculty member of the Graduate Program in Education at Estácio de Sá University (UNESA), within the Education, Technology and Society research area, and a faculty member of the Pedagogy Program at the Higher Institute of Education of Rio de Janeiro (ISERJ/FAETEC). She leads the FORPROTEC/FAETEC-CNPq Research Group and the Brazilian branch of the Luso-Brazilian NIPTecEdu, developed in cooperation with the Polytechnic Institute of Coimbra, Portugal. She also serves as a consultant to the Board of Women Lawyers of the Brazilian Bar Association, Rio de Janeiro Chapter (OAB/RJ), promoting education, citizenship, human rights and gender equity. Her research focuses on teacher education, educational technologies, hybrid and online education, digital literacy, artificial intelligence, assessment, curriculum and educational policy. In 2025, she received a Motion of Recognition and Applause from the Legislative Assembly of the State of Rio de Janeiro for her contributions to education and scientific research.

Assoc. Prof. Yan Li

Hebei Normal University, China

Yan Li is an Associate Professor of English at Hebei Normal University, China. Her teaching and research interests include English language education, language teacher professional development, curriculum innovation, and the integration of artificial intelligence into teaching and learning. Her work focuses on exploring pedagogically grounded approaches to language education in technology-enhanced learning environments.

In recent years, she has led several provincial- and university-level research and teaching reform projects concerning AI-supported language education, critical thinking development, and language teachers' digital competencies. An undergraduate course she teaches has been recognized as a National First-Class Undergraduate Course in China and has also been selected for a university-level Smart Curriculum development initiative. Her ongoing teaching practice and research related to this course place particular emphasis on human–AI collaboration and students' active engagement in learning.

She has been invited to deliver presentations at academic conferences in China and internationally, sharing her research and teaching practices in AI-enhanced education. She has also been invited to lead online and in-person professional development workshops for English teachers, focusing on the pedagogical integration of digital technologies and AI. These activities reflect her continued efforts to connect educational research with classroom practice.

Dr. Chee Ken Nee

Universiti Pendidikan Sultan Idris, Malaysia

Ts. Dr. Chee Ken Nee, SMIEEE, is a Senior Lecturer at Universiti Pendidikan Sultan Idris (UPSI), Malaysia, and the originator of Affectagogy, a human-centred pedagogical framework integrating emotion and learning. He holds a PhD in Educational Technology and has over 12 years of experience as a teacher, ministry education officer, and university academic. His research focuses on AI in education, immersive learning, virtual reality, inclusive education, and digital learning. He has published over 20 ISI- and Scopus-indexed papers and received international recognition, including the Global Teacher Award 2020 and GESS Education Award 2024. He is an IEEE Senior Member and Professional Technologist.

Speech TitleAffectagogy: Putting Emotion at the Heart of Education Innovation in the Age of AI

AbstractArtificial intelligence now does more of the work of explaining, summarising, and assessing. This makes the human side of learning one of the most valuable things education can offer. Yet educational innovation and institutional success are still often judged primarily through cognitive outcomes and efficiency, while emotion is treated as secondary rather than as a core component of pedagogy.

This talk introduces Affectagogy, a framework integrating affect and pedagogy. It argues that emotion should be designed into learning as deliberately as content and assessment. The talk explores how curiosity, anxiety, confidence, and belonging influence attention, memory, motivation, and persistence, and why these dimensions become increasingly important as learners study alongside AI.

Drawing on the edited volume Pedagogical Approaches to Bridging Emotional and Cognitive Learning (IGI Global, 2026), as well as experience in Malaysian teacher education and online learning, the talk presents practical principles for emotion-aware teaching, AI-supported learning design, and teacher professional development.

The presentation will conclude with implications for education leaders and managers, focusing on how institutions can integrate affective goals into curriculum design, quality frameworks, teacher development, and student well-being. It proposes a human-centred approach to education innovation in which technology strengthens, rather than replaces, the emotional connections that make learning meaningful and lasting.