Affective education and the public good play, well-being, and educational design: selected papers from the 3rd international conference on affective education 2025 (1版)

Key Features: Affective Education and the Public Good 1. Aligning with Global Visions: Integrating International Initiatives. Selected from ICAE3 2025, this volume addresses the global "happiness gap." Closely aligned with the OECD Education 2030/2040 Framework and UNESCO’s "Happy Schools" initiative, it moves Affect from the periphery to the center of pedagogy as an engine for collective resilience. 2. Rigorous Scholarly Transformation: Multi-Layered Review. Every chapter underwent two rounds of academic refinement: an initial blind peer-review for the conference, followed by a second round of anonymous expert review for selected authors. This ensures that the methodology, theoretical grounding, and logical structure meet the highest international standards. 3. Four Thematic Pillars: Mapping Educational Design ●Foundations: Ecological resilience and "the good life" in the age of AI. ●Interventions: STEAM education, "Gigo therapy" for ASD, and joy-infused mathematics. ●Technology: Utilizing WebVR and AI to reduce cognitive load and foster empathy. ●Professional Development: Cultivating resilience through role-play and Place-Based Learning. 4. Pioneering "Collective Mentoring" & Expert Editorship. The book embodies the "Collective Mentoring" spirit, bridging Generative AI with human empathy. It is edited by a transnational powerhouse: Mei-Shiu Chiu (National Chengchi University), Emmanuel Manalo (Kyoto University), and Yuri Uesaka (The University of Tokyo). [Core Value] This volume proves that "Playful Design" and "Affective Engagement" are not extracurricular extras but the cornerstones of 21st-century educational design and the vital engines for the public good.

Section 1: Foundations of Affective Education and Play Chapter 1: Affective Education for the Public Good: Play, Technology, and Ecological Resilience Chapter 2: Good Life as a Game in the AI Era: A Thinking–Feeling–Action–Wishing Perspective on Multi-dimensional Well-being Chapter 3: Development and Empirical Analysis of a Generative AI Attitude Scale for University Students Section 2: Play-Based Pedagogy and Inclusive Interventions Chapter 4: The Impact of STEAM Playing Activities on the Well-Being of Preschool Children Aged 5-6 Years Old in Ho Chi Minh City Chapter 5: Gigo Therapy as a Play-Based Intervention for Preschool Children with Autism Spectrum Disorder (ASD): A Single-Case Mixed-Methods Study Chapter 6: When Mathematics Feels Fun: Affective Engagement in Learning Perimeter and Area Chapter 7: Student-Centered Learning Curriculum Design: A Case Study of the 'Da Fei Xia' Summer Program Section 3: Playful Technology and Digital Interventions Chapter 8: The 30-Second Stare: A Data-Driven WebVR Narrative on Noise Pollution Chapter 9: Simulating the Living Dilemmas with Emotional Immersive Experience Design Chapter 10: Designing Digital Well-being: A Framework for AI-Driven Adaptive Accessibility to Reduce Cognitive Load Section 4: Cross-Context Play and Professional Development Chapter 11: Cross-Disciplinary Experiential Tasks for Beginning Vietnamese Learners: A Self-Determination Theory Intervention Chapter 12: Collaborative Self-Study of English-Medium Instruction: Reconstructing Multicultural Teaching Literacy in a Bilingual Context Chapter 13: Role-Play Event Simulation in a Translation Class: Fostering Teamwork, Leadership, and Confidence among Korean Studies Students Chapter 14: Designing Ecological Happiness Through Zoo- and History-Based Play