Journal

The International Journal of Artificial Intelligence in Education (IJAIED) is the official journal of the International AIED Society. IJAIED publishes papers concerned with the application of artificial intelligence techniques and concepts to the design of systems that support learning. For more details, see the Journal Scope, Editorial Board, and current Special Issues. Access to IJAIED is included with membership in the International AIED Society: active members can log in and access full-text articles through this page.

Volume 31 (2021)

31 (1)

Do Learners Recognize and Relate to the Emotions Displayed By Virtual Instructors?

Alyssa P. Lawson, Richard E. Mayer, Nicoletta Adamo-Villani, Bedrich Benes, Xingyu Lei, Justin Cheng

Generation and Use of Hints and Feedback in a Hilbert-Style Axiomatic Proof Tutor

Josje Lodder, Bastiaan Heeren, Johan Jeuring, Wendy Neijenhuis

The Sensitivity of a Scenario-Based Assessment of Written Argumentation to School Differences in Curriculum and Instruction

Paul Deane, Joshua Wilson, Mo Zhang, Chen Li, Peter van Rijn, Hongwen Guo, Amanda Roth...

Designing for the co-Orchestration of Social Transitions between Individual, Small-Group and Whole-Class Learning in the Classroom

Jennifer K. Olsen, Nikol Rummel, Vincent Aleven

Predictive Student Modeling in Game-Based Learning Environments with Word Embedding Representations of Reflection

Michael Geden, Andrew Emerson, Dan Carpenter, Jonathan P Rowe, Roger Azevedo, James Lester

31 (2)

Preface to the Special Issue AI4MOOCs: Artificial Intelligence, Sensoring, Modeling and Assessment for MOOCs. A Step Beyond

Filippo Sciarrone, Carla Limongelli, Olga C. Santos, Marco Temperini

Are We There Yet? Evaluating the Effectiveness of a Recurrent Neural Network-Based Stopping Algorithm for an Adaptive Assessment

Jeffrey Matayoshi, Eric Cosyn, Hasan Uzun

Mapping Artificial Intelligence in Education Research: a Network‐based Keyword Analysis

Shihui Feng, Nancy Law

Automated Feedback and Automated Scoring in the Elementary Grades: Usage, Attitudes, and Associations with Writing Outcomes in a Districtwide Implementation of MI Write

Joshua Wilson, Yue Huang, Corey Palermo, Gaysha Beard, Charles A. MacArthur

Towards Designing Profitable Courses: Predicting Student Purchasing Behaviour in MOOCs

Mohammad Alshehri, Ahmed Alamri, Alexandra I. Cristea, Craig D. Stewart

Natural Language Generation Using Deep Learning to Support MOOC Learners

Chenglu Li, Wanli Xing

An AI-Based System for Formative and Summative Assessment in Data Science Courses

Pierpaolo Vittorini, Stefano Menini, Sara Tonelli