- Alexis Lebis
, Jérémie Humeau, Anthony Fleury, Flavien Lucas, Mathieu Vermeulen:
Fully Individualized Curriculum with Decaying Knowledge, a New Hard Problem: Investigation and Recommendations. Int. J. Artif. Intell. Educ. 34(3): 1102-1137 (2024) - Yiwen Lin, Nia Nixon:
Transitioning to Online Instructions and COVID-19 Response: A View from Mining Emergent College Students Discourse in Online Discussion Forum. Int. J. Artif. Intell. Educ. 34(3): 706-731 (2024) - Ramon Mayor Martins, Christiane Gresse von Wangenheim, Marcelo Fernando Rauber, Jean Carlo Hauck:
Machine Learning for All! - Introducing Machine Learning in Middle and High School. Int. J. Artif. Intell. Educ. 34(2): 185-223 (2024) - Noemi Mauro, Liliana Ardissono, Federica Cena, Livio Scarpinati, Gianluca Torta:
An Intelligent Support System to Help Teachers Plan Field Trips. Int. J. Artif. Intell. Educ. 34(3): 793-824 (2024) - Danielle S. McNamara:
AIED: From Cognitive Simulations to Learning Engineering, with Humans in the Middle. Int. J. Artif. Intell. Educ. 34(1): 42-54 (2024) - Danielle S. McNamara:
Correction to: AIED: From Cognitive Simulations to Learning Engineering, with Humans in the Middle. Int. J. Artif. Intell. Educ. 34(1): 145 (2024) - Felipe de Morais, Patrícia Augustin Jaques Maillard:
The dynamics of Brazilian students' emotions in digital learning systems. Int. J. Artif. Intell. Educ. 34(2): 519-544 (2024) - Ana Mouta, Ana María Pinto Llorente, Eva María Torrecilla Sánchez:
Uncovering Blind Spots in Education Ethics: Insights from a Systematic Literature Review on Artificial Intelligence in Education. Int. J. Artif. Intell. Educ. 34(3): 1166-1205 (2024) - Marcell Nagy, Roland Molontay:
Interpretable Dropout Prediction: Towards XAI-Based Personalized Intervention. Int. J. Artif. Intell. Educ. 34(2): 274-300 (2024) - Duong Ngo, Andy Nguyen, Belle Dang, Ha Ngan Ngo:
Facial Expression Recognition for Examining Emotional Regulation in Synchronous Online Collaborative Learning. Int. J. Artif. Intell. Educ. 34(3): 650-669 (2024) - André Seixas de Novais, José Alexandre Matelli, Messias Borges Silva:
Fuzzy Soft Skills Assessment through Active Learning Sessions. Int. J. Artif. Intell. Educ. 34(2): 416-451 (2024) - Jaclyn Ocumpaugh, Rod D. Roscoe, Ryan S. Baker, Stephen Hutt, Stephen J. Aguilar:
Toward Asset-based Instruction and Assessment in Artificial Intelligence in Education. Int. J. Artif. Intell. Educ. 34(4): 1559-1598 (2024) - Leila Ouahrani, Djamal Bennouar:
Paraphrase Generation and Supervised Learning for Improved Automatic Short Answer Grading. Int. J. Artif. Intell. Educ. 34(4): 1627-1670 (2024) - Ulrike Padó, Yunus Eryilmaz, Larissa Kirschner:
Short-Answer Grading for German: Addressing the Challenges. Int. J. Artif. Intell. Educ. 34(4): 1321-1352 (2024) - Caroline Pelletier:
Against Personalised Learning. Int. J. Artif. Intell. Educ. 34(1): 111-115 (2024) - Jen Persson:
Artificial Intelligence and UK Education: Research, the Redistribution of Authority, and Rights. Int. J. Artif. Intell. Educ. 34(1): 62-72 (2024) - Kaska Porayska-Pomsta:
A Manifesto for a Pro-Actively Responsible AI in Education. Int. J. Artif. Intell. Educ. 34(1): 73-83 (2024) - Ilana Ram, Sara Harris, Ido Roll:
Choice-based Personalization in MOOCs: Impact on Activity and Perceived Value. Int. J. Artif. Intell. Educ. 34(2): 376-394 (2024) - Maria Mercedes T. Rodrigo:
Is the AIED Conundrum a First-World Problem? Int. J. Artif. Intell. Educ. 34(1): 55-61 (2024) - Luiz A. L. Rodrigues, Paula T. Palomino, Armando M. Toda, Ana C. T. Klock, Marcela Pessoa, Filipe D. Pereira, Elaine H. T. Oliveira, David Braga Fernandes de Oliveira, Alexandra I. Cristea, Isabela Gasparini, Seiji Isotani:
How Personalization Affects Motivation in Gamified Review Assessments. Int. J. Artif. Intell. Educ. 34(2): 147-184 (2024) - Stefan Ruseti, Ionut Cristian Paraschiv, Mihai Dascalu, Danielle S. McNamara:
Automated Pipeline for Multi-lingual Automated Essay Scoring with ReaderBench. Int. J. Artif. Intell. Educ. 34(4): 1460-1481 (2024) - Neil Selwyn:
Constructive Criticism? Working with (Rather than Against) the AIED Back-Lash. Int. J. Artif. Intell. Educ. 34(1): 84-91 (2024) - Preya Shabrina, Behrooz Mostafavi, Mark Abdelshiheed, Min Chi, Tiffany Barnes:
Investigating the Impact of Backward Strategy Learning in a Logic Tutor: Aiding Subgoal Learning Towards Improved Problem Solving. Int. J. Artif. Intell. Educ. 34(3): 825-861 (2024) - Teo Susnjak:
Beyond Predictive Learning Analytics Modelling and onto Explainable Artificial Intelligence with Prescriptive Analytics and ChatGPT. Int. J. Artif. Intell. Educ. 34(2): 452-482 (2024) - Teresa Swist, Simon Buckingham Shum, Kalervo Gulson:
Co-producing AIED Ethics Under Lockdown: an Empirical Study of Deliberative Democracy in Action. Int. J. Artif. Intell. Educ. 34(3): 670-705 (2024) - Ilkka Tuomi:
Beyond Mastery: Toward a Broader Understanding of AI in Education. Int. J. Artif. Intell. Educ. 34(1): 20-30 (2024) - Suna Seyma Uçar, Itziar Aldabe, Nora Aranberri, Ana Arruarte:
Exploring Automatic Readability Assessment for Science Documents within a Multilingual Educational Context. Int. J. Artif. Intell. Educ. 34(4): 1417-1459 (2024) - Kurt VanLehn, Fabio Milner, Chandrani Banerjee, Jon Wetzel:
A Step-Based Tutoring System to Teach Underachieving Students How to Construct Algebraic Models. Int. J. Artif. Intell. Educ. 34(2): 224-246 (2024) - Bao Wang, Philippe J. Giabbanelli:
Identifying Informative Features to Evaluate Student Knowledge as Causal Maps. Int. J. Artif. Intell. Educ. 34(2): 301-331 (2024) - Rebecka Weegar, Peter Idestam-Almquist:
Reducing Workload in Short Answer Grading Using Machine Learning. Int. J. Artif. Intell. Educ. 34(2): 247-273 (2024)
