International Journal of Artificial Intelligence in Education

ISSN: 1560-4292

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International Journal of Artificial Intelligence in Education Q1 Unclaimed

Springer US United States

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The International Journal of Artificial Intelligence in Education (IJAIED) publishes papers concerned with the application of AI to education. It aims to help the development of principles for the design of computer-based learning systems. Its premise is that such principles involve the modeling and representation of relevant aspects of knowledge, before implementation or during execution, and hence require the application of AI techniques and concepts. IJAIED has a very broad notion of the scope of AI and of a 'computer-based learning system'. Coverage extends to agent-based learning environments, architectures for AIED systems, bayesian and statistical methods, cognitive tools for learning, computer-assisted language learning, distributed learning environments, educational robotics, human factors and interface design, intelligent agents on the internet, natural language interfaces for instructional systems, real-world applications of AIED systems, tools for administration and curriculum integration, and more.The International Journal of Artificial Intelligence in Education is published in conjunction with the International Artificial Intelligence in Education Society (IAIED). Spans an interdisciplinary field, thus offering a broad spectrum of topicsAddresses the complex methodologies intrinsically related to educationProvides an international perspective of principles used for the design of computer-based learning systems It has an SJR impact factor of 1,11.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

Categories: Computational Theory and Mathematics (Q1) Education (Q1) E-learning (Q1)

Price

2090 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

1,11

SJR Impact factor

56

H Index

68

Total Docs (Last Year)

76

Total Docs (3 years)

4920

Total Refs

428

Total Cites (3 years)

72

Citable Docs (3 years)

4.98

Cites/Doc (2 years)

72.35

Ref/Doc

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Aims and Scope

Best articles by citations

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Recent Meta-reviews and Meta-analyses of AIED Systems

Implementing CBM: SQL-Tutor After Fifteen Years

Face-to-Face Interaction with Pedagogical Agents, Twenty Years Later

Lab4CE: a Remote Laboratory for Computer Education

Another 25 Years of AIED? Challenges and Opportunities for Intelligent Educational Technologies of the Future

Implementation and use of Simulated Students for Test and Validation of new Adaptive Educational Systems: a Practical Insight

Training the Body: The Potential of AIED to Support Personalized Motor Skills Learning

Going Global: Understanding English Language Learners' Student Motivation in English-Language MOOCs

Preschoolers' Understanding of a Teachable Agent-Based Game in Early Mathematics as Reflected in their Gaze Behaviors -an Experimental Study

How Should Intelligent Tutoring Systems Sequence Multiple Graphical Representations of Fractions? A Multi-Methods Study

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A Configurable Conversational Agent to Trigger Students' Productive Dialogue: A Pilot Study in the CALL Domain

Carelessness and Affect in an Intelligent Tutoring System for Mathematics

Do Knowledge-Component Models Need to Incorporate Representational Competencies?

ToTCompute: A Novel EEG-Based TimeOnTask Threshold Computation Mechanism for Engagement Modelling and Monitoring

Determination of Professional Competencies Using an Alignment Algorithm of Academic Profiles and Job Advertisements, Based on Competence Thesauri and Similarity Measures

Erratum to: Preface to Special Issue on User Modelling to Support Personalization in Enhanced Educational Settings

Automated Analysis of Reflection in Writing: Validating Machine Learning Approaches

From Interactive Open Learner Modelling to Intelligent Mentoring: STyLE-OLM and Beyond

Special Issue on Intelligent Support for Learning in Groups

Preface - Emerging Technologies and Landmark Systems for Learning Mathematics and Science: Dedicated to the Memory of Erica Melis - Part 1

An Interview Reflection on "Intelligent Tutoring Goes to School in the Big City"

Problem Order Implications for Learning