Dear Colleagues, 

Artificial Intelligence (AI) is a trending technology that facilitates the development of many different scientific research areas such as medicine, chemistry and cognitive science. How AI can be applied in education to improve its efficiency is also becoming an important research question that has recently gained a lot of research interests. In fact, research on the roles of AI in education has been conducted for at least 40 years. AI can either be the lens to understanding the mechanism of education or the tool to increasing the outcomes of education. In this Special Issue, we are looking for the latest research contributions to the latter, specifically, how AI can be used to augment students’ learning experiences, teachers’ instructional processes and educational assessments.

We are looking for research contributions to AI-augmented learning experiences that use AI technology to automatically evaluate students’ learning states (either cognitive or non-cognitive) and/or to provide personalized feedback or learning interventions to the students. This can happen in either individual or collaborative learning environments. In an individual learning environment, students would experience one-on-one learning with an intelligent computer agent. In a collaborative learning environment, students would collaborate with human peers in a software system enabled by AI technologies.

We are also looking for research contributions to AI-augmented instructional processes that use AI technology to provide help to teachers. This help can be provided either before or during class. AI technology can be potentially used to recommend teaching materials for teachers to help them prepare their instructions before class. During class instruction, AI technology may be used to facilitate teacher–student interactions and to organize in-class discussions.

Finally, we are looking for research contributions to AI-augmented educational assessments that conduct educational assessments with AI technologies. Traditional educational assessments are conducted with test items that mainly use multiple-choice questions. In recent years, researchers are starting to embed these assessments into performance tasks so that the assessments can be conducted while the tasks are performed. On the other hand, with the advent of intelligent agents in education, teachers and students are not the only two subjects that can be assessed. New requirements for judging how well these intelligent agents perform also need to be raised.

In summary, we are excited to initiate this Special Issue in education science and looking forward to receiving your research contributions on how AI can be used to augment learning, instructions and educational assessments. 

Dr. Lishan Zhang
Dr. Dongbo Zhou
Prof. Dr. Sannvya Liu
Guest Editors

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• artificial intelligence in education
• AI-augmented learning
• AI-augmented instruction
• AI-augmented assessment
• intelligent tutoring