AI in Education Research – updated diagram etc

Most of these are articles from International Journal of Artificial Intelligence in Education. They did a review of their journal, the majority of articles were about Intelligent Tutoring Systems or Interactive Learning Environments. The terminology has changed especially in 2000s from knowledge to learning. Most articles are about domain based learning in STEM or languages. In 2014 they had 10 which had empirical data as opposed to 1 in 1994.  43/47 articles were from N. America, Europe, Oceania but none from SE Asia or Africa and suggested that it is a priviliged research area who address priviliged problems 1 The journal itself is not open access. The diagram does not explain the models and there are cross-research areas where messaging and action events or collaborative discussion can be looked at simultaneously with psychology and technology researchers, but it’s a representation of sorts.

Reference list attached and below

Full size:
AI in education research flow diagram


1. Roll, I., Baker, R.S.J.d., Aleven, V., & Koedinger, K. R. (2014a). On the benefits of seeking (and avoiding) help in online problem solving environment. Journal of the Learning Sciences, 23:4, 537-560, DOI: 10.1080/10508406.2014.883977

Diagram References
Adamson, D., Dyke, G., Jang, H., & Rosé, C. P. (2014). Towards an agile approach to adapting dynamic collaboration support to student needs. International Journal of Artificial Intelligence in Education, 24(1), 92-124.
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Conati et al (2015)Comparing Representations for Learner Models in Interactive Simulations, International Conference on Artificial Intelligence in Education, AIED 2015: Artificial Intelligence in Education pp 74-83
Corbett, A. T., & Anderson, J. R. (2001). Locus of feedback control in computer-based tutoring: Impact on learning rate, achievement and attitudes. In Proceedings of the SIGCHI conference on Human factors in computingsystems, 245–252. New York, NY: ACM Press.
Cutumisu, M., Blair, K. P., Chin, D. B., & Schwartz, D. L. (2016). Assessing whether students seek constructive criticism: The design of an automated feedback system for a graphic design task. International Journal of ArtificialIntelligence in Education (IJAIED), Springer. DOI: 10.1007/s40593-016-0137-5,
D’Mello,S.K.,&Graesser,A.C.(2015).Feeling,thinking,andcomputingwithaffect-awarelearningtechnologies.InR.A.Calvo,S.K.D’Mello,J.Gratch,&A.Kappas(Eds.), Handbookofaffectivecomputing (pp.419–434).UnitedKingdom:OxfordUniversityPress.
Du Boulay, Benedict; Luckin, Rosemary (2016) Modelling Human Teaching Tactics and Strategies for Tutoring Systems: 14 Years On International Journal of Artificial Intelligence in Education, v26 n1 p393-404
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Gross,J.J.(2015).Theextendedprocessmodelofemotionregulation:elaborations,applications,andfuturedirections. PsychologicalInquiry,26(1),130–137.
Harley et al (2006) DevelopingEmotion-Aware,AdvancedLearning Technologies:ATaxonomyofApproachesandFeatures, International Journal of Artificial Intelligence in Education,DOI10.1007/s40593-016-0126-8
Hebert,M.,Gillespie,A.,&Graham,S.(2013).Comparingeffectsofdifferentwritingactivitiesonreadingcomprehension:ameta-analysis. ReadingandWriting,26(1),116–138.doi:10.1007/s11145-012-9386-3.
Heffernan, N. T., & Heffernan, C. L. (2014). The ASSISTments Ecosystem: Building a Platform that Brings Scientists and Teachers Together for Minimally Invasive Research on Human Learning and Teaching. International Journal of ArtificialIntelligence in Education, 24(4), 470-497.
Hoppe, H. U. (1994). Deductive Error Diagnosis and Inductive Error Generalization for Intelligent Tutoring Systems. Journal of Artificial Intelligence in Education, 5(1), 27-49.
Hulleman, C. S., Durik, A. M., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task Values, Achievement Goals, and Interest: An Integrative Analysis. Journal of Educational Psychology, 100(2), 398-416.
Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., & Fischer, F. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(2),211-224.
Kumar, R., Rosé, C. P., Wang, Y. C., Joshi, M., and Robinson, A. (2007). Tutorial dialogue as adaptive collaborative learning support. Proceedings of Artificial Intelligence in Education.
Matsuda, N.et al (2013). Cognitive anatomy of tutor learning: Lessons learned with SimStudent. Journal of Educational Psychology, 105(4), 1152-1163.
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Roll, I., Baker, R.S.J.d., Aleven, V., & Koedinger, K. R. (2014a). On the benefits of seeking (and avoiding) help in online problem solving environment. Journal of the Learning Sciences, 23:4, 537-560, DOI: 10.1080/10508406.2014.883977
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Weston-Sementelli J et al (2016)ComprehensionandWritingStrategyTrainingImprovesPerformanceonContent-SpecificSource-BasedWritingTasks International Journal of Artificial Intelligence in Education; doi:10.1007/s40593-016-0127-7
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