journalThumbnail_en_US.jpg

Description

Artificial Intelligence and Education is dedicated to exploring the transformative role of AI technologies in education. We aim to highlight innovations in AI-driven teaching, learning, assessment, and policy-making, as well as address challenges such as equity, privacy, and accessibility. The journal will serve as a global hub for educators, researchers, and technology developers who are shaping the future of learning through AI.

Announcements

Discover "The Pulse of AIED": Our Featured Session is Live Now!

2025-05-15

“The Pulse of AIED” is a featured column of Artificial Intelligence and Education (AIE). The column is committed to creating a cutting-edge Q&A hub at the intersection of artificial intelligence and education, with the core model of "question collection expert answers." It extensively collects controversial and forward-looking questions related to AI technology ethics, teaching effectiveness, and tool implementation barriers in educational scenarios. In each issue, experts in the AIED field will be invited to serve as answerers, providing interdisciplinary and multidimensional in-depth analysis, promoting industry cognitive upgrading through deep dialogue, and providing scientific references and action guidelines for the transformation of intelligent education.

Read more about Discover "The Pulse of AIED": Our Featured Session is Live Now!

Latest Articles

  • Open Access

    Article

    Creators’ perceptions and attitudes toward using generative artificial intelligence: Exploring posts and comments related to AIGC design learning on a Chinese social media platform with a mixed-method approach

    Wenyi Li

    Artificial Intelligence and Education, 1(1), 1624, 2025, DOI: 10.62617/aie1624


    Abstract:

    Artificial intelligence generated content (AIGC) has been found to play a crucial role in the field of design, where its significance in various creative clusters has been increasingly recognized. However, the lack of in-depth understanding of creators’ AIGC learning experiences and sentiments in the design area has become an obstacle to the further development of targeted educational programs and industry-relevant initiatives. It remains unclear what specific clusters of AIGC design learning creators are focusing on and what kinds of attitudes, positive or negative, they hold towards these different clusters within the field. To bridge these gaps, this study collected 9992 posts and comments related to AIGC design learning on a Chinese social media platform called Xiaohongshu. A mixed-method approach was applied by combining word cloud, sentiment analysis, co-word analysis, and social network analysis. Using word cloud and sentiment analysis, this research aimed to uncover the key perceptions and sentiment orientations creators focused on in their expression. Social network analysis and co-word matrix were used to identify central concepts, their connections and clusters of related terms. The result differentiates creators’ perceptions into the following clusters: tools and technical foundations for AIGC design, application domains of AIGC design, cultural elements used in AIGC, semantic nuances in AIGC terminology, AIGC design methods, creativity and innovation in AIGC design, future-oriented perspectives in AIGC design for professional development, and AIGC design ethics. Moreover, it presents the tendencies and proportions of creators’ attitudes in the above clusters in four main sentiment categories: positive, moderately positive, moderately negative, and negative. This study is expected to have implications in providing practical guidance for educators to optimize AIGC design teaching strategies, thereby better meeting learners’ emotional needs and increasing their willingness to learn AIGC design knowledge, as well as helping the industry develop better AIGC-designed products.

  • Open Access

    Editorial

    Artificial intelligence, the new trend and challenge of education

    Changling Peng, Shuai Liu

    Artificial Intelligence and Education, 1(1), 2051, 2025, DOI: 10.62617/aie2051


    Abstract:

    Artificial Intelligence (AI), first proposed at the Dartmouth Conference in 1956, has achieved remarkable achievements with near 70 years' development. With the continuous development of AI, especially the rise of generative AI (GAI) since ChatGPT, also called Large Language Models (LLMs), it has transformed educational landscapes globally [1]. Recently, the integration of AI/GAI in education (AIED) has become focused point, mainly introducing AI to create better personalized learning experience, propose adaptive assessment methods, and construct human-like tutoring systems [2]. In the future, AIED is expected to further promote the digital and intelligent transformation of education.

View All Issues