期刊


ISSN1560-4292
刊名International Journal of Artificial Intelligence in Education
参考译名国际教育人工智能杂志
收藏年代2008～2025



全部

2008 2009 2010 2011 2013 2017
2018 2019 2020 2021 2022 2023
2024 2025

2025, vol.35, no.1 2025, vol.35, no.2

题名作者出版年年卷期
Exploring Brazilian Teachers' Perceptions and a priori Needs to Design Smart ClassroomsAndreza Ferreira; Danielli Araujo Lima; Wilk Oliveira; Ig Ibert Bittencourt; Diego Dermeval; Fernando Reimers; Seiji Isotani20252025, vol.35, no.2
High School English Teachers Reflect on Their Talk: A Study of Response to Automated Feedback with the Teacher Talk ToolSean Kelly; Gizem Guner; Nicholas Hunkins; Sidney K. D'Mello20252025, vol.35, no.2
The Use of ChatGPT in Source-Based Writing TasksChristian Tarchi; Alessandra Zappoli; Lidia Casado Ledesma; Eva Wennas Brante20252025, vol.35, no.2
From the Lab to the Wild: Examining Generalizability of Video-based Mind Wandering DetectionBabette Buhler; Efe Bozkir; Patricia Goldberg; Omer Sumer; Sidney D'Mello; Peter Gerjets; Ulrich Trautwein; Enkelejda Kasneci20252025, vol.35, no.2
Evaluating the Impact of Learner Control and Interactivity in Conversational Tutoring Systems for Persuasive WritingThiemo Wambsganss; Ivo Benke; Alexander Maedche; Kenneth Koedinger; Tanja Kaser20252025, vol.35, no.2
Evaluation of LLM Tools for Feedback Generation in a Course on Concurrent ProgrammingIria Estevez-Ayres; Patricia Callejo; Miguel Angel Hombrados-Herrera; Carlos Alario-Hoyos; Carlos Delgado Kloos20252025, vol.35, no.2
Transforming Driver Education: A Comparative Analysis of LLM-Augmented Training and Conventional Instruction for Autonomous Vehicle TechnologiesMohsin Murtaza; Chi-Tsun Cheng; Mohammad Fard; John Zeleznikow20252025, vol.35, no.2
Exploring Teachers' Views and Confidence in the Integration of an Artificial Intelligence Curriculum into Their Classrooms: a Case Study of Curricular Co-Design ProgramCansu Tatar; Shiyan Jiang; Carolyn P. Rose; Jie Chao20252025, vol.35, no.2
Recognizing Multi-Party Epistemic Dialogue Acts During Collaborative Game-Based Learning Using Large Language ModelsHalim Acosta; Seung Lee; Haesol Bae; Chen Feng; Jonathan Rowe; Krista Glazewski; Cindy Hmelo-Silver; Bradford Mott; James C. Lester20252025, vol.35, no.2
Can LLMs Grade Open Response Reading Comprehension Questions? An Empirical Study Using the ROARs DatasetOwen Henkel; Libby Hills; Bill Roberts; Joshua McGrane20252025, vol.35, no.2
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