Special Issue "Artificial Intelligence and Games Science in Education"

A special issue of Information (ISSN 2078-2489). This special issue belongs to the section "Artificial Intelligence".

Deadline for manuscript submissions: 1 July 2022 | Viewed by 1307

Special Issue Editors

Dr. Petros Lameras
E-Mail Website
Guest Editor
School of Computing, Electronics and Mathematics, Coventry University, Coventry CV1 5FB, UK
Interests: AIED; games science; design thinking; digital competencies; educational technology
Prof. Dr. Sylvester Arnab
E-Mail Website
Guest Editor
Disruptive Media Learning Lab, Coventry University, Coventry CV1 5FB, UK
Interests: Games science; technology-enhanced learning; multimodal platforms
Special Issues, Collections and Topics in MDPI journals
Dr. Panagiotis Petridis
E-Mail Website
Guest Editor
Senior Lecturer in Gamification at Aston Business School, Aston University, Birmingham, UK
Interests: Games science; mixed reality; 3D interfaces ubiquitous computing
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Artificial Intelligence (AI) is at the top of research and policy agendas around the world. While there is consensus on how AI impacts other sectors, from finance to autonomous vehicles, healthcare, and manufacturing, the impact of AI in education (AIED) has not been researched extensively. Despite minimal attention, AI-based applications are already employed at different educational levels, such as in schools, universities, and vocational education. Examples of such applications span from adaptive and intelligent learning platforms that ‘customise’ learning content and activities, to applications that respond to student’s questions and discover learning difficulties. However, education leaders, designers, teachers, and students may feel overwhelmed by the complexity of using AIED and the ethical, cultural, and pedagogical implications that may be unfolded from certain kinds of AI implementation. By making explicit the experiences, understandings, and beliefs of AIED, researchers and practitioners alike may gain deeper understandings of how AI-based teaching and learning is designed, orchestrated, and assessed to enhance the student’s learning experience. This Special Issue is aimed at providing selected contributions on advances in AIED, encompassing technical, pedagogical, ethical, and cultural aspects for making meaningful inferences on the impact of AI in teaching and learning. 

 Potential topics related to the Special Issue include, but not limited to:

  • Experiences of and approaches to using AIED in teaching and learning;
  • Design and orchestration of digital pedagogies for AIED;
  • Ethical and multicultural aspects of AIED;
  • Personalised and adaptive learning experiences through AIED;
  • Autonomous assessment and feedback (e.g., formative, and summative feedback, adaptive assessment; assessing affection, engagement, performance, and motivation);
  • AIED tools, applications, and models (e.g., intelligent tutoring systems, learning analytics, exploratory learning environments, chatbots, virtual and augmented reality, tangible interfaces, domain, pedagogy, learner, and open learner models);
  • AI embedded in serious games, game-based learning, and gamification;
  • AIED context and modes of learning (e.g., schools, universities, vocational education, hybrid, distance, online, formal, informal, and non-formal learning);
  • Teachers’ digital competencies for empowering AI-based teaching and learning;
  • Subject-specific AIED applications (e.g., for teaching science, technology and mathematics, social sciences, humanities, and arts).

Dr. Petros Lameras
Prof. Dr. Sylvester Arnab
Dr. Panagiotis Petridis
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Information is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • Artificial Intelligence in Education
  • AIED applications and tools
  • adaptive learning
  • AIED digital pedagogies
  • AIED assessment and feedback
  • AIED ethics and culture
  • AIED competencies and skills

Published Papers (1 paper)

Order results
Result details
Select all
Export citation of selected articles as:


Power to the Teachers: An Exploratory Review on Artificial Intelligence in Education
Information 2022, 13(1), 14; https://doi.org/10.3390/info13010014 - 29 Dec 2021
Cited by 2 | Viewed by 935
This exploratory review attempted to gather evidence from the literature by shedding light on the emerging phenomenon of conceptualising the impact of artificial intelligence in education. The review utilised the PRISMA framework to review the analysis and synthesis process encompassing the search, screening, [...] Read more.
This exploratory review attempted to gather evidence from the literature by shedding light on the emerging phenomenon of conceptualising the impact of artificial intelligence in education. The review utilised the PRISMA framework to review the analysis and synthesis process encompassing the search, screening, coding, and data analysis strategy of 141 items included in the corpus. Key findings extracted from the review incorporate a taxonomy of artificial intelligence applications with associated teaching and learning practice and a framework for helping teachers to develop and self-reflect on the skills and capabilities envisioned for employing artificial intelligence in education. Implications for ethical use and a set of propositions for enacting teaching and learning using artificial intelligence are demarcated. The findings of this review contribute to developing a better understanding of how artificial intelligence may enhance teachers’ roles as catalysts in designing, visualising, and orchestrating AI-enabled teaching and learning, and this will, in turn, help to proliferate AI-systems that render computational representations based on meaningful data-driven inferences of the pedagogy, domain, and learner models. Full article
(This article belongs to the Special Issue Artificial Intelligence and Games Science in Education)
Show Figures

Figure 1

Back to TopTop