AI Enhanced Learning

[ISSN: 3065-7954]

Editorial Review Board Application

AI Enhanced Learning (AIEL), an open-access journal on the research and practice of Improving Learning with AI. AIEL is a new peer-reviewed journal that aims to facilitate the international exchange of information on the use of AI to inform learning and teaching across the lifespan. AIEL publishes theoretical and empirical studies on using AI to enhance learning and teaching across multiple domains, including but not limited to corporate, government, healthcare, PreK-12, and higher education.

This journal is devoted to the research, practice, and issues of using AI to enhance learning and teaching. It is designed to provide a multidisciplinary, timely forum for presenting and discussing all aspects of learning with AI in all learning environments.

AI Enhanced Learning (AIEL) is published for professors, teachers, developers, researchers, administrators, teacher educators, corporate trainers, and technology coordinators representing all disciplines and levels of education and learning.

AI Enhanced Learning aims to:

• Have a significant impact on the field,
• Promote research and collaboration,
• Highlight practical applications,
• Inspire new ideas and innovations,
• Widely disseminate knowledge about AI in learning,
• Promote an interdisciplinary approach,
• Encourage contributions from diverse fields,
• Influence educational decision-making and
• Provide a global perspective.

AIEL is an open-access official journal of the Association for the Advancement of Computing in Education (AACE). Open access available LearnTechLib - The Learning & Technology Library.

• Contents: All issues & abstracts will be available open-access on LearnTechLib.org
• Subtopics
• Journal Publication Schedule
• No Article Processing Fees
• Special Issues & Guest Editors
• Submit and Author Guidelines
• Subscribe: Individual or Library/Institution
• Peer Review Process: Review Policies, Reviewer Application, Review Board
• Publication Ethics
• Alert: Sign-up for New Issue Alerts

Journal Publication Schedule

• AIEL publishes four issues per year.
• Selected papers will be published ahead of the full journal issue, available on LearnTechLib.org, providing swift visibility for your research on pioneering topics.

Call for Papers

AIEL welcomes a continues call for submissions all year of theoretical and empirical studies on the use of AI to enhance learning and teaching across a wide range of contexts, including but not limited to corporate training and workforce development, government and public sector learning initiatives, healthcare education and professional development, PreK-12 learning environments, and higher education.

Submissions should contribute original research, offer new theoretical perspectives, or provide evidence-based insights into AI’s potential to transform learning across diverse domains and populations.

Given the rapidly changing nature of AI, it would take a lot of work to provide a comprehensive list of topics for publication. However, topics for publication could include:

General Topics:

• AI and Personalized Learning
• AI in Assessment and Evaluation
• AI in Formal, Informal, and Non-Formal Settings
• AI in Teacher Roles and Development
• AI in Educational Institutions and Administration
• AI and Ethical/Privacy Concerns
• AI in Special Education
• AI in Cybersecurity
• The Future of AI in Education

For a detailed list of specific topics, see Subtopics.

Articles on any aspect of learning and teaching with AI assistance are invited.

Contributions may include:

• Research papers
• Practice papers
• Case studies
• Current issues
• Review papers
• Reports on innovative applications and projects
• Courseware experiences

No Article Processing Fees

• AIEL does not charge article processing fees. ALL issues of AIEL are open access. In these instances, no article processing or download fees are charged. If an author would like to request an article be published as open access in an issue that is otherwise not open access, the article processing fee will be determined at the time of request.
• All open access articles in AIEL are published under Creative Commons licenses. Under these licenses, authors retain copyright of their articles.

Editors

• Theo Bastiaens, Open Universiteit
• Richard E. Ferdig, Kent State University
• Gary H. Marks, AACE
• Mike Searson, AACE

Call for Editorial Review Board Members

We invite scholars, researchers, and professionals with expertise in AI, education, and interdisciplinary applications of technology in learning to join our Editorial Review Board. As a member, you will be critical in shaping the journal’s content and ensuring high-quality, impactful research publication.

Responsibilities include reviewing manuscripts, providing constructive feedback, spreading the word about the journal, and even applying for guest editorial roles for special issues of the journal. Applicants should have a record of peer-reviewed publications or relevant experience in AI and education. Each year, select reviewers will be nominated for “Outstanding Reviewer Award” and announced accordingly.

Reviewers can sign up here: https://publish.aace.org/

Peer Review Process

• AIEL employs a double-blind peer rapid review process to ensure the impartial evaluation of submitted manuscripts and uphold the highest standards of academic quality. Our double-blind review process involves the following key steps:
  1. Submission: Upon submission, the manuscript is assigned a unique identification number, and the authors’ identities are removed from the document to ensure anonymity. Authors are required to provide details of their affiliations and any relevant conflicts of interest, but their personal information is kept confidential from the reviewers.
  2. Initial Screening: The editorial team conducts an initial screening to assess the manuscript’s relevance to the journal’s scope, adherence to submission guidelines, and overall quality. Manuscripts that do not meet the basic criteria may be returned to the authors with feedback or rejected without proceeding to peer review.
  3. Reviewer Selection: If the manuscript passes the initial screening, it is assigned to multiple reviewers who are experts in the field of technology and teacher education. Reviewers are selected based on their expertise and are required to disclose any potential conflicts of interest.
  4. Review Process: Reviewers evaluate the manuscript based on its originality, methodological rigor, significance of findings, clarity, and relevance to the field. During this process, the identities of the authors are kept anonymous from the reviewers, and vice versa. Reviewers provide detailed feedback and recommendations for improvements or acceptance.
  5. Review Feedback: Reviewers’ comments and recommendations are compiled and sent to the authors, along with a decision letter from the editorial team. The feedback may include requests for revisions, suggestions for improvements, or a recommendation for acceptance or rejection. Authors are given the opportunity to revise their manuscript in response to the reviewers’ comments and resubmit it for further consideration.
  6. Revised Manuscript: Revised manuscripts are reassessed by the original reviewers or new reviewers, as necessary. This process ensures that the authors have adequately addressed the feedback and that the revised manuscript meets the journal’s standards for publication.
  7. Final Decision: Based on the reviewers’ assessments and the revised manuscript, the editorial team makes a final decision regarding publication. The decision is communicated to the authors, along with any further feedback or conditions for publication.
  8. Publication: Accepted manuscripts are prepared for publication, which includes formatting, proofreading, and final checks. The identities of the authors and reviewers remain confidential throughout the process.
• The double-blind peer review process is designed to minimize bias and ensure that manuscripts are evaluated solely on their scholarly merit. We are committed to maintaining the integrity and fairness of this process to support high-quality research and advance the field of technology and teacher education.

Publication Ethics

• AIEL is dedicated to upholding the highest ethical standards in the publication of research related to technology and education. Our commitment is to ensure the integrity, transparency, and quality of the research we publish. To this end, we adhere to the following ethical principles:
  • Research Integrity: All research submitted to IJEL must be conducted with honesty and integrity. This includes accurate representation of data, proper citation of sources, and honest reporting of results. We do not tolerate fabrication, falsification, or plagiarism.
  • Authorship and Contribution: Authors must accurately represent their contributions to the research. All individuals who have made significant contributions to the research must be listed as co-authors, and those who have not made substantial contributions should not be included. Corresponding authors are responsible for ensuring that all co-authors approve of the final manuscript and its submission.
  • Conflict of Interest: Authors, reviewers, and editors must disclose any potential conflicts of interest that could influence their work or the peer review process. All parties involved in the publication process should strive to maintain objectivity and transparency.
  • Peer Review Process: We are committed to a fair, rigorous, and confidential peer review process. Reviewers are expected to provide constructive feedback, evaluate manuscripts based solely on their scientific merit, and maintain confidentiality regarding the content of the submissions.
  • Ethical Compliance: Research submitted to IJEL must comply with relevant ethical guidelines and regulations, including but not limited to obtaining informed consent from participants, ensuring the protection of human and animal subjects, and adhering to data privacy laws.
  • Publication Ethics: We reserve the right to retract or correct published articles if significant errors or ethical violations are identified. Authors are encouraged to promptly notify the editorial team of any issues that arise with their published work.
  • Transparency: We promote transparency in the research process. Authors are encouraged to make their data, methods, and findings accessible to ensure reproducibility and facilitate further research.
  • Responsibility to the Public: Research published in IJEL should contribute positively to the field of technology and teacher education and serve the broader educational community. We expect authors to consider the potential impact of their work on students, educators, and policy.
• By submitting to AIEL, authors agree to adhere to these ethical standards and contribute to the advancement of knowledge in technology and teacher education with integrity and respect.
• For any questions or concerns regarding these ethical guidelines, please contact the IJELeditorial office.
• AACE strives to follow the COPE Codes of Conduct and Best Practice Guidelines as a publisher. It also works with its editors to support their adherence to the Code of Conduct for Journal Editors. Finally, it requires all authors submitting articles to adhere to the COPE International Standards for Authors. Both sets of guidelines have been provided through a Creative Commons license; they are also available on the COPE Code of Conduct webpage. Please also see: Wager, E., & Kleinert, S. (2010, July). Responsible research publication: International standards for authors. promoting research integrity in a global environment. In T. Mayer & N. Steneck (Eds.), Promoting research integrity in a global environment (pp. 309-316). Imperial College Press/World Scientific Publishing.
• These statements reflect our commitment to ethical research practices and aim to foster a scholarly environment where quality and integrity are paramount.These statements reflect our commitment to ethical research practices and aim to foster a scholarly environment where quality and integrity are paramount.

Subtopics

AI and Personalized Learning

• The Role of AI in Personalized Learning: From Theory to Practice
• AI and Adaptive Learning Systems: Tailoring Education to Individual Needs
• Competency-Based Education: How AI Can Support Skills Development for Students and Teachers
• The Role of Large Language Models in Language Learning and Comprehension
• The Future of Digital Tutors: AI as a Learning Companion
• AI and Gamification: Combining Engagement with Personalized Learning
• AI for Enhancing Student Collaboration and Teamwork in Digital Learning Environments
• AI and Inclusivity: How AI Can Provide Tailored Learning for Students with Special Needs
• The Role of AI in Creating Intelligent Learning Environments

AI in Assessment and Evaluation

• Data-Driven Decision-Making in Education: The Power of AI in Student Assessments
• The Future of Assessment: AI-Driven Grading and Feedback
• AI as a Tool for Formative and Summative Assessment in Large-Scale Education Projects
• Predictive Analytics in Education: How AI Can Help Manage Student Progress
• Designing AI-Powered Assessment Tools: Ensuring Fairness and Accuracy
• The Impact of AI on Student Autonomy: How Much Control Do They Still Have Over Their Learning Process?
• AI and Student Retention: How AI Can Prevent Dropout in Higher Education
• Using AI to Predict Student Success and Dropout Rates: Insights and Challenges
• AI-Driven Innovation in Education: Balancing Costs and Benefits

AI in Teacher Roles and Development

• How Teachers Can Integrate AI in Curriculum Design and Lesson Planning
• Teacher Professional Development in the Age of AI: New Skills, New Roles
• Developing AI-Competent Teachers: Professional Development and Training Programs
• Teacher and Student Competencies in the Age of AI: What Are the New Requirements?
• The Impact of AI on Teacher Workload: Reducing Burnout or Creating New Pressures?

AI in Educational Institutions and Administration

• AI and Organizational Change in Educational Institutions: Leading the Shift
• Using AI to Manage Administrative Tasks in Education: A New Era of Efficiency
• The Role of AI in Creating Data-Driven Learning Communities in Higher Education
• AI and Educational Leadership: Leading Change in a Tech-Driven Environment
• Scalability of AI Projects in Education: From Pilot Programs to System-Wide Adoption

AI and Ethical/Privacy Concerns

• Ethical Implications of AI in Education: Privacy, Bias, and Data Security
• Bias in AI Algorithms: How AI Can Perpetuate Unequal Treatment in Education
• AI and Inequality: How to Prevent a Digital Divide in Education?
• AI and Surveillance in Education: The Rise of Monitoring and Student Control
• Privacy and Data in AI-Based Learning Environments: Who Controls It?
• AI-Driven Cyberthreats in Education: How Vulnerable Are Educational Institutions?

AI in Special Education

• How AI Can Help Identify and Address Learning Disabilities
• AI in Special Education: Empowering Students with Disabilities
• The Role of AI in Creating Inclusive Educational Experiences for Diverse Learners
• AI and Equity in Education: Ensuring Fair Access and Outcomes for All Students
• AI in Education for Developing Countries: Bridging the Gap in Access and Resources

AI in Cybersecurity

• Cybersecurity and Data Protection in AI-Based Education: How Do We Ensure Safety?
• Incident Response Management in AI-Based Educational Systems: Preparing for Cyberattacks
• Intrusion Detection with AI: How Educational Institutions Can Detect Attacks Early
• AI Tools for Cybersecurity Education: How AI Can Train Students in Cyber Safety
• Securing Virtual Classrooms: AI-Driven Solutions Against Breaches
• Zero-Day Threats and AI in Education: How Can We Prepare for Unexpected Attacks?
• The Future of Cybersecurity in AI-Based Education: How Do We Stay Safe?

The Future of AI in Education

• The Role of AI in Developing Critical Thinking and Problem-Solving Skills
• How AI Can Facilitate Lifelong Learning and Upskilling
• The Integration of AI in STEM Education: Opportunities and Challenges
• AI and Student Engagement: How Technology Can Foster Active Learning
• The Impact of AI on Classroom Dynamics and Teacher-Student Interaction
• The Impact of AI on the Curriculum: Will Creative and Humanities Subjects Be Displaced?
• The Long-Term Effects of AI on Education and Society: What Lies Ahead?
• The Role of Governments and Policymakers in Regulating AI in Education