Interactive Learning Environments is an academic journal published by Taylor & Francis. (ISSN 1049-4820, impact factor 5.3).
Aims and scope
Interactive learning environments (ILE) is an international peer-reviewed journal that covers any educational settings designed to support teaching and learning through interaction, using technology. ILE aims to serve as a communication platform for researchers, practitioners, scholars and policymakers. The educational settings include schools, universities (formal learning), workplaces and workshops (non-formal), large language models, online communities, and social media (informal).
We publish empirical research, review and analysis studies on how ILEs are transforming education to make it more interactive, engaging, personalized, effective, healthy, and ethical.
Relevant topics include educational technology, learning design, collaborative learning, assessment, artificial intelligence-based learning, the metaverse and life-long leaning skills.
We welcome specific themes, including but not limited to:
ILEs designed using emerging technologies: chatbots, adaptive learning systems, intelligent tutoring, IoTs, blockchains, automated feedback, and the metaverse.
Healthy learners in ILEs: student and teacher well-being, ethical use of digital technology in learning, and teacher education
Learning outcomes of ILEs: information, data, digital and AI literacy / competency, creativity, communication, computational thinking, emotional intelligence, self-regulated learning, engagement, and motivation
ILEs for organizational and social change: social education, corporation training and development, change management, and leaderships development.
Most of our audience is in the field of education. Articles should not solely focus on presenting and discussing technologies, their design, architecture and implementation. The focus should be how technologies impact interactive learning.
*A call for papers on Artificial Intelligence and Education*
We invite papers to our new regular section: Artificial Intelligence and Education.
This section aims at providing an inclusive global forum for a range of research from educators and learners, policymakers and regulators, designers and developers to share findings and concerns about the role of artificial intelligence and education. This role is evolving rapidly, and we are guided by a belief that if society is to realise the beneficial potential of artificial intelligence and education there is need for a global critical voice analysing the complex practical, ethical and moral interplay between innovation and regulation, technological determinism and inclusion.
We welcome qualitative and quantitative empirical studies, review and position papers addressing themes relevant to AI and Education.
Artificial Intelligence and Education will celebrate the enormous potential benefits including:
Personalised learning and tutoring, feedback and assessment
Responsive and adaptive environments such as the metaverse
Enhanced efficiency and effectiveness for teachers and learners
Realising education’s lifelong contribution to human and economic growth, global justice and universal wellbeing from the cradle to the grave
Artificial Intelligence and Education will also highlight the many risks and concerns such as:
Exclusion, inclusion and appropriation of the works of others
Hallucination, fakes and the perpetuation of historic injustices
Plagiarism, misrepresentation and intellectual honesty
Loss of capacity and critique, control and transparency, employability and purpose
Sustainability
Educational Equity
Academic integrity
When submitting your paper please select “AI and Education” from the Section drop down menu.
Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
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