Abstract
To analyze the current research status and trends of the artificial intelligence in education field, we applied bibliometric methods to examine the articles published in one of the representative journals of the field, <em>International Journal of Artificial Intelligence in Education, </em>from 2015 to 2019. We analyzed 135 articles retrieved from the Web of Science database and examined prolific countries, collaboration networks, prolific authors, keywords, and the citations the articles received. Through examining keywords, we found that the authors largely focused on students and learning. Through examining prolific authors and countries, we found active publication of corresponding authors from United States, United Kingdom, Canada, and Germany. We found international collaboration among some researchers and institutions, such as strong collaboration network between United States and Canada. We suggest reinforcement in building more widespread international partnership and expanding collaboration network by including diverse institutions. International collaboration and expanded institutional network can improve research by incorporating various perspectives and expertise.
Highlights
Artificial Intelligence has been evolving, expanding, and making notable impact on education since the very first conferences of the field started in 1980’s
Our bibliometric analysis found that students and learning are two core topics and anchors of the studies in IJAIED
We found that intelligent tutoring system is the most frequently studied and discussed topic in IJAIED
Summary
Artificial Intelligence has been evolving, expanding, and making notable impact on education since the very first conferences of the field started in 1980’s. Artificial Intelligence in Education (AIED) has created innovative and effective environment for learners and instructors, and transformed the ways of assessment, providing feedback, collaboration, discussion, and delivering instruction. With the drastic and continuous improvement of technology and concomitant increase of computer science education for all k-12 settings as well as higher education, Artificial Intelligence has been increasingly used by diverse educators and learners [1,2]. AIED plays a crucial role in expanding equitable access to computer science education as well as improving learning experience through technologies [1,3]. As educational technology continues to advance and computer science curriculum is increasingly embedded into many educational settings, the role of AIED and its practical impact on both global and intercultural dimensions will increase [7]. It is timely and relevant to examine the status of the current literature in AIED
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