Relevant bibliographies by topics / AI in Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'AI in Education'

Author: Grafiati
Published: 27 July 2024
Last updated: 25 July 2025

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Journal articles on the topic "AI in Education"

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Neller, Todd W. "AI education." AI Matters 3, no. 3 (2017): 20–21. http://dx.doi.org/10.1145/3137574.3137580.

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Neller, Todd W. "AI education." AI Matters 2, no. 4 (2016): 7–8. http://dx.doi.org/10.1145/3008665.3008668.

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Eckroth, Joshua. "AI education." AI Matters 3, no. 4 (2018): 21–22. http://dx.doi.org/10.1145/3175502.3175508.

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Neller, Todd W. "AI education." AI Matters 3, no. 1 (2017): 12–13. http://dx.doi.org/10.1145/3054837.3054841.

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Neller, Todd W. "AI education." AI Matters 3, no. 1 (2017): 12–13. http://dx.doi.org/10.1145/3067682.3067685.

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Neller, Todd W. "AI education." AI Matters 3, no. 2 (2017): 14–15. http://dx.doi.org/10.1145/3098888.3098893.

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Dong, Hwa Kim. "AI Curriculum Design for Korea K-12 AI Education Through Analyzing AI Education Curriculum." International Journal of Recent Technology and Engineering (IJRTE) 12, no. 3 (2023): 72–81. https://doi.org/10.35940/ijrte.C7860.0912323.

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This paper deals with the curriculum design of Korean K-12 AI education. AI is the core technology of 4th wave and it is impact is wide and strong. Therefore, every country has s strong nurture system for AI manpower. However, there are few materials about curriculum design and operation experience documentation because AI was an interest since 2016, and its education is very new. In Korea, they started a program for teacher manpower education in 2020. Therefore, there is no manpower that had an experience in the design and operation of the K-12 AI curriculum. The AI curriculum is a core param
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Neller, Todd W. "AI education matters." AI Matters 6, no. 3 (2020): 8–10. http://dx.doi.org/10.1145/3446243.3446247.

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In this column, we introduce the next AAAI/EAAI-2022 mentored undergraduate research challenge: AI-Assisted Game Design (AIAGD). We survey a number of AIAGD applications, provide references, and make suggestions for undergraduates to engage in this open-ended, creative research challenge.
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Neller, Todd W. "AI education matters." AI Matters 8, no. 1 (2022): 9–11. http://dx.doi.org/10.1145/3544897.3544900.

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In this column, we describe the Model AI Assignment "FairKalah: Fair Mancala Competition". After introducing the rules of Mancala (a.k.a. Kalah), we discuss the primary difficulty that its unfairness causes for AI competition assessment, and present a solution along with a description of a set of resources to aid in assignment adoption.
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Zhang, Lisa, Pouria Fewzee, and Charbel Feghali. "AI education matters." AI Matters 7, no. 3 (2021): 18–20. http://dx.doi.org/10.1145/3511322.3511327.

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We introduce a Model AI Assignment (Neller et al., 2021) where students combine various techniques from a deep learning course to build a denoising autoencoder (Shen, Mueller, Barzilay, & Jaakkola, 2020) for news headlines. Students then use this denoising autoencoder to query similar headlines, and interpolate between headlines. Building this denoising autoencoder requires students to apply many course concepts, including data augmentation, word and sentence embeddings, autoencoders, recurrent neural networks, sequence-to-sequence networks, and temperature. As such, this assignment can be
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Dissertations / Theses on the topic "AI in Education"

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Blandford, Ann. "Design, decisions and dialogue." Thesis, Open University, 1991. http://oro.open.ac.uk/57316/.

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This thesis presents a design for an Intelligent Educational System to support the teaching of design evaluation in engineering. The design consists of a simple computerbased tool (or 'learning environment') for displaying and manipulating infonnation used in the course of problem solving, with a separate dialogue component capable of discussing aspects of the problem and of the problem solving strategy with the user. Many of the novel features of the design have been incorporated in a prototype system called WOMBAT. The main focus of this research has been on the design of the dialogue compon
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Iovino, Marianna <1996&gt. "Dealing with the use of AI in the workplace: partnership between governments, employers and education system." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16923.

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Il focus della mia tesi è capire come l’utilizzo dell’intelligenza artificiale abbia cambiato il mondo del lavoro, il lavoro in sé e il modo di lavorare al giorno d'oggi. Mi concentrerò in particolare sull’impatto di questi cambiamenti sull'uomo che deve confrontarsi con l’intelligenza artificiale, quali sono le competenze adatte per interfacciarsi con le nuove tecnologie (tecniche, digitali, comportamentali e trasversali) e come queste competenze possono essere apprese. Per finire, il mio obiettivo è riflettere su quale sia la governance e le partnerships adatte per fornire tali competenze e,
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CARRUBA, MARIA CONCETTA. "Accessibilità per includere: tecnologie educative per rispondere ai bisogni degli allievi presenti in classe." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/56638.

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Il presente lavoro di ricerca, condotto in cotutela con l’Università di Pittsburgh, ha lo scopo di riflettere rispetto all’uso delle tecnologie come strumento per l’inclusione in classe. Il framework teorico: - la gestione della classe; - la differenziazione didattica; - l’uso della tecnologia per includere. Da un punto di vista metodologico, la ricerca utilizza un approccio quali-quantitativo. Sono state condotte sperimentazioni su tre differenti aree: - scuole di ogni ordine e grado dell’area nord, centro e sud sulla base di indicatori ben precisi; - Università (UCSC) coinvolgendo studenti c
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CARRUBA, MARIA CONCETTA. "Accessibilità per includere: tecnologie educative per rispondere ai bisogni degli allievi presenti in classe." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/56638.

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Il presente lavoro di ricerca, condotto in cotutela con l’Università di Pittsburgh, ha lo scopo di riflettere rispetto all’uso delle tecnologie come strumento per l’inclusione in classe. Il framework teorico: - la gestione della classe; - la differenziazione didattica; - l’uso della tecnologia per includere. Da un punto di vista metodologico, la ricerca utilizza un approccio quali-quantitativo. Sono state condotte sperimentazioni su tre differenti aree: - scuole di ogni ordine e grado dell’area nord, centro e sud sulla base di indicatori ben precisi; - Università (UCSC) coinvolgendo studenti c
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Snape, Linda C. "Using computers to develop phonemic awareness in the early primary classroom." Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/3723/.

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The aim of this project is to determine whether a computer application can be used to develop phonemic awareness in the early primary classroom, which is a key component of phonics. This thesis explores the evolution of the strategy for teaching literacy in the UK which shows phonics to be a key component of that strategy. However, government reports which inform the direction of the literacy strategy call for more empirical study in all areas of literacy teaching; this thesis documents such an empirical study. This research project creates a phonics based computer application designed specifi
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Roos, Sofie. "Chatbots in education : A passing trend or a valuable pedagogical tool?" Thesis, Uppsala universitet, Institutionen för informatik och media, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355054.

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Digitalizing education and reinventing the learning experience is one of the big challenges in this age of information. In the eld of E-learning, the application of a chatbot as part of the education has shown interesting potential, both as a teaching and administrative tool. Chatbots have been 'trending' for a few years and quite a few papers examining it in the educational sector has been published, albeit very little interest seems to have been given to the summation of this knowledge. In an attempt to fill the knowledge gap this thesis performed a literature study to examine the documented
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Lewis, Anna M. J. "Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? : an exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to facilitate pupil participation, create new learning experiences in writing lessons, and help to evaluate the AI process in schools." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6555/.

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This multiple case study explored the potential for Appreciative Inquiry (AI) to give three classes of primary children voice and influence over decisions that affect their learning, and facilitated their involvement in evaluating AI. Using mixed methods, it examined changes in: children and teachers’ beliefs about the value of pupil participation; curriculum activities for writing; and children’s attitudes, progress and attainment. The children and teachers suggested improvements to the AI process so that it can be as inclusive as possible. The results indicated that AI has the potential to s
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Arnold, Nathan S. "Reexamining Deus ex Machina: Artificial Intelligence, Theater, & a New Work." Ohio University Honors Tutorial College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1569001838298508.

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Schulz, Drew. "PiaNote: A Sight-Reading Program That Algorithmically Generates Music Based on Human Performance." DigitalCommons@CalPoly, 2016. https://digitalcommons.calpoly.edu/theses/1579.

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Sight-reading is the act of performing a piece of music at first sight. This can be a difficult task to master, because it requires extensive knowledge of music theory, practice, quick thinking, and most importantly, a wide variety of musical material. A musician can only effectively sight-read with a new piece of music. This not only requires many resources, but also musical pieces that are challenging while also within a player's abilities. This thesis presents PiaNote, a sight-reading web application for pianists that algorithmically generates music based on human performance. PiaNote's goa
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MILANESI, SILVIA. "IL GRUPPO LOMBARDO DELL'UNIONE CRISTIANA IMPRENDITORI DIRIGENTI (UCID), DALLA FONDAZIONE (1945) AI PRIMI ANNI '70." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/61870.

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Il Gruppo Lombardo dell’UCID fu costituito a Milano l’11 maggio 1945 per iniziativa di uomini provenienti dall’ambiente dell’Azione Cattolica, del SEDAS e dell’ICAS, nonché importanti esponenti dell’imprenditoria, del management e del mondo bancario lombardo e milanese del tempo. Scopo primo dell’Associazione era “formare gli aderenti ai principi della morale professionale e […] promuovere l’attuazione del pensiero sociale nel campo dell’industria e del lavoro”. Il Gruppo Lombardo è stato studiato con riferimento al periodo compreso tra la sua costituzione e la fine degli anni Sessanta/primi S
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Books on the topic "AI in Education"

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Narciso, Paolo. Generative AI in Education. Apress, 2024. http://dx.doi.org/10.1007/979-8-8688-0844-9.

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Cheng, Eric C. K., ed. Innovating Education with AI. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-4952-5.

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Pratschke, B. Mairéad. Generative AI and Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-67991-9.

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Owoseni, Adebowale, Oluwaseun Kolade, and Abiodun Egbetokun. Generative AI in Higher Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60179-8.

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Trajkovski, Goran, and Heather Hayes. AI-Assisted Assessment in Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-88252-4.

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Aberšek, Boris, Andrej Flogie, and Igor Pesek. AI and Cognitive Modelling for Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35331-4.

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Armony, Yoav, and Orit Hazzan. Inevitability of AI Technology in Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-72790-0.

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Chakraborty, Sayan, Bitan Misra, and Nilanjan Dey. AI-Empowered Knowledge Management in Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2574-8.

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Dai, Chen Zhi. Xin ai de jiao yu. Shibaowenhua, 2002.

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Amicis, Edmondo De. Ai de jiao yu: Education of love. Tianjin jiao yu chu ban she, 2007.

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Book chapters on the topic "AI in Education"

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Renz, André. "AI in Education: Educational Technology and AI." In Work and AI 2030. Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40232-7_39.

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Ng, Davy Tsz Kit, Jac Ka Lok Leung, Maggie Jiahong Su, Iris Heung Yue Yim, Maggie Shen Qiao, and Samuel Kai Wah Chu. "AI Education and AI Literacy." In AI Literacy in K-16 Classrooms. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18880-0_2.

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Pratschke, B. Mairéad. "Embedding AI." In SpringerBriefs in Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-67991-9_7.

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Yasmin, Hena, and Ramsha Mazhar. "AI in Education." In Artificial Intelligence in Higher Education. CRC Press, 2022. http://dx.doi.org/10.1201/9781003184157-1.

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Bartoletti, Ivana. "AI in education." In The Ethics of Artificial Intelligence in Education. Routledge, 2022. http://dx.doi.org/10.4324/9780429329067-5.

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Armony, Yoav, and Orit Hazzan. "AI, VR, and AI Companion." In Inevitability of AI Technology in Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-72790-0_4.

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Pratschke, B. Mairéad. "The AI Ecosystem." In SpringerBriefs in Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-67991-9_2.

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Tamò-Larrieux, Aurelia, Clement Guitton, and Simon Mayer. "How Education Should Shift." In AI and Law. CRC Press, 2025. https://doi.org/10.1201/9781003386919-6.

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Chan, Cecilia Ka Yuk, and Tom Colloton. "AI Literacy." In Generative AI in Higher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003459026-2.

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Poellhuber, Bruno, Normand Roy, and Alexandre Lepage. "Artificial Intelligence in Higher Education." In Human-Centered AI. Chapman and Hall/CRC, 2024. http://dx.doi.org/10.1201/9781003320791-17.

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Conference papers on the topic "AI in Education"

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Dangore, Monika, Shabina Modi, Subhash Nalawade, Urvi Mehta, Vishal Kisan Borate, and Yogesh Kisan Mali. "Revolutionizing Sport Education With AI." In 2024 15th International Conference on Computing Communication and Networking Technologies (ICCCNT). IEEE, 2024. http://dx.doi.org/10.1109/icccnt61001.2024.10724009.

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Wilton, Lesley, Clare Brett, and Stephen Ip. "AI CONTEXT COUNTS IN EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1859.

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Dehbozorgi, Mohammad Hossein, Monica Rossi, Sergio Terzi, et al. "AI Education for Tomorrow's Workforce: Leveraging Learning Factories for AI Education and Workforce Preparedness." In 2024 IEEE 8th Forum on Research and Technologies for Society and Industry Innovation (RTSI). IEEE, 2024. http://dx.doi.org/10.1109/rtsi61910.2024.10761217.

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Nassar, Samah. "HIGHER EDUCATION RESPONDING TO ARTIFICIAL INTELLIGENCE TECH, CONCURRENT CORRELATE WITH THE SUSTAINABLE DEVELOPMENT GOALS." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/vs08/57.

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Artificial intelligence (AI)�s emergence along with its progressively broader impact on different sectors needs assessment of all effects on achievement of each sustainable development goal (SDG). As AI technology turns to be more prominent in lives of individuals, increasing number of practitioners as well as researchers have underscored importance to integrate AI as one learning content. In spite of recent efforts to develop AI curricula along with guiding frameworks within AI education, every educational opportunity does not provide equally inclusive as well as engaging learning experience
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Phong, Cao Thanh, Do Thuy Huong, Duong Quoc Thinh, and Nguyen Thanh Hoang. "AI in Higher Education: Does AI Fear Hinder Learning Outcomes?" In 2024 Artificial Intelligence Revolutions (AIR). IEEE, 2024. https://doi.org/10.1109/air63653.2024.00013.

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ElMessiry, Adel. "PERSONALIZED AI EDUCATIONAL TUTOR: A FRAMEWORK FOR CUSTOMIZED STUDENT EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0911.

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Borasi, Raffaella. "AI Implications for Education and Educators." In 2024 IEEE Western New York Image and Signal Processing Workshop (WNYISPW). IEEE, 2024. https://doi.org/10.1109/wnyispw63690.2024.10786604.

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Shourya, Kuchhal, and Zhiqi Shen. "AI in Education for Corporate Training." In 2024 International Conference on Intelligent Education and Intelligent Research (IEIR). IEEE, 2024. https://doi.org/10.1109/ieir62538.2024.10959750.

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Kim, Mira, Taylor Kim, Alexander Nguyen, Eduardo Nunez Gomez, and Jennifer Jin. "TinyTeller AI, an AI-based Adaptive Storytelling Application." In 2024 Artificial Intelligence x Humanities, Education, and Art (AIxHEART). IEEE, 2024. https://doi.org/10.1109/aixheart62327.2024.00017.

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Konecna, Zdenka, and Michal Liska. "IMPLEMENTING ARTIFICIAL INTELLIGENCE (AI) IN EDUCATION: PERCEPTION OF USAGE OF AI IN AN EDUCATIONAL ENVIRONMENT AT HEI." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1866.

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Reports on the topic "AI in Education"

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Kelley, Claire, Samantha Holquist, Sarah Kelley, and Lorena Aceves. Promising applications of AI in education research. Child Trends, Inc., 2024. https://doi.org/10.56417/3848u69g.

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editorial team, 360info. The big question on AI in education. Monash University, 2024. http://dx.doi.org/10.54377/a7f9-2798.

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Spirin, Oleg, and Mariia Shyshkina. Artificial Intelligence in Education and Educational Research: Challenges, Risks, and Prospects for Integration. Institute for Digitalisation of Education of the NAES of Ukraіne, 2025. https://doi.org/10.33407/lib.naes.id/eprint/745119.

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Artificial intelligence (AI) is playing an increasingly important role in education, contributing to the personalization of learning, the automation of administrative processes and educational research. The use of AI allows for increased learning efficiency, improved management of educational resources and improved analytics of educational data. However, the integration of AI into education is accompanied by challenges related, in particular, to technical limitations, pedagogical risks, ethical aspects and security issues. Future research should focus on the integration of AI and augmented and
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Baytas, Claire, and Dylan Ruediger. Generative AI in Higher Education: The Product Landscape. Ithaka S+R, 2024. http://dx.doi.org/10.18665/sr.320394.

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Arias Ortiz, Elena, Nicolás Castro, Tatiana Forero, et al. AI and Education: Building the Future Through Digital Transformation. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013500.

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For decades, technology has been promoted as a solution to educational challenges in Latin America and the Caribbean, with early enthusiasm suggesting that digital tools could revolutionize access and learnings. However, real-world implementation has revealed mixed results, with a lack of pedagogical integration and infrastructure hindering their impact. As artificial intelligence (AI) emerges as the next frontier in education, the digital transformation of education presents both opportunities and risks. This tension raises an urgent question: can AI become the transformative force it promise
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Perkins, Claire, and Kayla Goode. U.S. AI Summer Camps. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/20210014.

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Summer camps are an integral part of many U.S. students’ education, but little is known about camps that focus on artificial intelligence education. This data brief maps out the AI summer camp landscape in the United States and explores the camps’ locations, target age ranges, price, and hosting organization type.
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Gehlhaus, Diana, Luke Koslosky, Kayla Goode, and Claire Perkins. U.S. AI Workforce: Policy Recommendations. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/20200087.

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This policy brief addresses the need for a clearly defined artificial intelligence education and workforce policy by providing recommendations designed to grow, sustain, and diversify the U.S. AI workforce. The authors employ a comprehensive definition of the AI workforce—technical and nontechnical occupations—and provide data-driven policy goals. Their recommendations are designed to leverage opportunities within the U.S. education and training system while mitigating its challenges, and prioritize equity in access and opportunity to AI education and AI careers.
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Felix, Juri, and Laura Webb. Use of artificial intelligence in education delivery and assessment. Parliamentary Office of Science and Technology, 2024. http://dx.doi.org/10.58248/pn712.

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This POSTnote considers how artificial intelligence (AI) technologies can be used by educators and learners in schools, colleges and universities. Artificial intelligence technologies that can be used in education have developed rapidly in recent years. This has been driven in part by advancements of generative AI, which is now capable of performing a wide range of tasks including the production of realistic content such as text, images, audio and video. Artificial intelligence tools have the potential to provide different ways of learning and to help educators with lesson planning, marking an
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Gehlhaus, Diana, Joanne Boisson, Sara Abdulla, Jacob Feldgoise, Luke Koslosky, and Dahlia Peterson. China’s AI Workforce. Center for Security and Emerging Technology, 2022. http://dx.doi.org/10.51593/20220003.

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U.S. policies on artificial intelligence education and the AI workforce must grow, cultivate, attract, and retain the world’s best and brightest. Given China’s role as a producer of AI talent, understanding its AI workforce could provide important insight. This report provides an analysis of the AI workforce demand in China using a novel dataset of 6.8 million job postings. It then outlines potential implications along with future reports in this series.
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Rochelle, Jeremy. Review of Guidance from Seven States on AI in Education. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/204.

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As Artificial Intelligence within education becomes increasingly important, Digital Promise reviewed the guidance documents released by seven states—California, North Carolina, Ohio, Oregon, Virginia, Washington state, and West Virginia—on how to approach artificial intelligence (AI) in education. Throughout this report we summarize the overall themes and considerations that each guidance document covers.
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