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Cited by 1,002Artificial Intelligence in EducationIntelligent Tutoring Systems and Adaptive LearningOnline Learning and Analytics

The DOI matches its Crossref record; 125 of the 126 references it cites were found in a registry or an index.

Artificial intelligence in education: A systematic literature review

Open access
Wang, Shan, Wang, Fang, Zhu, Zhen, Wang, Jingxuan, Tran, Tam, Du, Zhao·2024·Expert Systems with Applications
DOI 10.1016/j.eswa.2024.124167
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Abstract

Artificial intelligence (AI) in education (AIED) has evolved into a substantial body of literature with diverse perspectives. In this review paper, we seek insights into three critical questions: (1) What are the primary categories of AI applications explored in the education field? (2) What are the predominant research topics and their key findings? (3) What is the status of major research design elements, including guiding theories, methodologies, and research contexts? A bibliometric analysis of 2,223 research articles followed by a content analysis of selected 125 papers reveals a comprehensive conceptual structure of the existing literature. The extant AIED research spans a wide spectrum of applications, encompassing those for adaptive learning and personalized tutoring, intelligent assessment and management, profiling and prediction, and emerging products. Research topics delve into both the technical design of education systems and the examination of the adoption, impacts, and challenges associated with AIED. Furthermore, this review highlights the diverse range of theories applied in the AIED literature, the multidisciplinary nature of publication venues, and underexplored research areas. In sum, this research offers valuable insights for interested scholars to comprehend the current state of AIED research and identify future research opportunities in this dynamic field.

Overview

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Crossref · 10.1016/j.eswa.2024.124167

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125 of 125 references verified0 citation errors · 0 not checkable

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Show all 126 references

1 of the 126 references couldn’t be matched to a known paper.

Research works printed but not linked: 5

  1. Bada, 2015, Constructivism learning theory : A paradigm for teaching and learning, IOSR Journal of Research & Method in Education, 5, 66
  2. Kolb, 1976, Learning style inventory, McBer & Company.
  3. Miller, 2018, AI+I=AI2: The OD imperative to add inclusion to the algorithms of artificial intelligence, OD Practitioner, 50, 6
  4. Srinivasan, 2022, AI & learning: A preferred future, Computers and Education: Artificial Intelligence, 3
  5. Yin, 2009, Vol. 5

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Metadata

Authors
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z.
Affiliations
  • University of Saskatchewan (CA)
  • Wilfrid Laurier University (CA)
  • China University of Geosciences (CN)
  • Beijing Sport University (CN)
Corresponding author
Wang, Fang
ORCID
Venue
Expert Systems with Applications
Publisher
Elsevier BV
Published
2024-10
Volume
252
Pages
124167
ISSN
0957-4174 (ISSN-L)
DOI
10.1016/j.eswa.2024.124167
OpenAlex
W4396766974
Cited by
977
References
126
Citations by year
2026: 512 · 2025: 418 · 2024: 44
FWCI
57.93
Type
journal article
Language
en
Open access
Licence
Locations
  • Expert Systems with Applications (publishedVersion, cc-by-nc-nd)
  • ORCA Online Research @Cardiff (Cardiff University) (acceptedVersion)
Topics
  • Social Sciences › Education › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
  • Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
Keywords
artificial intelligence in education, adaptive learning, personalized tutoring, intelligent assessment, student profiling, educational technology adoption, research gaps

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