British Journal of Educational Technology (Journal)

Li, N. (Editor)
Néna Roa Seïler (Editor)
Craig, P. (Editor)
Daina Gudoniene (Editor)
Wang, Q. (Editor)

Activity: Peer-review and editorial work of publications › Editorial work

Description

https://bera-journals.onlinelibrary.wiley.com/hub/journal/14678535/cfp-ai-emotions
Call for Papers
Title: AI and Emotions: Exploring the Intersection of Technology, Emotion, and Ethical Practices in Education

Guest editor(s):

Na Li, Xi’an Jiaotong-Liverpool University, China
Néna Roa Seïler, Mälardalen University Sweden, Sweden
Paul Craig, Xi’an Jiaotong-Liverpool University, China
Daina Gudoniene, Kaunas University of Technology, Lithuania
Sarah Qian Wang, Xi’an Jiaotong-Liverpool University, China

Call: The British Journal of Educational Technology (BJET) invites submissions for a special issue entitled "AI and Emotions: Exploring the Intersection of Technology, Emotion, and Ethical Practices in Education." This special issue aims to address a critical gap in the existing literature by exploring how artificial intelligence (AI) intersects with emotions in educational settings.

Period	2024
Type of journal	Journal
ISSN	0007-1013
Degree of Recognition	International

Documents & Links

Call for Papers Title: AI and Emotions: Exploring the Intersection of Technology, Emotion, and Ethical Practices in Education Guest editor(s): Na Li, Xi’an Jiaotong-Liverpool University, China Néna Roa Seïler, Mälardalen University Sweden, Sweden Paul Craig, Xi’an Jiaotong-Liverpool University, China Daina Gudoniene, Kaunas University of Technology, Lithuania Sarah Qian Wang, Xi’an Jiaotong-Liverpool University, China Call: The British Journal of Educational Technology (BJET) invites submissions for a special issue entitled "AI and Emotions: Exploring the Intersection of Technology, Emotion, and Ethical Practices in Education." This special issue aims to address a critical gap in the existing literature by exploring how artificial intelligence (AI) intersects with emotions in educational settings. Rationale for Publication: The use of AI in education has rapidly gained traction in recent years, with numerous studies investigating its potential to enhance learning outcomes. However, most studies in AI and education (AIED) have focused on cognitive outcomes and adaptable learning, with relatively few considering socio-emotional outcomes (Salas‐Pilco & Zobeida, 2020). While the risks and misuse of AIED have been reported in various studies (Banerjee et al., 2021; Ken Kahn, 2021; Kim et al., 2024; Parapadakis, 2020), and educators are aware of the ethical concerns surrounding the use of AIED in general, there is still a need for more research and a deeper discussion of the ethical and practical aspects of applying AI-based technologies geared toward positive socio-emotional outcomes in an educational setting (Chiu et al., 2023; Nguyen et al., 2023). The unique contribution of this special edition lies in its focused examination of how AI can be leveraged to account for and accommodate the various emotional states of students and teachers. It will discuss how AI can react to behaviours ethically and responsibly to personalize the learning process humanizing the learning experience to cultivate a more conducive learning environment to encourage more positive developmental and socio-emotional outcomes. This has the potential to improve engagement and overall learning outcomes significantly. Furthermore, the special edition will explore the ethical dimensions of adaptive AI, considering how these technologies can be developed and implemented responsibly in education, especially in light of the EU AI Act prohibiting emotion recognition for educational purposes. The need for this special edition is pressing, given the current popularization of AI and its increasing application in educational environments. This special edition aligns with the broader goal of humanizing AI to serve educational needs better by fostering a deeper understanding of how AI can create empathetic and effective educational tools. The special edition will emphasize ethical considerations and responsible AI practices considering the EU AI Act. We will highlight research that explores alternative approaches to understanding and accommodating learner emotions without relying on emotion recognition technologies. We will also discuss the implications of the EU AI Act for educational AI research and development and guide how researchers and practitioners can navigate the ethical challenges in this evolving landscape. Key Themes and Topics of Interest include, but are not limited to, the following aspects: Ethical Considerations in AI Adoption and Implications for Education: Papers that examine the ethical challenges and responsible practices of integrating AI-based technologies to understand and respond to learner and teacher emotions, including implications of the EU AI Act for educational AI research, development, and alternative ethical frameworks. Personalizing Learning with AI: Contributions that discuss how AI can be tailored to respond to and enhance learner and teacher emotions, fostering a more personalized learning and teaching experience. Emotional AI in Education: Research investigating the development and implementation of emotionally intelligent AI-based technologies in education, and their potential impact on learning outcomes. Adaptive Learning Technologies: Papers that explore the intersection of affective computing and pedagogy, investigating how emotional data can inform the development of adaptive learning technologies. Scalability and Emotional Impact: Contributions evaluating the scalability of AI-based educational technologies in diverse settings and their potential to promote inclusive learning through emotional intelligence and ethical practices. Submissions should align with the key themes of internationalization, inclusivity, innovation, and ethical considerations (Hennessy, 2024), as outlined in the BJET guidelines: Internationalization: The special edition will continue to emphasize the cross-cultural applicability of AI in education. By requiring authors to articulate the international relevance of their work, the edition will ensure that contributions resonate with a global audience, transcending local educational paradigms. Selected papers will contribute to a deeper understanding of how AI can enhance learning experiences in a way that is sensitive to and informed by international educational diversity. Inclusivity: Inclusivity is a key component of this special edition. As AI has the potential to personalize learning experiences, it also has the ability to accommodate diverse learning needs, including emotional and cognitive needs. This has the potential to make education more accessible to a wider range of learners, including those with special needs and different abilities. The special edition will explore how responsible AI practices can promote inclusivity and mitigate social exclusion and marginalization. Innovation: The special edition aims to encourage innovation by pushing the boundaries of current educational practices and integrating cutting-edge theories. It will explore how AI can be tailored to respond to and enhance learner emotions, fostering a more personalized learning experience. Additionally, it will examine the intersection of affective computing and pedagogy, investigating how emotional data can inform the development of adaptive learning technologies. The special edition will also contribute to the discourse on the scalability of such technologies in diverse educational settings, addressing the challenges and opportunities of widespread adoption. Ethical Considerations: Given the recent EU AI Act banning emotion recognition for educational purposes, the special edition will place a strong emphasis on ethical considerations. We will invite contributions that discuss the ethical implications of using AI to understand and respond to learner emotions, alternative ethical frameworks, and responsible AI practices in educational settings. This includes exploring the implications of the EU AI Act on educational AI research and development, as well as navigating the ethical challenges in this evolving landscape. Submission and Inquiries We encourage contributions from diverse institutions and researchers to ensure a comprehensive and multifaceted view of the intersection between AI, emotion, and education. Systematic reviews, conceptual papers, case studies, technology-driven solutions, empirical studies, and meta-analyses are most welcome. Abstracts should show that the accompanying paper aligns with the special section's theme, employs a thorough methodology, presents novel ideas, offers a substantial contribution to the field, pertains to an international audience, and adopts a critical stance. Complete manuscripts will go through the usual review process. Hence, please be aware that receiving an invitation to submit a full manuscript does not necessarily guarantee publication acceptance. Abstracts should be around 250 words, clearly and concisely written, and generally include the following: An introduction of one or two sentences stating the research aims and educational context For empirical reports, a brief summary of the data collection methodology A summary of the outcomes Concise conclusions and implications in two or three sentences. What new insights does this research provide? What is its unique and significant contribution to the field? How is it relevant for a diverse international audience? The following details should accompany each abstract: Proposed article title Proposed authors names, affiliations and contact details Please email abstract submissions and details to Corresponding Guest Editor: Na Li at nali@liverpool.ac.uk Successful abstracts will be invited for full submission to the journal. Manuscripts should not exceed 6000 words, excluding references. All contributions should be prepared following the BJET Author Guidelines and submitted via the BJET manuscript submission system. All submissions will go through the usual process of double-anonymous peer review. The editors will select articles for the special issue based on their academic merit, quality and overall coverage of the theme of the special section. Authors submitting to the special section are encouraged to suggest themselves or colleagues from their network as potential reviewers to expedite the review process. Inquiries may be sent to the corresponding Guest Editor: Na Li at nali@liverpool.ac.uk We look forward to receiving your contributions and fostering a stimulating discourse on the future of AI and emotions in education. Important Dates Abstract Submission emailed to corresponding Guest Editor: 1st January 2025 Full manuscript submission: 1st June 2025 Final manuscript acceptances: 1st November 2025 Articles will be published online once production is complete and authors complete proof checks. Expected Publication: January 2026 Guest Editors Corresponding Guest Editor: Na Li at nali@liverpool.ac.uk Guest Editor: Néna Roa Seïler at nena.roa.seiler@mdu.se Guest Editor: Paul Craig at P.Craig@xjtlu.edu.cn Guest Editor: Daina Gudoniene at daina.gudoniene@ktu.lt Guest Editor: Sarah Qian Wang at qian.wang@xjtlu.edu.cn References Banerjee, M., Chiew, D., Patel, K. T., Johns, I., Chappell, D., Linton, N., Cole, G. D., Francis, D. P., Szram, J., Ross, J., & Zaman, S. (2021). The impact of artificial intelligence on clinical education: perceptions of postgraduate trainee doctors in London (UK) and recommendations for trainers. BMC Medical Education, 21(1), 429. https://doi.org/10.1186/s12909-021-02870-x Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4. https://doi.org/10.1016/j.caeai.2022.100118 Hennessy, S., Cukurova, M., Lewin, C., Mavrikis, M., & Major, L. (2024). BJET Editorial 2024: A call for research rigour. British Journal of Educational Technology, 55(1), 5-9. https://doi.org/10.1111/bjet.13426 Ken Kahn, N. W. (2021). Constructionism and AI: A history and possible futures. British Journal of Educational Technology 52(3), 1130-1142. Kim, J., Yu, S., Detrick, R., & Li, N. (2024). Exploring students’ perspectives on Generative AI-assisted academic writing. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12878-7 Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B. T. (2023). Ethical principles for artificial intelligence in education. Educ Inf Technol (Dordr), 28(4), 4221-4241. https://doi.org/10.1007/s10639-022-11316-w Parapadakis, D. (2020). Can Artificial Intelligence Help Predict a Learner's Needs? Lessons from Predicting Student Satisfaction. London Review of Education, 18(2), 178-195. Salas‐Pilco, & Zobeida, S. (2020). The impact of AI and robotics on physical, social‐emotional and intellectual learning outcomes: An integrated analytical framework. British Journal of Educational Technology, 51(5), 1808-1825.