Olaf Zawacki-Richter: University of Oldenburg, Germany
Kyungmee Lee: University of Lancaster, United Kingdom
Paul Prinsloo: University of South Africa, South Africa
Patricia Slagter Van Tryon: East Carolina University, United States of America
John Y. H. Bai: University of Oldenburg, Germany
Submission Status: Closed
International Journal of Educational Technology in Higher Education is calling for submissions to our Collection on New advances in artificial intelligence applications in higher education.
There has been growing interest in the educational potential of Artificial Intelligence (AI) applications within the field of educational technology for the past decade. Despite the recent peak of excitement towards advanced features and techniques of AI-driven language models and OpenAI's ChatGPT, their actual impact on higher education (HE) institutions and participants have been largely unknown. Thus, the discussions in the field have continuously remained, mainly consisting of overstated hype and untested hypotheses, either optimistic or pessimistic, about the impact of AI applications.
About three years ago, the editors of the ETHE Special Issue "Can artificial intelligence transform higher education?" concluded that the reality is disappointing and little has been achieved (Bates, Cobo, Mariño & Wheeler, 2020). However, a lot has happened since then. A recent update of the systematic literature review, previously conducted by Zawacki-Richter et al. (2019), has indicated that almost three times as many studies on AI in education (AIEd) have been published in the last three years as in the previous decade.
In view of the rapid development in the field of AIEd, this Special Issue will pick up the thread about the reality of AIED in the realm of HE in the post-Covid19-pandemic.