call for papers for the special issue on Navigating Complexities: Human and AI Interactions in Digital Educational Ecosystems and Their Impact on Student Performance
Hiroaki Ogata
for the Special Issue of
EDUCATIONAL PSYCHOLOGY
AN INTERNATIONAL JOURNAL OF EXPERIMENTAL EDUCATIONAL PSYCHOLOGY
Title of the special issue*:
Navigating Complexities: Human and AI Interactions in Digital Educational Ecosystems and Their Impact on Student Performance
Guest Editors*:
Prof. Hsiu-Ping Yueh, National Taiwan University, Taiwan
Prof. Hiroaki Ogata, Kyoto University, Japan
Deadline for completed manuscript submission*
Set the date at least 3 months in the future.
31 December 2025
Deadline for abstract submission (if applicable)
Set the date at least 4 weeks in the future.
31 August 2025
Main copy / call for the special issue*
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Navigating Complexities: Human and AI Interactions in Digital Educational Ecosystems and Their Impact on Student Performance
The rapidly evolving landscape of education, increasingly shaped by digital advancements such as Artificial Intelligence (AI), Generative AI, Robotics, and Learning Analytics, has profoundly transformed the nature of interactions within learning environments. Traditionally, learning has been driven by social interaction, including dynamic teacher-student interactions and collaborative peer interactions. In today's technology-enhanced learning environments, these fundamental human-to-human interactions are now intricately interwoven with human-to-technology interactions (student interaction with digital learning technologies and environments), creating complex digital educational ecosystems. This paradigm shift necessitates a comprehensive re-examination of how these various interactive relationships influence diverse student learning performance and outcomes.
This Special Issue invites submissions that delve into the multifaceted interactive relationships in digital educational environments and their profound impact on students' learning and development. We aim to explore how the interplay between social interaction, teacher-student interaction, peer interaction, and student-digital learning technology interaction collectively shapes critical learning performance and outcomes. Understanding these dynamics is crucial for optimizing learning strategies and improving educational efficacy in a technology-driven era.
We welcome original research articles that address, but are not limited to, the following areas:
- The interplay between social interaction (e.g., teacher-student, peer-to-peer) and student interaction with AI technologies (e.g., AI tutors, educational robots) in influencing academic achievement and academic emotion.
- The role of AI, Generative AI, and Robotics in mediating, enhancing, or challenging traditional teacher-student interaction and its effects on self-directed learning and self-regulated learning strategies.
- Investigations into how peer interaction is transformed by digital learning environments and tools, impacting collaborative learning, team effectiveness, and personal learning engagement.
- The influence of student-AI technology interaction (including adaptive learning systems and computational tools) on students' cognitive strategies and emotional strategies, affecting overall learning performance.
- Research on interventions and approaches designed to support effective interactive relationships in digital settings, particularly those targeting metacognitive monitoring, cognitive regulation, and motivation regulation within AI technology-enhanced learning.
- The possible synergy among self-, co-, and social-regulated learning in influencing academic achievement in digital settings, especially in open, scaffolded, and interactive learning environments.
- Examining students' perceptions, interpretations, and emotions when interacting with AI-assisted feedback systems and their impact on academic performance.
- Ethical considerations and potential biases arising from the interaction with AI-assisted systems in shaping learning behaviors and outcomes.
- Studies leveraging Learning Analytics to analyze and optimize interactive relationships, and how these insights can foster self-efficacy and self-regulated learning.
- Special Call: Investigations specifically integrating AI and Robotics technologies with Learning Analytics methods to explore the patterns, quality, and impact of student interactions with these intelligent learning companions on learning performance and emotions.
We encourage studies from all educational levels, including K-12 schools and higher education, to provide a comprehensive understanding of interactive relationships and learning performance and outcomes across the educational spectrum in the digital era.
Submission instructions
· As a journal that focuses on research within a quantitative, scientific remit, Educational Psychology places particular emphasis on the publishing of high-quality empirical reports based on experimental and behavioural studies.
· Interested authors are invited to submit their extended abstract to Prof. Hsiu-Ping Yueh (yu...@ntu.edu.tw) and Prof Hiroaki Ogata (ogata.hi...@kyoto-u.ac.jp), the Guest Editors of the Special Issue, c/o Educational Psychology by email: edp...@365.ntcu.edu.tw.
· Please entitle the email subject as: "Abstract Submission: Special Issue on Navigating Complexities: Human and AI Interactions in Digital Educational Ecosystems and Their Impact on Student Performance."
· The extended abstract should be no more than 800 words, excluding references and tables. Please attach the abstract as a separate file (doc/docx/pdf) and include the full list of author(s), primary affiliation, and primary contact email.
- Full Manuscript Submission: Authors of successful proposals will be invited to submit manuscripts. All manuscripts must be submitted through the Manuscript Central site http://mc.manuscriptcentral.com/cedp. Instructions for authors, including word limits, can be found at https://www.tandfonline.com/action/authorSubmission?show=instructions&journalCode=cedp20.
- The review process will follow the standard procedures of Educational Psychology, but will be managed by the Guest Editors. Each submitted manuscript will undergo a double-blind review process involving at least two reviewers.
Important Dates*
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Abstract Submission deadline |
31 August 2025 |
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Notification of full manuscript submission |
30 September 2025 |
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Full manuscript submission |
31 December 2025 |
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Revised manuscript submission |
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Final round of review and resubmission |
30 March 2026 |
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Final decision |
31 May 2026 |
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Publication |
September 2026 |
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Provide up to 5 keywords/phrases for this Special Issue Call for Papers*
A keyword is a particular word or phrase that describes the contents of a Web page. Keywords are intended to act as shortcuts that sum up an entire page.
Digital Learning Environments
Human-Technology Interaction
Social Interaction
Learning Analytics
Artificial Intelligence (AI)
Provide a brief summary of this Special Issue Call for Papers*
(Do not include the Journal Title or the Special Issue Title, these will be auto-populated. This summary will be used in part or in full to aid in the promotion of this Call for Papers. 160 max characters.)
Examines evolving interactions in digital learning, from peers to AI.
Seeks research on how these dynamics shape academic performance, self-efficacy, and engagement.