Intelligent tutoring · Learning analytics · Personalized learning · AI-assisted assessment · NLP in education · Learning design · Knowledge tracing · Affective computing · VR/AR in education · AI ethics in education
JIIL announces its inaugural international editorial board, comprising leading scholars from Asia, Europe, and North America. Young Editorial Board applications are now open.
Read more about JIIL Establishes Inaugural International Editorial BoardAs generative artificial intelligence and adaptive intelligent agents become deeply integrated into educational contexts, we are confronted with an issue that transcends the instrumentalist discourse of technology-enhanced teaching—ushering in an ontological inquiry into human-machine coexistence and the emergence of wisdom. Breakthroughs in large language models and multimodal interaction are propelling intelligent learning from one-way content delivery toward bidirectional dynamic negotiation. In an era of rapidly advancing technological intelligence, how can human-machine-in-the-loop collaboration simultaneously preserve algorithmic adaptivity and precision while safeguarding learner agency and avoiding cognitive outsourcing? This has become a defining cross-era question spanning education, computer science, and cognitive science.
At this pivotal paradigm shift, the Journal of Interactive and Intelligent Learning (JIIL) has come into being. The journal is grounded in exploring the underlying mechanisms through which "interaction" and "intelligence" mutually stimulate one another. We contend that genuine interaction is not merely surface-level interface clicking, but rather deep cognitive dialogue, affective perceptual intervention, and embodied interaction enabled by intelligent media—all aimed at activating learners' metacognitive monitoring. True intelligence, likewise, is reflected not solely in model scale and predictive accuracy, but also in deep perception of complex learning contexts, explainability of cognitive evolution, and extension of human-machine collaborative paradigms.
As a highly interdisciplinary frontier, JIIL is committed to breaking down disciplinary silos and building a dialogue platform that bridges technological development and educational mechanisms. We are interested not only in computational breakthroughs in generative AI, intelligent tutoring systems, and data mining, but also encourage rigorous inquiry from the perspectives of learning psychology and educational ethics. Inspiring education through intelligence, reaching farther through interaction—JIIL aspires to join scholars worldwide in upholding rigorous academic ethics and peer review standards, jointly elucidating the scientific logic of human-machine collaborative learning, and collectively envisioning a new landscape of human-machine symbiotic education in the digital intelligence era.
Each manuscript is normally evaluated by 3-4 independent reviewers under a double-blind peer review process.
Decisions are based solely on scholarly merit, originality, methodology, and relevance to the journal scope.
JIIL follows COPE Core Practices. Plagiarism, duplicate submission, and data fabrication are prohibited.
Journal of Interactive and Intelligent Learning (JIIL) is a Gold Open Access journal. Authors retain copyright of their work, and published articles are made freely available under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Scope, format, ethics, plagiarism, and completeness are checked by the editorial office.
Suitable manuscripts are sent to 3-4 independent reviewers for double-blind evaluation.
The editor issues a decision based on reviewer reports and editorial assessment.
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Please read the full Author Guidelines. Non-compliant submissions may be returned before peer review.
Acceptance Rate 23%
Time to First Decision 4–6 weeks
Time to Publication 8–12 weeks
