The International Journal of Artificial Intelligence in Education publishes research papers on the application of artificial intelligence in education, aiming to assist in the development of design principles for computer-based learning systems. These principles involve modeling and representing knowledge-related aspects before implementation or during execution, thus necessitating the application of artificial intelligence technologies and concepts. The journal has a broad definition of the scope of artificial intelligence and 'computer-based learning systems', with the following topics considered within its scope: adaptive and intelligent multimedia and hypermedia systems, agent-based learning environments, AIED and teacher education, architecture of AIED systems, assessment and testing of learning outcomes, creation systems and shells for AIED systems, Bayesian and statistical methods, case-based systems, cognitive development, cognitive models for problem-solving, cognitive tools for learning, computer-assisted language learning, computer-supported collaborative learning, dialogue (debate, explanation, negotiation, etc.), discovery environments and micro-worlds, distributed learning environments, educational robotics, embedded training systems, empirical research providing information for the design of learning environments, environments supporting programming learning, evaluation of AIED systems, formal models of AIED system components, help and advice systems, human factors and interface design, instructional design principles, instructional planning, intelligent agents on the internet, intelligent courseware for computer-based training, intelligent tutoring systems, knowledge and skill acquisition, knowledge representation for instruction, modeling metacognitive skills, instructional interaction motivation, natural language interfaces for instructional systems, networked learning and teaching systems, application of neural models in AIED systems, performance support systems, applications of real-world AIED systems, qualitative reasoning in simulations, situational learning and cognition, social and cultural aspects of apprenticeship learning, student modeling and cognitive diagnosis, support for knowledge construction, community support, networked communication learning and conceptual change theory, management and curriculum integration tools, and guided exploration of information resources.