Journal of Interactive Learning Research (JILR)

ISSN# 1093-023X Quarterly

Journal of Interactive Learning Research (JILR)The Journal of Interactive Learning Research (JILR) is a peer-reviewed journal that publishes empirical and theoretical research at the interaction of interactive technologies and human learning. Interactive technology broadly refers to the engagement or interplay of two or more participants. This interplay can occur between human and technology, between human to human and supported through technology, or some combination of both. Human learning refers to the acquisition of knowledge, skills, and attitudes in cognitive, affective, and social-emotional domains. This learning can occur in traditional schooling (from early childhood to higher education), but it can also occur in informal contexts, business, industry, and government settings across the lifespan. Papers submitted to JILR must meet at this intersection.

Topics and technologies related to the underlying theory, design, implementation, effectiveness, and impact of this intersection change daily. As such, it would be difficult to describe and maintain a relevant and timely list of potential subjects. However, previous and current published topics include: artificial intelligence, gaming, extended reality (including 360 video, augmented, virtual, and mixed reality), machine learning, online learning, online tutoring, open education resources, interactive learning environments, authoring systems, metacognition, adaptive learning, digital empathy, data mining, problem solving, memory, 1:1 computing, professional development, social media, presence, immersion, intelligence, competencies, mobile, assistive technologies, UDL, and accessibility.

Disciplines represented have included but are not limited to education, psychology, sociology, computer science, communication, STEM, media studies, human-computer interaction, medicine, nursing, research methodologies, and public health. Interdisciplinary, multidisciplinary, and international submissions are also welcomed.

JILR is an official journal of the Association for the Advancement of Computing in Education (AACE). It is affiliated with the Edmedia/Innovate Learning conference. Members have free, online access to all back issues of JILR via LearnTechLib–The Learning & Technology Library.

Indexed in leading indices including: Scopus, Educational Research Abstracts, ERIC, LearnTechLib-The Learning and Technology Library, Index Copernicus, GetCited, Google Scholar, Journal Seek, Microsoft Academic Search, Bacon’s Media Directory, Cabell’s, Ulrich, and several others.

Journal Publication Schedule

  • The Journal of Interactive Learning Research (JILR) publishes four issues per year.
  • These issues are published in March, June, October, and December.

Article Processing Fees

  • JILR does not charge article processing fees. Some issues of JILR are open access. In these instances, no article processing or download fees are charged. If an author would like to request an article be published as open access in an issue that is otherwise not open access, the article processing fee will be determined at the time of request.
  • All open access articles in JILR are published under Creative Commons licenses. Under these licenses, authors retain copyright of their articles.

Special Issues and Guest Editors

  • JILR periodically publishes special issues. In such instances, either the Editor-in-Chief extends an invitation to a guest editor or group of guest editors to serve in this capacity based on their expertise related to a specific topic area. Additionally, JILR welcomes proposals for special issues. If you are interested in submitting a proposal for a special issue, reach out to the Editor-in-Chief directly regarding the information necessary to include in your proposal (topic, timeline, etc.). All proposals will be reviewed by the Editor-in-Chief and editorial review board members with expertise in the topic of the proposed special issue. All manuscripts submitted to special issues will undergo the double blind peer-review process and will be expected to abide by JILR’s Ethical Guidelines.
  • Current Special Issue: None

Peer Review Process

  • JILR employs a double-blind peer review process to ensure the impartial evaluation of submitted manuscripts and uphold the highest standards of academic quality. Our double-blind review process involves the following key steps:
    1. Submission: Upon submission, the manuscript is assigned a unique identification number, and the authors’ identities are removed from the document to ensure anonymity. Authors are required to provide details of their affiliations and any relevant conflicts of interest, but their personal information is kept confidential from the reviewers.
    2. Initial Screening: The editorial team conducts an initial screening to assess the manuscript’s relevance to the journal’s scope, adherence to submission guidelines, and overall quality. Manuscripts that do not meet the basic criteria may be returned to the authors with feedback or rejected without proceeding to peer review.
    3. Reviewer Selection: If the manuscript passes the initial screening, it is assigned to multiple reviewers who are experts in the field of technology and teacher education. Reviewers are selected based on their expertise and are required to disclose any potential conflicts of interest.
    4. Review Process: Reviewers evaluate the manuscript based on its originality, methodological rigor, significance of findings, clarity, and relevance to the field. During this process, the identities of the authors are kept anonymous from the reviewers, and vice versa. Reviewers provide detailed feedback and recommendations for improvements or acceptance.
    5. Review Feedback: Reviewers’ comments and recommendations are compiled and sent to the authors, along with a decision letter from the editorial team. The feedback may include requests for revisions, suggestions for improvements, or a recommendation for acceptance or rejection. Authors are given the opportunity to revise their manuscript in response to the reviewers’ comments and resubmit it for further consideration.
    6. Revised Manuscript: Revised manuscripts are reassessed by the original reviewers or new reviewers, as necessary. This process ensures that the authors have adequately addressed the feedback and that the revised manuscript meets the journal’s standards for publication.
    7. Final Decision: Based on the reviewers’ assessments and the revised manuscript, the editorial team makes a final decision regarding publication. The decision is communicated to the authors, along with any further feedback or conditions for publication.
    8. Publication: Accepted manuscripts are prepared for publication, which includes formatting, proofreading, and final checks. The identities of the authors and reviewers remain confidential throughout the process.
  • The double-blind peer review process is designed to minimize bias and ensure that manuscripts are evaluated solely on their scholarly merit. We are committed to maintaining the integrity and fairness of this process to support high-quality research and advance the field of technology and teacher education.

Publication Ethics

  • JILR is dedicated to upholding the highest ethical standards in the publication of research related to technology and education. Our commitment is to ensure the integrity, transparency, and quality of the research we publish. To this end, we adhere to the following ethical principles:
    • Research Integrity: All research submitted to JILR must be conducted with honesty and integrity. This includes accurate representation of data, proper citation of sources, and honest reporting of results. We do not tolerate fabrication, falsification, or plagiarism.
    • Authorship and Contribution: Authors must accurately represent their contributions to the research. All individuals who have made significant contributions to the research must be listed as co-authors, and those who have not made substantial contributions should not be included. Corresponding authors are responsible for ensuring that all co-authors approve of the final manuscript and its submission.
    • Conflict of Interest: Authors, reviewers, and editors must disclose any potential conflicts of interest that could influence their work or the peer review process. All parties involved in the publication process should strive to maintain objectivity and transparency.
    • Peer Review Process: We are committed to a fair, rigorous, and confidential peer review process. Reviewers are expected to provide constructive feedback, evaluate manuscripts based solely on their scientific merit, and maintain confidentiality regarding the content of the submissions.
    • Ethical Compliance: Research submitted to JILR must comply with relevant ethical guidelines and regulations, including but not limited to obtaining informed consent from participants, ensuring the protection of human and animal subjects, and adhering to data privacy laws.
    • Publication Ethics: We reserve the right to retract or correct published articles if significant errors or ethical violations are identified. Authors are encouraged to promptly notify the editorial team of any issues that arise with their published work.
    • Transparency: We promote transparency in the research process. Authors are encouraged to make their data, methods, and findings accessible to ensure reproducibility and facilitate further research.
    • Responsibility to the Public: Research published in JILR should contribute positively to the field of technology and teacher education and serve the broader educational community. We expect authors to consider the potential impact of their work on students, educators, and policy.
  • By submitting to JILR, authors agree to adhere to these ethical standards and contribute to the advancement of knowledge in technology and teacher education with integrity and respect.
  • For any questions or concerns regarding these ethical guidelines, please contact the JILR editorial office.
  • AACE strives to follow the COPE Codes of Conduct and Best Practice Guidelines as a publisher. It also works with its editors to support their adherence to the Code of Conduct for Journal Editors. Finally, it requires all authors submitting articles to adhere to the COPE International Standards for Authors. Both sets of guidelines have been provided through a Creative Commons license; they are also available on the COPE Code of Conduct webpage. Please also see: Wager, E., & Kleinert, S. (2010, July). Responsible research publication: International standards for authors. promoting research integrity in a global environment. In T. Mayer & N. Steneck (Eds.), Promoting research integrity in a global environment (pp. 309-316). Imperial College Press/World Scientific Publishing.
  • These statements reflect our commitment to ethical research practices and aim to foster a scholarly environment where quality and integrity are paramount. These statements reflect our commitment to ethical research practices and aim to foster a scholarly environment where quality and integrity are paramount.