IEEE Transactions on Learning Technologies

IEEE Transactions on Learning Technologies is a quarterly journal published by IEEE for the IEEE Education Society, established in 2008 and covering the design, use and evaluation of technology in learning, with a 2025 Journal Impact Factor of 7.4 and a rank of 22nd among 760 education and educational research journals《IEEE 学习技术汇刊》（IEEE Transactions on Learning Technologies）由（IEEE）为（IEEE Education Society）出版的季刊，2008 年创刊，涵盖技术在学习中的设计、使用与评价，2025 年影响因子为 7.4，在 760 种教育与教育研究期刊中列第 22 位

Scope

• Online, blended, mobile and collaborative learning systems form the first broad area, including platform design and deployment at scale在线、混合、移动与协作学习系统构成第一个大类，包括平台设计与大规模部署。
• Intelligent tutoring, adaptive systems and personalised learning are treated as a core methodological strand rather than a single topic智能导学、自适应系统与个性化学习被视为核心方法脉络，而非单一议题。
• Educational games, simulations and immersive environments, including virtual and augmented reality, are regularly covered教育游戏、模拟与沉浸式环境（含虚拟与增强现实）常被收录。
• Learning analytics and educational data mining, from predictive modelling to behavioural analysis, occupy a growing share of the journal学习分析与教育数据挖掘（从预测建模到行为分析）在该刊所占比重不断上升。
• Artificial intelligence in education, including generative models and large language models, has become a major recent stream教育中的人工智能（含生成式模型与大语言模型）已成为近年主要流向。
• Evaluation, assessment and learning design, together with standards and interoperability, complete the applied side of the scope评价、评估与学习设计，连同标准与互操作性，构成收录范围的应用一侧。
• Ethical, privacy, accessibility and equity questions raised by learning technologies are explicitly part of the remit学习技术带来的伦理、隐私、可及性与公平问题明确属于该刊职责。

History

• The journal was established in 2008 by the IEEE Education Society as an archival venue for learning technology research该刊由（IEEE Education Society）于 2008 年创办，作为学习技术研究的存档型发表平台。
• It is one of the few titles indexed simultaneously in the Science Citation Index, the Social Sciences Citation Index and Engineering Index, spanning both computing and education audiences该刊是少数同时被（Science Citation Index）、（Social Sciences Citation Index）与（Engineering Index）收录的期刊之一，横跨计算机与教育学两类读者。
• Four issues appear each year, and publication is hybrid, with an open access option for accepted articles该刊每年出版四期，采用混合出版，录用稿件可选择开放获取。
• Its impact factor rose from 3.72 in 2021 and 4.433 in 2022 to 4.9 in 2024 and 7.4 in 2025其影响因子由 2021 年的 3.72、2022 年的 4.433 升至 2024 年的 4.9 与 2025 年的 7.4。
• Articles appear in the IEEE Xplore digital library, and submissions are handled through the IEEE manuscript system with a stated commitment to fast turnaround论文在（IEEE Xplore）数字图书馆发布，投稿经（IEEE）稿件系统处理，该刊公开承诺较快的处理周期。

Editors

• The editor-in-chief is Minjuan Wang, chair professor of emerging technologies and future education at the Education University of Hong Kong, appointed in July 2022 and reappointed in 2025 for a second term现任主编为（Minjuan Wang），她是（Education University of Hong Kong）新兴技术与未来教育讲席教授，2022 年 7 月获任，2025 年获连任第二个任期。
• She previously taught learning design and technology at San Diego State University, and her research covers extended reality, immersive learning and artificial intelligence in teaching她此前在（San Diego State University）教授学习设计与技术，研究涵盖扩展现实、沉浸式学习与教学中的智能技术。
• Chris Dede of Harvard University serves as an associate editor, linking the journal to the learning sciences community（Harvard University）的（Chris Dede）任副编辑，使该刊与学习科学共同体保持联系。
• Some twenty-five associate editors work from China, Hong Kong, Jordan, Portugal, Spain, Serbia, Japan, Sweden, Romania, Australia, the United States, Mexico, Italy, Chile and Singapore约 25 位副编辑分别来自中国、香港、约旦、葡萄牙、西班牙、塞尔维亚、日本、瑞典、罗马尼亚、澳大利亚、美国、墨西哥、意大利、智利与新加坡。
• Jaya Chauhan, an IEEE peer review specialist, administers the journal, and special issues are tied to IEEE education conferences such as EduCon, TALE and iLRN（IEEE）同行评审专员（Jaya Chauhan）负责期刊事务，专刊则与（EduCon）、（TALE）及（iLRN）等（IEEE）教育会议相衔接。