Revisiting “Computational Pedagogy”: How Artificial Intelligence Is Changing Educational Research

Contemporary social science research is at a pivotal juncture amidst the era of transformative change. The exponential advancement of the new generation of information technologies represented by artificial intelligence has engendered in education, a pivotal domain within the realm of social sciences, the emergence of an entirely novel research paradigm. From the perspective of scientific history and philosophy, this article endeavors to elucidate the transformative influence of “computational pedagogy” as an emerging interdisciplinary field and scrutinize how artificial intelligence has revolutionized the landscape of educational research. In light of this inquiry, it becomes evident that artificial intelligence has profoundly expanded and refined the purview of educational research, through both large and small. Furthermore, it has pioneered methodological innovations within educational research by leveraging modeling and simulation. In addition, AI has galvanized the underpinnings of ethical reconstruction by supporting and empowering learning, thus positing human development as an intrinsic and cardinal value metric. Nonetheless, in the epoch of technological advancements, educational research must underscore the potency of intellectual acumen to avert the peril of “abundance-induced destitution” in the realm of computational pedagogy.