Despite the increased adoption of Artificial Intelligence in Education (AIED), several concerns are still associated with it. This has motivated researchers to conduct (systematic) reviews aiming at synthesizing the AIED findings in the literature. However, these AIED reviews are diversified in terms of focus, stakeholders, educational level and region, and so on. This has made the understanding of the overall landscape of AIED challenging. To address this research gap, this study proceeds one step forward by systematically meta-synthesizing the AIED literature reviews. Specifically, 143 literature reviews were included and analyzed according to the technology-based learning model. It is worth noting that most of the AIED research has been from China and the U.S. Additionally, when discussing AIED, strong focus was on higher education, where less attention is paid to special education. The results also reveal that AI is used mostly to support teachers and students in education with less focus on other educational stakeholders (e.g. school leaders or administrators). The study provides a possible roadmap for future research agenda on AIED, facilitating the implementation of effective and safe AIED.

In addition to being a well-liked form of recreation, escape rooms have drawn the attention of educators due to their ability to foster teamwork, leadership, creative thinking, and communication in a way that is engaging for students. As a consequence, educational escape rooms are emerging as a new type of learning activity under the promise of enhancing students' learning through highly engaging experiences. These activities consist of escape rooms that incorporate course materials within their puzzles in such a way that students are required to master these materials in order to succeed. Although several studies have reported on the use of escape rooms in a wide range of disciplines, prior research falls short of addressing the use of educational escape rooms for teaching programming, one of the most valuable skills of the twenty-first century that students often have difficulties grasping. This paper reports on the use of an educational escape room in a programming course at a higher education institution and provide, for the first time, insights on the instructional effectiveness of using educational escape rooms for teaching programming. The results of this paper show that appropriate use of educational escape rooms can have significant positive impacts on student engagement and learning in programming courses. These results also suggest that students prefer these activities over traditional computer laboratory sessions. Finally, another novel contribution of this paper is a set of recommendations and proposals for educators in order to help them create effective educational escape rooms for teaching programming.