- Zhanni Luo. Gamification for educational purposes: What are the factors contributing to varied effectiveness?. EAIT, 27(1):891-915, 2022.
- Jika Saidu Muhammad, Shah Jahan Miah, Azman Mat Isa, Ahmad Zam Hariro Samsudin. Investigating importance and key factors for information governance implementation in Nigerian Universities. EAIT, 27(4):5551-5571, 2022.
- Arthur Tatnall. Editorial for EAIT issue 2, 2022. EAIT, 27(2):1341-1357, 2022.
- Hüseyin Ates, Juan Garzón. Drivers of teachers' intentions to use mobile applications to teach science. EAIT, 27(2):2521-2542, 2022.
- Azzah Al-Maskari, Thurayya Al-Riyami, Siraj K. Kunjumuhammed. Students academic and social concerns during COVID-19 pandemic. EAIT, 27(1):1-21, 2022.
- Imam Fitri Rahmadi, Zsolt Lavicza, Selay Arkün Kocadere, Tony Houghton, Markus Hohenwarter. The strengths and weaknesses of user-generated microgames for assisting learning. EAIT, 27(1):979-995, 2022.
- Hasan Köse, Mine Sönmez-Kartal. The effectiveness of video prompts created with animations in teaching car wash skills. EAIT, 27(2):2083-2097, 2022.
- Ani Cahyadi, Hendryadi, Sri Widyastuti, Suryani. COVID-19, emergency remote teaching evaluation: the case of Indonesia. EAIT, 27(2):2165-2179, 2022.
- Damla Kalyenci, Sermin Metin, Mehmet Basaran. Test for assessing coding skills in early childhood. EAIT, 27(4):4685-4708, 2022.
- Yung-Hsiang Hu. Effects and acceptance of precision education in an AI-supported smart learning environment. EAIT, 27(2):2013-2037, 2022.