European Journal of Education· 2022Q1· Review
State of the art and practice in <scp>AI</scp> in education
- 797citations
- Q1SCImago
- 2022year
Short summary
Recent AI in education (AIED) systems are often based on misunderstandings of AI capabilities and narrow views of education's societal role, according to a review of existing systems and their underlying assumptions.
AI-generated from the title and abstract; the full text is not read.
Key points
- Expectations for AI in education (AIED) are often inflated due to technical misunderstandings.
- Existing AIED systems are reviewed, examining their pedagogical and educational assumptions.
- A typology of AIED systems is developed, illustrating diverse applications and interpretations of AI and education.
- Potential roadblocks for AIED implementation are discussed.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract Recent developments in Artificial Intelligence (AI) have generated great expectations for the future impact of AI in education and learning (AIED). Often these expectations have been based on misunderstanding current technical possibilities, lack of knowledge about state‐of‐the‐art AI in education, and exceedingly narrow views on the functions of education in society. In this article, we provide a review of existing AI systems in education and their pedagogic and educational assumptions. We develop a typology of AIED systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could be, and discuss some potential roadblocks on the AIED highway.
The authors' abstract, as published at the source. European Journal of Education, 2022 · DOI ↗
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Field: Computer Science Applications
Computer Science ApplicationsComputer Science