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- W3048335295 abstract "Like previous educational technologies, artificial intelligence in education (AIEd) threatens to disrupt the status quo, with proponents highlighting the potential for efficiency and democratization, and skeptics warning of industrialization and alienation. However, unlike frequently discussed applications of AI in autonomous vehicles, military and cybersecurity concerns, and healthcare, AI's impacts on education policy and practice have not yet captured the public's attention. This paper, therefore, evaluates the status of AIEd, with special attention to intelligent tutoring systems and anthropomorphized artificial educational agents. I discuss AIEd's purported capacities, including the abilities to simulate teachers, provide robust student differentiation, and even foster socio-emotional engagement. Next, to situate developmental pathways for AIEd going forward, I contrast sociotechnical possibilities and risks through two idealized futures. Finally, I consider a recent proposal to use peer review as a gatekeeping strategy to prevent harmful research. This proposal serves as a jumping off point for recommendations to AIEd stakeholders towards improving their engagement with socially responsible research and implementation of AI in educational systems." @default.
- W3048335295 created "2020-08-13" @default.
- W3048335295 creator A5075326311 @default.
- W3048335295 date "2020-08-09" @default.
- W3048335295 modified "2023-10-13" @default.
- W3048335295 title "Out of the laboratory and into the classroom: the future of artificial intelligence in education" @default.
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- W3048335295 doi "https://doi.org/10.1007/s00146-020-01033-8" @default.
- W3048335295 hasPubMedCentralId "https://www.ncbi.nlm.nih.gov/pmc/articles/7415331" @default.
- W3048335295 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/32836908" @default.
- W3048335295 hasPublicationYear "2020" @default.
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