A proposal to measure the impact of automated response systems on meeting student learning outcomes

Abstract

With the advancement of Artificial Intelligence (AI), much has been made of the use of AI in education. Central to that is the idea of an Automated Response System (ARS). Current adoption of ARS’s in education has been mainly in the realm of administrative tasks but is likely to move into the support of teaching. ARS can be used as a supplement for teaching as it provides instant feedback, and 24/7 support. Having a highly accessible, 24/7 ARS can help relieve some of the burdens placed on teachers, especially in a post COVID-19 environment, where teachers expect work to intensify, rather than simplify. In this paper we present a work-in-progress that proposes what features an ARS for education should have, how these would be useful and how these features help teachers assist students meet their learning outcomes in a holistic manner.

The Human Teacher, the AI Teacher and the AIed-Teacher Relationship

“…The argument is that AI can take over multiple administrative roles and can perform some of the more repetitive tasks that teachers perform, such as assessment extensions and attendance recordings, allowing for a more efficient and effective online learning experience (Salas-Pilco, 2020), In theory, this will in turn allow teachers to have more free time to better focus on developing engaging resources for learning and teaching and devising new ways of connecting with students. AI can also make education more accessible and inclusive (Koh et al, 2021) by personalization anincreased access levels.…”