Artificial Intelligence in Education: Fears and Faiths

Abstract

Artificial Intelligence (AI) aims to develop models with human-like cognitive functions. Since its conception in the mid-50s, it has achieved big success in almost all areas and domains, starting from games to autonomous robotic surgery, and it is evolving rapidly. Indeed, AI-based machines pervade all domains and it is used for many purposes. In developing countries, it is widely used in almost all everyday life tasks. Yet, the idea that machines can act as humans and make decisions on behalf of individuals scares many people and raises many concerns and controversies. This tends to be the case in Morocco as well. Over the past few years, AI has made its way in the field of education and it is revolutionizing it. In this survey study, we probed the opinions of Moroccans about AI and their fears and hopes towards AI and its use in education. The majority of the respondents to the survey expressed serious worries about the future of using AI, especially in the early childhood education. Nevertheless, they seem to be rather cautiously optimistic about using AI in providing technical assistance in teaching-related tasks.

Learning Problems of Prospective Teachers in Lectures Modern Physics During the Covid-19 Pandemic

“…So that artificial intelligence can be embedded in the learning media created. The existence of artificial intelligence will add value to the usefulness of the media [42,43]. R12B states: The development of science and technology today, allows students to access various learning media available in cyberspace.…”

Terra semi-incognita, czyli o sztucznej inteligencji, robotach, automatyzacji oraz technologicznych obawach pracowników w organizacji

“…Strach ten może wynikać z różnych przesłanek -przede wszystkim ze sposobu postrzegania wprowadzania nowych technologii w miejscu pracy (Liang i Lee, 2017). Skutków tego typu obaw poszukiwać należy przede wszystkim na poziomie indywidualnym (Douali i in., 2022), jednak warto zaznaczyć, że negatywnie postrzegane zmiany technologiczne prowadzą do spadku satysfakcji z pracy i zaangażowania (Malik i in., 2022), które z perspektywy całości organizacji nie są problemami indywidualnymi, lecz dotyczą całości podmiotu (Huey Yiing i Zaman Bin Ahmad, 2009).…”

A Case Study on The Application of Artificial Intelligence in Education Industry

“…while Xu Xuetian researches the combination of vocational education and artificial intelligence [5]. There is also research on the opportunities and challenges of integrating ideological and political education for university students with artificial intelligence [6]And some research on the implications it can reveal for future of schools [12].However some people fears about AI and its use in education [11].…”