Early Age Education on Artificial Intelligence: Methods and Tools

Liu, Feng; Krömer, Pavel

doi:10.1007/978-3-030-50097-9_71

Cited by 7 publications

(8 citation statements)

References 20 publications

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“…Children are interested in courses in artificial intelligence, digital tools and programming. Learning feels more like play than a duty, with tools and in an environment where they feel comfortable [35]. Intelligent robots, as classroom mobile teaching assistants, could be envisaged in the future.…”

Section: Intelligent Robotsmentioning

confidence: 99%

Education in the Age of Artificial Intelligence

Annuš

2024

TEM Journal

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The age of artificial intelligence (AI) is just around the corner. This article presents the AI-based technologies that represent a significant change for the learning and teaching process. The article describes the potential of personalised learning, automated assessment, chatbots, predictive models, intelligent robots, and virtual and augmented reality for education, by reviewing scientific literature. Nowadays, knowledge of these technologies is essential for teachers. In this article we conducted a qualitative survey involving teachers. The aim of our survey is to assess the perceptions of educators about the use of AI in education. Our results show that educators are open to these technologies regardless of generation and discipline. The study summarizes the appropriate use of these technologies, the role of teachers, their attention to students and their active communication, as only this can lead to effective education in the age of artificial intelligence.

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Section: Intelligent Robotsmentioning

confidence: 99%

Education in the Age of Artificial Intelligence

Annuš

2024

TEM Journal

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“…During the process of learning AI, students need to code and create their productions using robots, which has been shown to improve creative thinking [12]. Therefore, to the way of fostering students' creative thinking in AI education deserves further exploration [14].…”

Section: Creative Thinkingmentioning

confidence: 99%

“…Existing studies involving AI courses have confirmed that they tend to be conducted in the form of collaborative learning, and they aim to develop students' creative thinking by offering them challenging themes and platforms for problem solving in groups [14]. Some studies have suggested that collaborative learning is an effective approach to the cultivation of students' creative thinking [15,16].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course

Liu

Huang

et al. 2022

Sustainability

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Digital technology plays a unique role in the cultivation of students’ creative thinking, which helps them solve poorly structured problems with effective and original solutions. This study applied collaborative learning in a digital-technology-supported artificial intelligence (AI) course and aimed to explore the impact of collaborative learning on fourth-grade students’ creative thinking. According to whether a leadership role was assigned by a teacher and a final consensus was built in the group, four patterns of collaborative learning were designed for comparison in order to determine which pattern was more effective for the promotion of students’ creative thinking. In total, 37 fourth-grade students taking part in the study were divided into four groups, and each group adapted one of four patterns of collaborative learning. The Torrance Creative Thinking Test (TTCT-Figure) was used to test the pre- and post-creative thinking of the four groups of students. A paired-sample t-test was used to analyze the pre- and post-tests of students’ creative thinking to verify whether all four patterns of collaborative learning could improve the students’ creative thinking. One-way ANOVA was used to analyze the post-test results of the four groups’ creative thinking to determine the differences in the creative thinking of the four groups of students. The results indicated that the patterns of collaborative learning used by G1, G3, and G4 were effective in improving students’ creative thinking, but the pattern for G2 was not. Moreover, there were significant differences in the cultivation of students’ creative thinking via AI courses among these four patterns of collaborative learning. The G4 students, who had an assigned leadership role and consensus building, showed the greatest improvement in creative thinking. In particular, without an assigned leadership role and consensus building, students’ flexibility of creative thinking would be improved to a greater extent. Teachers can adapt the findings of this study in order to consciously train team leaders in the collaborative learning process and guide them to reach a consensus to achieve the goal of fostering creative thinking in digital-technology-supported courses. To be specific, teachers should let students participate in group collaborative learning in a free way to cultivate their flexibility.

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“…Some are listed, for example, in: [1][2][3][4] 3D models are also a very good tool for analysing different growth forms on trees. In addition, they are very beneficial for supporting interdisciplinary relationships, whether between informatics and biology or even mathematics [5][6][7][8]. Advantageously, we can also use UAVs when obtaining photos.…”

Section: Introductionmentioning

confidence: 99%

Creating a partial 3D model in selected biological areas using a small number of photographs

Takáč,

Annus,

Nagy

et al. 2023

IJANSER

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Currently, we are registering a great boom in computer technology, which allows us to use ICT techniques and procedures even in those areas in which it was not common. One such area is the creation of partial or complete realistic 3D models of real bodies in biology - in our case, trees or wood. Their great advantage is that they can capture various cases of growth deformations, interesting shapes or atypical formations. Many are temporary and unstable. An example can be a wood rotting fungus. These can then be studied outside the place of their growth and at the same time preserved for future comparisons. This leads to another possibility of their use in the educational process. We must also point out that a real 3D model with preserved dimensional proportions and true colors is a much better solution for studying than a classic photograph. We use photogrammetry to create 3D models. Its great advantage is that the 3D model is created from a series of photos that capture the part of the real object from which we want to create a partial 3D model. A classic touchscreen mobile phone is enough to get these photos. However, many problems and complications are associated with the creation of 3D models. It is not always possible to get quality photos. This can be caused by e.g. height, terrain or other obstacles. To obtain the desired partial 3D model, it is ideal if several conditions are met when obtaining photos, such as overlapping photos, sharpness, color, visible texture, etc. But in real cases it is not always possible to achieve this and therefore in our contribution we focus on the subsequent processing by which we can achieve our goal - even under the aforementioned unfavorable conditions to create a 3D model.

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Early Age Education on Artificial Intelligence: Methods and Tools

Cited by 7 publications

References 20 publications

Education in the Age of Artificial Intelligence

Education in the Age of Artificial Intelligence

The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course

Creating a partial 3D model in selected biological areas using a small number of photographs

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