Human-centered artificial intelligence in education: Seeing the invisible through the visible

Yang, Stephen J.H.; Ogata, Hiroaki; Matsui, Tatsunori; Chen, Nian-Shing

doi:10.1016/j.caeai.2021.100008

Cited by 154 publications

(81 citation statements)

References 13 publications

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“…ere is a need for joint effort across different disciplines and branches. e aforesaid growth in educational technology and its structured transmission to commercial products will be beneficial to the industry and researchers [16]. Governments and businesses would also benefit from a legislature that prompts technology markets while protecting the data and privacy of users [17].…”

Section: Conceptual Developmentmentioning

confidence: 99%

Artificial Intelligence and Big Data: The Advent of New Pedagogy in the Adaptive E-Learning System in the Higher Educational Institutions of Saudi Arabia

Khan

Khojah

Vivek

2022

Education Research International

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The operations of many industries, such as banking, insurance, energy, healthcare, and retail, have been improved and transformed by the application of artificial intelligence. The education sector is the particular one which has more potential for artificial intelligence and its applications. Universities and colleges are currently facing a number of challenges, including high rates of dropouts and student disengagement in their classes, as well as the failure of traditional learning techniques in the face of ongoing outbreaks. Major issues in the educational sector can be resolved by the proper application of artificial intelligence and big data, which can facilitate learner-centred approaches as per the needs of today’s era. This can be better described as a personalised learning approach, in which the needs of each and every student can be considered and education can be provided uniquely for them. In this way, the educator can provide a better learning experience according to the needs and ability of the learners/students. Thus, it also assists in enhancing the motivational level of the learners and minimising the dropout rates of the students. The main purpose of the study is to examine the role of artificial intelligence and big data in the adaption of the E-learning system for imparting better education facilities to the students of various colleges and universities situated in Saudi Arabia. The sample dataset for this study was collected through a purposive sampling technique from the 290 students enrolled in numerous higher educational institutions. The collected data were analysed using SPSS and SmartPLS 3 software. The findings of this study reveal that AI and big data assist educators and students as well to run the teaching and learning process smoothly even in the period of an ongoing pandemic at the higher levels of the education system. It also explores the educational inferences of transpiring technologies in the ways of students’ “learning and institutions” teaching and their adaption. In recent eras, technological evolution and an increase in the adoption of latest technologies in the field of higher education have been scouted to forecast the essence of higher education globally in the near future, where AI will be the gist for universities. This study reveals some issues faced by higher educational institutions and students related to the adaptation of these technologies for learning, teaching, administration, and student support. The implications of the present study will be helpful for students and teachers to access educational resources effectively and for educational institutions to improve the efficiency and personalization of learning tasks. Furthermore, it will allow students to get more time with their respective teachers.

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Section: Conceptual Developmentmentioning

confidence: 99%

Artificial Intelligence and Big Data: The Advent of New Pedagogy in the Adaptive E-Learning System in the Higher Educational Institutions of Saudi Arabia

Khan

Khojah

Vivek

2022

Education Research International

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“…The more AI's impact on humans, the more important it is that we comprehend it. Their study [6] looks at AI research to determine whether there are any new design concepts or tools that might be used to further AI research, education, policy, and practice to benefit humans. Artificial intelligence (AI) has the ability to teach, train, and improve human performance, allowing individuals to be more productive in their occupations and hobbies.…”

Section: Schmidt Defined "Interactive Human Centered Artificialmentioning

confidence: 99%

Human-Centered Artificial Intelligence, a review

Domfeh¹

2022

Preprint

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“…AI-supported learning environments therefore must not only focus on performance, but also human emotions and outcomes should be main concerns. Further discussion is thus required regarding not only ethics and norms, but also when exploring the effects of "smarter" learning environments on the current technological environment, including learning platforms, and learning communities (Yang et al, 2021). To the best of our knowledge, an HCAI approach has not previously been considered for developing AIED.…”

Section: A Human-centered Ai Approach In Educationmentioning

confidence: 99%

Reinvigorating the Discourse on Human-Centered Artificial Intelligence in Educational Technologies

Renz¹,

Vladova²

2021

TIM Review

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learning, adapting, synthesizing, self-correction and the use of data for complex processing tasks". In addition, AI technology promises to provide deeper insights into learners' learning behaviours, reaction times, or emotions (Luckin et al., 2016;Holmes et al., 2019;Renz et al. 2020a). AI-driven tools can be categorized into two main areas: narrow AI/weak AI and general AI/strong AI. The former refers to an AI agent that is designed to solve one specific task, whereas the latter refers to an AI agent that is capable of solving multiple given problems irrespective of the task or domain. Almost all available educational tools comprise both narrow and general AI together, whereas a building a solely general/strong AI is unlikely to exist even in the future (Zawacki-Richter et al., 2019).Because the outcomes of these tools rely heavily on data produced in a specific task or domain, they affect people in several ways. For example, some are concerned about the use of private information, such as learner behaviours, abilities, and mental states while performing educational activities (Holmes et al., 2018). An increased

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Human-centered artificial intelligence in education: Seeing the invisible through the visible

Cited by 154 publications

References 13 publications

Artificial Intelligence and Big Data: The Advent of New Pedagogy in the Adaptive E-Learning System in the Higher Educational Institutions of Saudi Arabia

Artificial Intelligence and Big Data: The Advent of New Pedagogy in the Adaptive E-Learning System in the Higher Educational Institutions of Saudi Arabia

Human-Centered Artificial Intelligence, a review

Reinvigorating the Discourse on Human-Centered Artificial Intelligence in Educational Technologies

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