Inteligencia artificial en educación: una revisión de la literatura en  revistas científicas internacionales

Flores, Fernando Alaín Incio; Sanchez, Dulce Lucero Capuñay; Urbina, Ronald Omar Estela; Coral, Miguel Ángel Valles; Medrano, Egundo Edilberto Vergara; Gonzáles, Duberlí Geomar Elera

doi:10.17162/au.v12i1.974

Cited by 19 publications

(13 citation statements)

References 27 publications

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“…This appears to be the case with research on AI in education, specifically, which, according to Zawacki-Richter et al (2019), predominantly originates in Computer Science and Engineering departments, with little or no attention paid to pedagogical questions that arise in respect to actual uses of such systems in real educational settings. Other surveys of research output on the topic (e.g., Chassignol et al 2018;Hooshyar, Yousefi & Lim 2019;Guan, Mou & Jiang 2020;Aljarrah et al 2021;Zhai et al 2021;Flores et al 2022) 1 offer consistent claims, shedding further light on the ways in which ideas such as affective computing, natural language processing and facial recognition are being recontextualised to support the development of AI for assumedly educational purposes.…”

Section: Introductionmentioning

confidence: 91%

From Didachography to AI: Metaphors Teaching is Automated by

Ferreira¹,

Lemgruber²,

Cabrera

2023

Journal of Interactive Media in Education

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Although automation is not a novelty, high hopes are currently pinned on more and more ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius' didachography, a portmanteau coined in his 1657 Didactica Magna to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AIrelated developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius' time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, perhaps accepting that key aspects of what makes us human may always resist engineering.

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Section: Introductionmentioning

confidence: 91%

From Didachography to AI: Metaphors Teaching is Automated by

Ferreira¹,

Lemgruber²,

Cabrera

2023

Journal of Interactive Media in Education

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“…The role of these new technologies will be even more in a post-pandemic environment. Now, people have gone through a wonderful experience with a technology-equipped education system and its advantages, so they will be expecting more from institutions regarding educational offerings through these advanced systems (Incio Flores et al, 2021). Academic institutions are adopting many AI-based intelligent tutoring and natural language processing systems through advanced AI-based algorithms.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Artificial Intelligence-based digital learning systems in higher education amid the pandemic using Analytic Hierarchy

Singh,

Kumar,

Singh

et al. 2024

Preprint

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The devastating effects of the 2020 worldwide COVID-19 virus epidemic prompted widespread lockdowns and restrictions, which will continue to be felt for decades. The repercussions of the pandemic have been most noticeable among educators and their students, which boosts the effectiveness of various AI-based learning systems in the education system. This study examines the AI-based digital learning platforms in higher education institutions based on various characteristics and uses of these systems. Several significant aspects of AI-based digital learning systems were obtained from the available literature, and significant articles were selected to properly examine various characteristics and functions of AI-based digital learning platforms used by multiple higher education institutions. The analytical hierarchy process (AHP) is employed to rank multiple AI-based learning systems based on key factors and their sub-factors. The study's outcome revealed which AI systems are effectively used in developing digital learning systems by various higher education institutions.

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“…Issues such as data privacy, equity of access to education and the impact on the role of the educator require careful attention. It is essential to address these aspects in a responsible manner to ensure that AI is used in a beneficial and equitable way for all learners [4]. In this regard, it is critical to find a balance between technology and the essential role of educators to ensure that the focus remains on the holistic development of students and their preparation for an ever-changing world.…”

Section: Introductionmentioning

confidence: 99%

Impact of the Implementation of ChatGPT in Education: A Systematic Review

Montenegro-Rueda,

Fernández-Cerero,

Fernández-Batanero

et al. 2023

Computers

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The aim of this study is to present, based on a systematic review of the literature, an analysis of the impact of the application of the ChatGPT tool in education. The data were obtained by reviewing the results of studies published since the launch of this application (November 2022) in three leading scientific databases in the world of education (Web of Science, Scopus and Google Scholar). The sample consisted of 12 studies. Using a descriptive and quantitative methodology, the most significant data are presented. The results show that the implementation of ChatGPT in the educational environment has a positive impact on the teaching–learning process, however, the results also highlight the importance of teachers being trained to use the tool properly. Although ChatGPT can enhance the educational experience, its successful implementation requires teachers to be familiar with its operation. These findings provide a solid basis for future research and decision-making regarding the use of ChatGPT in the educational context.

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Inteligencia artificial en educación: una revisión de la literatura en revistas científicas internacionales

Cited by 19 publications

References 27 publications

From Didachography to AI: Metaphors Teaching is Automated by

From Didachography to AI: Metaphors Teaching is Automated by

Assessment of Artificial Intelligence-based digital learning systems in higher education amid the pandemic using Analytic Hierarchy

Impact of the Implementation of ChatGPT in Education: A Systematic Review

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