Minding the gap(s): public perceptions of AI and socio-technical imaginaries

Sartori, L.; Bocca, Giulia

doi:10.1007/s00146-022-01422-1

Cited by 43 publications

(23 citation statements)

References 55 publications

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“…Since then, the theoretical concept of imaginaries has been applied in a wide range of disciplines (Bouchard, 2017), resulting in variants such as urban imaginaries, tourism imaginaries, environmental imaginaries and educational imaginaries. The application of imaginaries to analyse AI‐augmented futures has also been burgeoning over time (Bory & Bory, 2015; Dobbernack, 2010; Gardner & Wray, 2013; Goode, 2018; Nordmann, 2016), arguably culminating in a certain ‘surge’ in the last year alone (Bareis & Katzenbach, 2022; Hansen, 2022; Paltieli, 2022; Sartori & Bocca, 2022). As expected, and as we shall also see in examples from AIEd, imaginaries range from the obviously optimistic to the highly pessimistic but often also end up downplaying the potential effects behind an assumed technical neutrality.…”

Section: Imaginariesmentioning

confidence: 99%

Imaginaries and problematisations: A heuristic lens in the age of artificial intelligence in education

Rahm

Rahm‐Skågeby

2023

Brit J Educational Tech

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This paper suggests that artificial intelligence in education (AIEd) can be fruitfully analysed as ‘policies frozen in silicon’. This means that they exist as both materialised and proposed problematisations (problem representations with corresponding solutions). As a theoretical and analytical response, this paper puts forward a heuristic lens that can provide insights into how AI technologies (or advocated AI technologies) function as proposed solutions to certain problematisations based on various imaginaries about how education and learning are best performed or supported. The combined reading of imaginaries and problematisations can thereby aid in our understanding of why and how visions of learning and education are framed in relation to AIEd developments. The overall ambition is to advance theoretical and analytical approaches towards an educational system which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology‐augmented) education in society. Practitioner notesWhat is already known about this topic Artificial intelligence in education (AIEd) is repeatedly presented as a solution for a range of educational ‘problems’. This means that such ‘solutions’ must also frame certain aspects as ‘problems’. Such problems and ‘solutions’ (problematisations) also exist within certain imaginaries of the present times and of the future, where these problematisations are presented as particularly significant and acute, and promoting specific anticipations of learning and ideals of education. What this paper adds An exposition of problematisations in educational settings. An exposition of educational imaginaries. A heuristic lens for understanding the ‘present’ and ‘future’ in a particular imaginary as entangled in, and dependent on, a certain ‘past’. Implications for practice and/or policy The approach presented in this paper provides a heuristic lens for examining how AI technologies (or advocated AI technologies) function as proposed solutions to problematisations based on imaginaries about how education and learning are best performed or supported. This aids our understanding of how and why certain visions of learning and education are framed in relation to AIEd developments (real or imagined). It also advances theoretical and analytical approaches towards an educational system, which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology‐augmented) education in society.

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Section: Imaginariesmentioning

confidence: 99%

Imaginaries and problematisations: A heuristic lens in the age of artificial intelligence in education

Rahm

Rahm‐Skågeby

2023

Brit J Educational Tech

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“…They are the conduits through which imaginaries regarding the meaning and possible impacts of AI-associated technologies can be communicated to multiple audiences (Cave et al, 2020: 7). The substance and reproduction of AI narratives is suggested to have far-reaching social, political and economic implications (Hudson et al, 2023: 198; Sartori and Bocca, 2023: 443). In some assessments, they ‘form the backdrop against which AI systems are developed, and against which these developments are interpreted and assessed’ (Cave et al, 2020: 7).…”

Section: Sociotechnical Imaginaries and Ai Narratives: A Framework Fo...mentioning

confidence: 99%

“…Much of the existing AI narratives literature has focused on cataloguing the different types of stories which have (and have not) been told about intelligent machines in the Anglophone West (Cave et al, 2019; Cave and Dihal, 2021; Chubb et al, 2022; Hudson et al, 2023). This has invited the study of how these stories circulate among different audiences including the general public (Sartori and Bocca, 2023) and AI researchers (Dillon and Schaffer-Goddard, 2022). Audience interpretations of popular culture matter not only because these dynamics can help explain the political significance of such works (Carpenter, 2016; Crilley, 2021: 172–173; Young and Carpenter, 2018) but because interpretations of the various meanings encoded within these materials can be influenced by the contingent experiences and perspectives of audience members (Pears, 2016).…”

Section: Sociotechnical Imaginaries and Ai Narratives: A Framework Fo...mentioning

confidence: 99%

“…The AI narrative literature, in contrast, has so far been principally focused on categorising the different types of stories that have and have not been told about these technologies (Cave et al, 2018; Cave and Dihal, 2019; Chubb et al, 2022; Hudson et al, 2023). While it is suggested that awareness of AI narratives may influence the governance of AI-associated technologies (Cave and Dihal, 2019: 74; Hudson et al, 2023: 198; Sartori and Bocca, 2023: 454), their circulation in the global regulatory debates on LAWS remains unexplored. This gap has wider implications for researchers interested in the study of emerging technologies because the CCW remains the principal institution at which states parties meet to discuss the possible governance of weaponised forms of AI.…”

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confidence: 99%

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Machine guardians: The Terminator, AI narratives and US regulatory discourse on lethal autonomous weapons systems

Watts,

Bode

2023

Cooperation and Conflict

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References to the Terminator films are central to Western imaginaries of Lethal Autonomous Weapons Systems (LAWS). The puzzle of whether references to the Terminator franchise have featured in the United States’ international regulatory discourse on these technologies nevertheless remains underexplored. Bringing the growing study of AI narratives into a greater dialogue with the International Relations literature on popular culture and world politics, this article unpacks the repository of different stories told about intelligent machines in the first two Terminator films. Through an interpretivist analysis of this material, we examine whether these AI narratives have featured in the US written contributions to the international regulatory debates on LAWS at the United Nations Convention on Certain Conventional Weapons in the period between 2014 and 2022. Our analysis highlights how hopeful stories about what we coin ‘machine guardians’ have been mirrored in these statements: LAWS development has been presented as a means of protecting humans from physical harm, enacting the commands of human decision makers and using force with superhuman levels of accuracy. This suggests that, contrary to existing interpretations, the various stories told about intelligent machines in the Terminator franchise can be mobilised to both support and oppose the possible regulation of these technologies.

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“…Second, regarding beliefs and identities, narratives surrounding AI ( 21 ) might influence how frontline clinicians perceive and approach the technology. Because AI-based automation enables the automation of well-defined cognitive tasks that can be captured by sets of patterns and rules, this may lead to clinician concerns about obsolescence.…”

Section: Ai-based Automation Technologies For Mental Healthcarementioning

confidence: 99%

Pragmatic AI-augmentation in mental healthcare: Key technologies, potential benefits, and real-world challenges and solutions for frontline clinicians

Kellogg¹,

Sadeh‐Sharvit

2022

Front. Psychiatry

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The integration of artificial intelligence (AI) technologies into mental health holds the promise of increasing patient access, engagement, and quality of care, and of improving clinician quality of work life. However, to date, studies of AI technologies in mental health have focused primarily on challenges that policymakers, clinical leaders, and data and computer scientists face, rather than on challenges that frontline mental health clinicians are likely to face as they attempt to integrate AI-based technologies into their everyday clinical practice. In this Perspective, we describe a framework for “pragmatic AI-augmentation” that addresses these issues by describing three categories of emerging AI-based mental health technologies which frontline clinicians can leverage in their clinical practice—automation, engagement, and clinical decision support technologies. We elaborate the potential benefits offered by these technologies, the likely day-to-day challenges they may raise for mental health clinicians, and some solutions that clinical leaders and technology developers can use to address these challenges, based on emerging experience with the integration of AI technologies into clinician daily practice in other healthcare disciplines.

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Minding the gap(s): public perceptions of AI and socio-technical imaginaries

Cited by 43 publications

References 55 publications

Imaginaries and problematisations: A heuristic lens in the age of artificial intelligence in education

Imaginaries and problematisations: A heuristic lens in the age of artificial intelligence in education

Machine guardians: The Terminator, AI narratives and US regulatory discourse on lethal autonomous weapons systems

Pragmatic AI-augmentation in mental healthcare: Key technologies, potential benefits, and real-world challenges and solutions for frontline clinicians

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