open, digital, online, education, distance education

Human – Centered Artificial Intelligence in Education. The critical role of the educational community and the necessity of building a holistic pedagogical framework for the use of HCAI in education sector


Δημοσιευμένα: Jun 1, 2024
Panagiotes Anastasiades
https://orcid.org/0000-0002-1347-2176
Konstantinos Kotsidis
Konstantinos Stratikopoulos
Nektarios Pananakakis
Περίληψη

The humanitarian and social aspect of artificial intelligence is the critical factor that will determine the next steps in all aspects of our daily lives, from work and transactions to education, information and entertainment. In the field of education, highlighting the human centric character of artificial intelligence is a prerequisite for the transformation of our educational systems in order to be able to respond in a critical and creative way to the demands of the new era.


This research focuses on the critical role of teachers in the course of the transition and highlighting the basic characteristics of the necessary pedagogical framework for the introduction and critical utilization of Human – Centered Artificial Intelligence in Education.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Ahmad K., Abdelrazek M., Arora C., Bano M., Grundy J. (2023). Requirements, practices and gaps when engineering Human-Centered Artificial Intelligence system. Journal Applied Soft Computing, Volume 143, Science Direct.
Anastasiades, P. (2023). Artificial Intelligence in Education: Pilot study to explore teachers' views in Greece. Proceedings of the WORLD RESEARCH SOCIETY INTERNATIONAL CONFERENCE, October 21 – 22, 2023 Zarqa, Jordan.
Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4, 167–207.
Baker, T., Smith, L., & Anissa, N. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Retrieved from https://www.nesta.org.uk/report/education-rebooted/
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180.
Bereiter, C. and Scardamalia, M. (1989). “Intentional learning as a goal of instruction.” Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, 361–392.
Bond R., Mulvenna M., Wang H., Finlay D., Wong A., Koene A., Brisk R., Boger J., Adel T. (2019), Human-Centered Artificial Intelligence: Weaving UX into Algorithmic Decision Making. Proceedings of RoCHI, 2019.
Carbonell, J. R. (1970). AI in CAI: An Artificial-Intelligence Approach to Computer-Assisted Instruction. IEEE Transactions on Man-Machine Systems, 11(4): 190–202. https://doi.org/10.1109/TMMS.1970.299942 .
Chan, K. S., & Zary, N. (2019). Applications and challenges of implementing artificial intelligence in medical education: Integrative review. JMIR Medical Education, 5(1), e13930. https://doi.org/10.2196/13930 .
Chen, L., Chen, P. & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access.
Chen, X., Zou, D., Xie, H. & Cheng, G. (2021). Twenty years of personalized language learning: Topic modeling and knowledge mapping. Educational Technology & Society, 24(1), 205–222. https://www.jstor.org/stable/10.2307/26977868 .
Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). Two Decades of Artificial Intelligence in Education: Contributors, Collaborations, Research Topics, Challenges, and Future Directions. Educational Technology & Society, 25(1), 28–47. https://www.jstor.org/stable/48647028
Chen, X., Xie, H., Zou, Di, Hwang, G. (2020). Application and theory gaps during the rise of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1.
Crowder, N.C. (1960). Automatic tutoring by means of intrinsic programming.” In Teaching Machines and Programmed Learning: A Source Book. Vol. 116. Lumsdaine, A.A., and Glaser, R. (eds.) American Psychological Association, 286–298.
Garibay O., Winslow B., Andolina S., Antona M., Bodenschatz A.,Coursaris C., Falco G., Fiore S.M., Garibay I., Grieman K., Havens J.C., Jirotka M., Kacorri H., Karwowski W., Kider J., Konstan J., Koon S., Lopez-Gonzalez M., Maifeld-Carucci I., McGregor S., Salvendy G., Shneiderman B., Stephanidis C., Strobel C., Holter C.T., Xu W. (2023), Six Human – centered Artificial Intelligence Grand Challenges, International journal of human–computer interaction, Taylor and Francis Group.
Gasser, U., & Almeida, V. A. (2017). A layered model for AI governance. IEEE Internet Computing, 21(6), 58–62.
Heffernan, N. T., & Heffernan, C. L. (2014). The ASSISTments ecosystem: Building a platform that brings scientists and teachers together for minimally invasive research on human learning and teaching. International Journal of Artificial Intelligence in Education, 24(4), 470–497.
Holmes, W., Bialik, M., Fadel, C. (2019). Artificial Intelligence in Education Promises and Implications for Teaching and Learning. Boston, MA: The Center for Curriculum Redesign.
Holstein, K., McLaren, B. M., & Aleven, V. (2017). SPACLE: Investigating learning across virtual and physical spaces using spatial replays. The Seventh International Learning Analytics & Knowledge Conference (pp. 358–367). https://doi.org/10.1145/3027385.3027450 .
Holstein, K., McLaren, B. M., & Aleven, V. (2018a). Student learning benefits of a mixed-reality teacher awareness tool in AI-enhanced classrooms. International Conference on Artificial Intelligence in Education (pp. 154–168). https://doi.org/10.1007/978-3-319-93843-1_12 .
Holstein, K., Hong, G., Tegene, M., McLaren, B. M., & Aleven, V. (2018b). The Classroom as a dashboard: Co-designing wearable cognitive augmentation for K-12 teachers. The 8th international conference on learning Analytics and knowledge (pp. 79–88). https://doi.org/10.1145/3170358.3170377 .
Hwang, G., Xie, H., Wah, B., Gasevic, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1.
Joksimovic, S., Kovanovic, V., & Dawson, S. (2019). The journey of learning analytics. HERDSA Review of Higher Education, 6, 37–63.
Kay, J. (2012). AI and education: Grand challenges. IEEE Intelligent Systems, 27(5), 66–69.
Kim, Y., Soyata, T., and Behnagh, R. F. (2018). Towards emotionally aware AI smart classroom: Current issues and directions for engineering and education, IEEE Access 6, 5308–5331 doi: 10.1109/ACCESS.2018.2791861.
Larusson, J. A., & White, B. (2014). Introduction. In: J. A. Larusson & B. White (Eds.), Learning analytics: From research to practice (pp. 1–14). New York: Springer-Verlag
Law, N. W. Y. (2019). Human development and augmented intelligence. In The 20th international conference on artificial intelligence in education (AIED 2019). Springer
Li S., Gu X. (2023), A Risk Framework for Human – centered Artificial Intelligence in Education: Based on Literature Review and Delphi – AHP Method. Journal Article: Educational technology and Society Vol.26, No 1, National Taiwan Normal University, Taiwan.
Lin, C.-C., Liu, G.-Z., & Wang, T.-I. (2017). Development and usability test of an e-learning tool for engineering graduates to develop academic writing in English: A Case study. Educational Technology & Society, 20(4), 148–161.
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901–918.
Macfadyen, L. P., Dawson, S., Pardo, A., & Gasevic, D. (2014). Embracing big data in complex educational systems: The learning analytics imperative and the policy challenge. Research & Practice in Assessment, 9, 17–28.
Mhlanga D. (2022), Human-Centered Artificial Intelligence: The Superlative Approach to Achieve Sustainable Development Goals in the Fourth Industrial Revolution. AI and Interaction Technologies for Social Sustainability. Journal MDPI.
Nakao Y., Strappelli L., Stumpf S., Naseer A., Regoli D., Del Gamba G. (2022), Towards Responsible AI: A Design Space Exploration of Human-Centered Artificial Intelligence User Interfaces to Investigate Fairness, International Journal of Human – Computer Interaction, Vol. 39, Issue 9: AI in HCI, Taylor &Francis Online.
Nagitta P. O., Mugurusi G., Obicci P. A., Awuor E. (2022), Human-Centered artificial intelligence for the public sector: The gate keeping role of the public procurement professional, Procedia Computer Science, Science Direct.
Ouyang, F., Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2.
Pask, G. (1982). “SAKI: Twenty-five years of adaptive training into the microprocessor era.” International Journal of Man-Machine Studies, 17 (1), 69–74. https://doi.org/10.1016/S0020-7373(82)80009-6 .
Riedl, M. O. (2019). Human-centered artificial intelligence and machine learning. Human Behavior and Emerging Technologies, 1(1), 33–36.
Romero, C., & Ventura, S. (2007). Educational data mining: A survey from 1995 to 2005. Expert Systems with Applications, 33 (1), 135–146.
Romero, C., & Ventura, S. (2010). Educational data mining: A review of the state of the art. IEEE Transactions on Systems, Man, and Cybernetics, Part C (Applications and Reviews), 40(6), 601–618. doi: 10.1109/TSMCC.2010.2053532.
Romero, C., & Ventura, S. (2013). Data mining in education. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 3(1), 12–27.
Shneiderman, B. (2022). Human-centered AI. Oxford University Press
Yang, S. J. H. (2021). Guest Editorial: precision education - a new challenge for AI in education. Educ. Technol. Soc., 24(1), 105–108.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0 .
Zhao, F., Liu, G. Z., Zhou, J., & Yin, C. (2023). A Learning Analytics Framework Based on Human-Centered Artificial Intelligence for Identifying the Optimal Learning Strategy to Intervene in Learning Behavior. Educational Technology & Society, 26(1), 132-146.
Τα περισσότερο διαβασμένα άρθρα του ίδιου συγγραφέα(s)