W. Holmes, and I. Tuomi. European Journal of Education, 57 (4):
542--570(2022)
Abstract
Recent developments in Artificial Intelligence (AI) have
generated great expectations for the future impact of AI
in education and learning (AIED). Often these expectations
have been based on misunderstanding current technical
possibilities, lack of knowledge about state-of-the-art AI in
education, and exceedingly narrow views on the functions
of education in society. In this article, we provide a review
of existing AI systems in education and their pedagogic and
educational assumptions. We develop a typology of AIED
systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could
be, and discuss some potential roadblocks on the AIED
highway.
%0 Journal Article
%1 holmes2022state
%A Holmes, Wayne
%A Tuomi, Ilkka
%D 2022
%I Wiley Online Library
%J European Journal of Education
%K ai aied artificial education intelligence
%N 4
%P 542--570
%T State of the art and practice in AI in education
%U https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12533
%V 57
%X Recent developments in Artificial Intelligence (AI) have
generated great expectations for the future impact of AI
in education and learning (AIED). Often these expectations
have been based on misunderstanding current technical
possibilities, lack of knowledge about state-of-the-art AI in
education, and exceedingly narrow views on the functions
of education in society. In this article, we provide a review
of existing AI systems in education and their pedagogic and
educational assumptions. We develop a typology of AIED
systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could
be, and discuss some potential roadblocks on the AIED
highway.
@article{holmes2022state,
abstract = {Recent developments in Artificial Intelligence (AI) have
generated great expectations for the future impact of AI
in education and learning (AIED). Often these expectations
have been based on misunderstanding current technical
possibilities, lack of knowledge about state-of-the-art AI in
education, and exceedingly narrow views on the functions
of education in society. In this article, we provide a review
of existing AI systems in education and their pedagogic and
educational assumptions. We develop a typology of AIED
systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could
be, and discuss some potential roadblocks on the AIED
highway.},
added-at = {2023-11-28T09:59:04.000+0100},
author = {Holmes, Wayne and Tuomi, Ilkka},
biburl = {https://www.bibsonomy.org/bibtex/23fc5b80b68d25c1e75498376abb1a34d/yish},
interhash = {b2acd57f9313cfc5b93289dd1f2104ef},
intrahash = {3fc5b80b68d25c1e75498376abb1a34d},
journal = {European Journal of Education},
keywords = {ai aied artificial education intelligence},
number = 4,
pages = {542--570},
publisher = {Wiley Online Library},
timestamp = {2023-11-28T10:00:08.000+0100},
title = {State of the art and practice in AI in education},
url = {https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12533},
volume = 57,
year = 2022
}