An Analysis of the Role of Artificial Intelligence in Education and Teaching

Malik, Garima; Tayal, Devendra K.; Vij, Sonakshi

doi:10.1007/978-981-10-8639-7_42

Cited by 58 publications

(29 citation statements)

References 9 publications

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“…Another student reported that using the AI program helped him to reflect on his speaking skill. This result is in line with Malik, Tayal, and Vij, (2019).…”

Section: Discussion Of the Results Of The Studysupporting

confidence: 91%

“…As such, empirical and theoretical perspective has supported the use of AI feedback in EFL speaking classes. These results coincide with Malik, Tayal, and Vij (2019).…”

Section: Discussion Of the Results Of The Studysupporting

confidence: 89%

“…Kim (2018) assures that using artificial intelligence tools in classrooms is a successful key to develop oral skills (listening and speaking), because of the accurate assessment and updated features of AI applications. Malik, Tayal, and Vij, (2019) state that Artificial Intelligence (AI) has made a great a tremendous contribution to the educational field. AI It has the advantage of helping both the teachers and the students to develop their teaching and learning skills.…”

Section: Artificial Intelligencementioning

confidence: 99%

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Effect of Artificial Intelligence-Based Application on Saudi Preparatory -Year Students’ EFL Speaking Skills at Albaha University

Makhlouf¹

2021

IJELE

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This study aimed at investigating the effect of Artificial Intelligence(AI) for developing non-English major students at preparatory year, Albaha University some speaking skills. Two instruments were developed for the purpose of this study; a pre-post-speaking test and a speaking rubric. The participants were 20 engineering students at preparatory-year Albaha University, Saudi Arabia. A speaking pre and posttest, speaking rubric and students' self-reflection were administered. The study followed a quasi-experimental one-group pretest-posttest design. The selected speaking skills were developed through a mobile application [ELSA Speak] based on Artificial Intelligence (AI). The selected speaking sub-skills skills were fluency and accuracy. Findings of the study revealed significant differences in the mean scores of the treatment group on the speaking pretest and posttest in favor of the posttest. The results showed that AI enhanced the students’ speaking skills. This study concluded with recommendations pertinent to using artificial intelligence as a tool for teaching speaking skills.

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“…Another student reported that using the AI program helped him to reflect on his speaking skill. This result is in line with Malik, Tayal, and Vij, (2019).…”

Section: Discussion Of the Results Of The Studysupporting

confidence: 91%

“…As such, empirical and theoretical perspective has supported the use of AI feedback in EFL speaking classes. These results coincide with Malik, Tayal, and Vij (2019).…”

Section: Discussion Of the Results Of The Studysupporting

confidence: 89%

Section: Artificial Intelligencementioning

confidence: 99%

See 1 more Smart Citation

Effect of Artificial Intelligence-Based Application on Saudi Preparatory -Year Students’ EFL Speaking Skills at Albaha University

Makhlouf¹

2021

IJELE

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“…It is also true that the percentage for the advantage gain is also very high, 71%. This may show that much of the learning process depends upon the benefit that can be obtained from the use of mobile learning, connected to IoT (Dai et al, 2019) with the support of AI (Malik, Tayal, & Vij, 2019). AI has been useful for the teacher and students in providing smart and quick accesses for the learning-teaching activities from preparation to evaluation.…”

Section: Discussionmentioning

confidence: 99%

From Disruption to Mobilization: Ire Teachers’ Perspectives on Independent Learning Policy

Thohir

Maarif

Rosyid

et al. 2021

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The policy on Independent Learning was established by the Indonesian government to promote teacher performance in midst of disruption in the educational aspect during this COVID-19 pandemic. However, teachers may not share the same perspective related to the policy. This study aims to examine Islamic Religious Education (IRE) teachers’ perspectives on Independent Learning policy. The research participants were IRE teachers who passed the 2019 In-service Teacher Profession Training Program at a State Islamic University in East Java, Indonesia. The mix-method research design with a qualitative-quantitative sequential exploratory analysis was used in this study. Qualitative data were obtained through telephone interviews, non-participant observations, and investigative documentary tracing, while quantitative data were obtained through a survey using online questionnaires. The collected data were analyzed using the descriptive qualitative phenomenological technique and descriptive statistics. The findings show that the increase in the use of mobile learning by IRE teachers is an implication of the disruption leading to the mobilization of the educational sector to approach the Independent Learning policy based on performances in three perspectives. First, the policy is considered a critique of traditional educational practices. Second, the policy serves as a space for independence with rules and regulations that are more open for students and schools. Third, the policy is an effort to free education from social and political pressures and restraints. This study provides a new understanding of the philosophical inter-connection in teachers’ perceptions to the practice of distant learning implementation based on informational technology.

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“…A growing body of literature has attempted to uncover the value of big data at different education levels, from preschool to higher education (Chen N.-S. et al, 2020). Several journal articles and book chapters have presented retrospective descriptions and the latest advances in the rapidly expanding research area from different angles, including systematic literature review (Zawacki-Richter et al, 2019;Quadir et al, 2020), bibliometric study (Hinojo-Lucena et al, 2019), qualitative analysis (Malik et al, 2019;Chen L. et al, 2020), and social network analysis (Goksel and Bozkurt, 2019). More details can be found in the previously mentioned reviews.…”

Section: The Position Formulationmentioning

confidence: 99%

Challenges and Future Directions of Big Data and Artificial Intelligence in Education

et al. 2020

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We discuss the new challenges and directions facing the use of big data and artificial intelligence (AI) in education research, policy-making, and industry. In recent years, applications of big data and AI in education have made significant headways. This highlights a novel trend in leading-edge educational research. The convenience and embeddedness of data collection within educational technologies, paired with computational techniques have made the analyses of big data a reality. We are moving beyond proof-of-concept demonstrations and applications of techniques, and are beginning to see substantial adoption in many areas of education. The key research trends in the domains of big data and AI are associated with assessment, individualized learning, and precision education. Model-driven data analytics approaches will grow quickly to guide the development, interpretation, and validation of the algorithms. However, conclusions from educational analytics should, of course, be applied with caution. At the education policy level, the government should be devoted to supporting lifelong learning, offering teacher education programs, and protecting personal data. With regard to the education industry, reciprocal and mutually beneficial relationships should be developed in order to enhance academia-industry collaboration. Furthermore, it is important to make sure that technologies are guided by relevant theoretical frameworks and are empirically tested. Lastly, in this paper we advocate an in-depth dialog between supporters of "cold" technology and "warm" humanity so that it can lead to greater understanding among teachers and students about how technology, and specifically, the big data explosion and AI revolution can bring new opportunities (and challenges) that can be best leveraged for pedagogical practices and learning.

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An Analysis of the Role of Artificial Intelligence in Education and Teaching

Cited by 58 publications

References 9 publications

Effect of Artificial Intelligence-Based Application on Saudi Preparatory -Year Students’ EFL Speaking Skills at Albaha University

Effect of Artificial Intelligence-Based Application on Saudi Preparatory -Year Students’ EFL Speaking Skills at Albaha University

From Disruption to Mobilization: Ire Teachers’ Perspectives on Independent Learning Policy

Challenges and Future Directions of Big Data and Artificial Intelligence in Education

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