Artificial Intelligence Education

Wollowski, Michael; Neller, Todd W.; Boerkoel, James C.

doi:10.1609/aimag.v38i2.2728

Cited by 7 publications

(6 citation statements)

References 1 publication

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“…Some software even incorporates data such as when a student stops going to the cafeteria for lunch. Wollowski, Neller, and Boerkoel (2017) note there are opportunities for students to explore their own perceptions of ethics with AI. In one paper, authors talk about using real-world projects to introduce students to AI within academic and nonacademic contexts.…”

Section: Artificial Intelligencementioning

confidence: 99%

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What COVID-19 has introduced into education: challenges Facing Higher Education Institutions (HEIs)

Treve

2021

Higher Education Pedagogies

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The effect of the latest novel Coronavirus (COVID-19) on higher education, specifically the transition from face-to-face sessions to online and interactive learning systems, is investigated in this study. The paper discusses the difficulties that higher education institutions face in transitioning to 'online pedagogy,' including mobility issues, technology connectivity, digital learning, and differential access to education. The key obstacles of a shift to distance learning during COVID-19, according to the findings, are technical resources and differential access to education. Though COVID-19 was challenging for students, it also served as a springboard for realistic alternatives such as artificial intelligence (AI), public-private educational collaborations, and digitalization. Universities should study policies to mitigate the detrimental effects of COVID-19, according to the findings, while maintaining a dedication to creativity and largescale changes in practice.

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Section: Artificial Intelligencementioning

confidence: 99%

“…Lessons can be supplemented by intelligent agents, video lessons and digitalized tutors. It also means broadening experiences to include non-academic students (Wollowski et al, 2017). The implication is that the potential for AI to include a diverse range of learners, even from non-academic backgrounds, is massive.…”

Section: Artificial Intelligencementioning

confidence: 99%

What COVID-19 has introduced into education: challenges Facing Higher Education Institutions (HEIs)

Treve

2021

Higher Education Pedagogies

View full text Add to dashboard Cite

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“…The development and application of AI technology in education has brought tremendous opportunities for the reform to the education industry (Timms, 2016; Wollowski et al ., 2017). Intelligent tutoring systems, an advanced and latest application of AI in education, have drawn scholar and faculty attentions.…”

Section: Conclusion and Limitationmentioning

confidence: 99%

“…The boom of AI has also profoundly impacted the education industry and offered a foundation for the reform of the education sector (Conati et al ., 2018; Kulik & Fletcher, 2016; Luckin & Cukurova, 2019; Mavrikis & Holmes, 2019). The application of AI in the education sector is now changing the industry and has the potential to radically transform the state‐of‐art of education (Conati et al ., 2018; du Boulay, 2019; Mavrikis & Holmes, 2019; Timms, 2016; Wollowski, Neller, & Boerkoel, 2017). AI can ensure fair and inclusive educational opportunities, promote personalized learning and enhance learning outcomes (Cukurova, Kent, & Luckin, 2019; du Boulay, 2019; Kulik & Fletcher, 2016; Luckin & Cukurova, 2019).…”

Section: Introductionmentioning

confidence: 99%

Participant or spectator? Comprehending the willingness of faculty to use intelligent tutoring systems in the artificial intelligence era

Wang¹,

Yu²,

Hu³

et al. 2020

Brit J Educational Tech

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The advancement of technology, especially the development and application of artificial intelligence, has deeply affected the education sector and brought opportunities for pedagogical adaptation. Intelligent tutoring systems, a major application of artificial intelligence in education, have drawn extensive concerns. However, in reality, the penetration rate of intelligent tutoring systems and the enthusiasm of faculty to use are still relatively low. This research examined the determinants of the willingness of faculty to use intelligent tutoring systems. Innovation diffusion theory was the theoretical basis of this research and it was adapted by incorporating perceived trust and experience. To gather data, a cross‐sectional questionnaire survey was performed and structural equation modeling was employed to analyze the data. The findings indicated that relative advantage, compatibility, perceived trust and experience are the contributing determinants of the willingness of faculty to use intelligent tutoring systems, while complexity has no significant effect. Meanwhile, complexity is significantly negatively affected by experience and compatibility. Relative advantage is significantly positively affected by perceived trust but not by complexity. Based on the research findings, relevant recommendations for encouraging faculty to use intelligent tutoring systems were proposed.

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“…Artificial intelligence (AI) has gained popularity in recent years, covering a wide range of areas, such as robotics, knowledge‐based systems, machine learning, and game theory [1]. AI and robotics are revolutionising our daily life on multiple fronts.…”

Section: Introductionmentioning

confidence: 99%

Applying project‐based learning in artificial intelligence and marine discipline: An evaluation study on a robotic sailboat platform

Lin

Liu

Sun

et al. 2022

IET Cyber-Syst and Robotics

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Artificial intelligence is penetrating various fields. The demand for interdisciplinary talent is increasingly important, while interdisciplinary educational activities for high school students are lagging behind. Project‐based learning (PBL) in artificial intelligence (AI) and robotic education activities supported by a robotic sailboat platform, the sailboat test arena (STAr), has been shown to popularise AI and robotic knowledge in young students. In the implementation of the programme, PBL was provided for students, and gamification pedagogy was applied to increase participants' learning motivation and engagement. The results show that the proposed STAr‐based programme is capable of delivering the desired knowledge and skills to students at high school levels. The assessment results suggest that most students achieve learning outcomes on average. Students showed more interest in AI and marine disciplines and were willing to participate in more such educational programs. The findings fill the research gap that few existing education platforms have facilitated the teaching and learning of AI and marine disciplines for high school students.

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Artificial Intelligence Education

Abstract: This issue of AI Magazine include five articles covering subjects of current concern to the AI education community. This editorial introduces those five articles.

Cited by 7 publications

References 1 publication

What COVID-19 has introduced into education: challenges Facing Higher Education Institutions (HEIs)

What COVID-19 has introduced into education: challenges Facing Higher Education Institutions (HEIs)

Participant or spectator? Comprehending the willingness of faculty to use intelligent tutoring systems in the artificial intelligence era

Applying project‐based learning in artificial intelligence and marine discipline: An evaluation study on a robotic sailboat platform

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