Exploring the impact of Artificial Intelligence and robots on higher education through literature-based design fictions

Abstract

Artificial Intelligence (AI) and robotics are likely to have a significant long-term impact on higher education (HE). The scope of this impact is hard to grasp partly because the literature is siloed, as well as the changing meaning of the concepts themselves. But developments are surrounded by controversies in terms of what is technically possible, what is practical to implement and what is desirable, pedagogically or for the good of society. Design fictions that vividly imagine future scenarios of AI or robotics in use offer a means both to explain and query the technological possibilities. The paper describes the use of a wide-ranging narrative literature review to develop eight such design fictions that capture the range of potential use of AI and robots in learning, administration and research. They prompt wider discussion by instantiating such issues as how they might enable teaching of high order skills or change staff roles, as well as exploring the impact on human agency and the nature of datafication.

Untitled

“…Scenario work. Scenarios or design fictions (Cox et al, 2021) were co-created as narratives encapsulating possible futures where AI is used to support student guidance. Seven scenario workshops were organized with higher education and vocational education guidance staff (n=333).…”

Determining Mobile Learning Potentialities in Emerging Computing Paradigms: an Exploratory Approach for Performance Optimization

“…For instance, fog or edge-based m-learning allows exibility to access educational resources with ultra-low latency 16 . AI and machine learning 17 transform traditional m-learning 18 with more sophisticated approaches, i.e., virtual reality and mobile augmented reality learning objects 19 . In this context, the current study presents these paradigms' potential features that facilitate the m-learning actors and stakeholders in improving educational services delivery 1 .…”

“…Edge-based learning opened new windows for processing data locally at multiple endpoints instead of centralized clouds 23,24 . While AI-based ITSs teach course content using methods of personalised to the individual 17 , whereas augmented reality mobile applications make learning conscious 13 . Besides, 5G network edge cloud architecture 25 makes m-learning speedier with uninterrupted video and voice calls, customized and learner-centric.…”

“…It performs on knowledge data, natural language processing, expert system, and identi es patterns for a speci c task from analysing a massive data bundle. AI impacts higher education by applying the potential of ctions and robots 17 ; it applies intelligent algorithms, creates an interactive learning environment employing machine learning and deep learning. Today, AI has become an essential platform for researchers and educators, alters the learning process, and creates intelligence in learning applications and LMSs 1 .…”

Books (Are Not Like People): A Postdigital Fable

“…We use speculative fiction (Ross 2017) here, as a type of narrative enquiry (Clandinin and Rosiek 2019), drawn from a posthuman methodological scabbard, most appropriate for cleaving embodied and disembodied postdigital pedagogies (Bayne 2018;Lakind and Adsit-Morris 2018;Knox 2019) and for peering into the classrooms of the future (Selwyn et al 2020;Macgilchrist et al 2020;Costello et al 2020;Costello and Girme 2021;Cox 2021). Selwyn et al (2020) give a useful account of their approach to writing speculative fiction as research.…”