Four Interactions Between AI and Education: Broadening Our Perspective on What AI Can Offer Education

Rismanchian, Sina; Doroudi, Shayan

doi:10.35542/osf.io/kps79

Cited by 5 publications

(2 citation statements)

References 25 publications

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“…These implications emphasise the importance of continued exploration and adaptation of AI tools to maximise their benefits in language learning contexts. Building upon the work of Mitra and Banerjee (2023) and Rismanchian and Doroudi (2023), our research contributes insights into the dynamic intersection of AI and language education. However, future investigations could delve deeper into specific linguistic distinctions and contextual challenges, enriching our understanding of AI tools in language learning environments.…”

Section: Discussionmentioning

confidence: 99%

Beyond the Dictionary: Redefining Translation Education with Artificial Intelligence-Assisted App Design and Training

Bakhov,

Bilous,

Saiko

et al. 2024

IJLTER

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This study addresses researchers’ concerns about the effectiveness of integrating AI-assisted app design and training into university-level translation courses. It aims to explore how this integration influences students’ motivation, reflective practices, academic performance, and the quality of language translation. Employing a mixed-methods research approach with a two-group post-test-only design, the study uncovers the transformative influence of integrating an AI-based translation assistant. Purposive sampling techniques were utilised to conduct interventions and focus groups with students majoring in Philology enrolled in the 3 ECTS course in Industry-Specific Translation at Taras Shevchenko National University of Kyiv. The findings from the Independent Samples t-test revealed significant improvements in motivation, reflective practices, academic performance, and translation quality among students in the experimental group (EG) compared to the control group (CG). Thematic analysis using the Speak web-based tool indicated an overall positive sentiment (0.224), highlighting Positive and Very Positive sentiments. The Neutral category suggested a balanced perspective, while the combined Slightly Negative and Negative categories represented less favourable sentiment. This research contributes valuable insights to the discourse on AI in language education by addressing gaps in related literature. We suggest avenues for future research into linguistic nuances and contextual challenges, advocating ongoing exploration to maximise the benefits of these technological interventions. Ultimately, this study provides a comprehensive understanding of the impact of AI integration in language education and underscores the need for continued exploration and adaptation in this area.

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Section: Discussionmentioning

confidence: 99%

Beyond the Dictionary: Redefining Translation Education with Artificial Intelligence-Assisted App Design and Training

Bakhov,

Bilous,

Saiko

et al. 2024

IJLTER

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“…Finally, it is worth noting that although some of the ideas presented in this paper are not new, they have been underexplored in recent decades. We have previously shown that researchers emphasized AI as an analogy to human intelligence for at least four decades, but this idea lost favor as the field of AI evolved and people looked towards its successes in practical applications (Rismanchian & Doroudi, 2023b). However, we contend that the present time is ideal for rethinking the practices of teaching students about AI and adopting novel approaches given increasing interest in AI and the questions it raises about what it means to be human.…”

Section: Discussionmentioning

confidence: 99%

Learning About AI to Learn About Learning: Artificial Intelligence as a Tool for Metacognitive Reflection

Ojeda-Ramirez,

Rismanchian,

Doroudi

2023

Preprint

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Artificial intelligence (AI) has become ubiquitous in recent decades, but using AI in education is not a recent idea. Since the emergence of AI, there has been an interest in the relationship between AI and education, not only looking at AI as an applied tool to advance education but also investigating its value as an analogy to human intelligence. In this paper, we build on AI’s power to act as an analogy to human intelligence to conceptualize it as a tool for metacognitive reflection. This idea itself is actually several decades old but it has been largely ignored. Given the recent wave of interest in AI literacy, we position the value that AI can bring in helping children reflect on their own thinking and learning as another rationale for teaching AI, in addition to economic, social, and ethical considerations. Moreover, we propose four different approaches to AI that can serve as metacognitive tools: (1) viewing computation as AI, (2) mainstream data-driven AI, (3) large language models, and (4) computational models of human cognition. We contrast the potential of each strand to promote metacognition and provide some toy problems where AI can foster students’ learning about their own learning.

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A Manifesto for a Pro-Actively Responsible AI in Education

Porayska-Pomsta

2023

Int J Artif Intell Educ

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Four Interactions Between AI and Education: Broadening Our Perspective on What AI Can Offer Education

Cited by 5 publications

References 25 publications

Beyond the Dictionary: Redefining Translation Education with Artificial Intelligence-Assisted App Design and Training

Beyond the Dictionary: Redefining Translation Education with Artificial Intelligence-Assisted App Design and Training

Learning About AI to Learn About Learning: Artificial Intelligence as a Tool for Metacognitive Reflection

A Manifesto for a Pro-Actively Responsible AI in Education

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