Human and AI collaboration in the higher education environment: opportunities and concerns

Abstract

In service of the goal of examining how cognitive science can facilitate human–computer interactions in complex systems, we explore how cognitive psychology research might help educators better utilize artificial intelligence and AI supported tools as facilitatory to learning, rather than see these emerging technologies as a threat. We also aim to provide historical perspective, both on how automation and technology has generated unnecessary apprehension over time, and how generative AI technologies such as ChatGPT are a product of the discipline of cognitive science. We introduce a model for how higher education instruction can adapt to the age of AI by fully capitalizing on the role that metacognition knowledge and skills play in determining learning effectiveness. Finally, we urge educators to consider how AI can be seen as a critical collaborator to be utilized in our efforts to educate around the critical workforce skills of effective communication and collaboration.

Teachers' Perception of Artificial Intelligence Integration in Learning: A Cross-Sectional Online Questionnaire Survey

“…Arti cial Intelligence (AI) has become an increasingly popular topic in various elds, including education, because of its potential to improve the e ciency and effectiveness of learning. AI is seen as a way to support learning, rather than seeing this new technology as a threat (Atchley et al, 2024). By taking a proactive and ethical approach to its use, AI can provide constructive opportunities for education (Cotton et al, 2024).…”