Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education

Abstract

Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how to design learning when AI is introduced as a collaborative learning agent to classrooms. The present study, therefore, aimed to explore teachers’ perspectives on what (1) curriculum design, (2) student-AI interaction, and (3) learning environments are required to design student-AI collaboration (SAC) in learning and (4) how SAC would evolve. Through in-depth interviews with 10 Korean leading teachers in AI in Education (AIED), the study found that teachers perceived capacity and subject-matter knowledge building as the optimal learning goals for SAC. SAC can be facilitated through interdisciplinary learning, authentic problem solving, and creative tasks in tandem with process-oriented assessment and collaboration performance assessment. While teachers expressed instruction on AI principles, data literacy, error analysis, AI ethics, and AI experiences in daily life were crucial support, AI needs to offer an instructional scaffolding and possess attributes as a learning mate to enhance student-AI interaction. In addition, teachers highlighted systematic AIED policy, flexible school system, the culture of collaborative learning, and a safe to fail environment are significant. Teachers further anticipated students would develop collaboration with AI through three stages: (1) learn about AI, (2) learn from AI, and (3) learn together. These findings can provide a more holistic understanding of the AIED and implications for the educational policies, educational AI design as well as instructional design that are aimed at enhancing SAC in learning.

The Impact of AI on Teaching and Learning in Higher Education Technology

“…According to a few researches on the topic, academic integrity can be improved through the use of plagiarism checkers, proctoring, or monitoring of students' activities via online platforms like Grammarly, TurnItIn or White Smoke (J. Kim et al, 2022). It's been shown in other studies that teamviewer applications, simulation, and gamification have significant benefits to instructional quality, alongside being closely linked to VR and 3-D or even using the techniques to increase performance and effectiveness through the use of AI.…”

Natural Language Generation in Student Writing: Language Features, Strategies and Links to Successful Writing

“…To fully utilize these tools, students may need writing strategies, which appear to help youths to focus, to address difficulties in the writing process and to improve the quality of their writing (Crossley et al, 2016). In other words, by integrating the generated contents into their written compositions, students are learning from AI, that is, actively and independently developing strategies to work and to interact with AI to complete a task (Kim et al, 2022).…”

Understanding English as a Foreign Language Students’ Idea Generation Strategies for Creative Writing With Natural Language Generation Tools

“…AI technologies are new to K-12 schools (Kim et al, 2022) and AI is a new subject area for K-12 schools around the world (UNESCO, 2022). In spite of little historical knowledge about how to conceptualize AI integration in education programs, progress has been made in some directions.…”

“…Wang and Cheng (2021) have suggested three different directions for AI in curriculum, learning from AI, learning about AI and learning with AI. Similarly, Kim et al (2022) suggested AI in curriculum might develop in three stages: learning about AI; learning from AI; and learning together. As for essential outcomes, Ng et al (2022) have proposed four cognitive standards: know and understand AI; use and apply AI; evaluate and create AI; and AI ethics.…”

“…Although there are claims that AI has been extensively adopted and used in education at an institutional level (Chen et al, 2020), in the Asia-Pacific region, AI appears to be underexplored in mainstream school curriculum, particularly at the level of AI learning designs and activities (Su et al, 2022). There has been little material evidence to inform student-AI collaboration in the classroom (Kim et al, 2022). In Hong Kong, there have been pioneering efforts in mainstream schools to implement AI curriculum that has been effective in increasing students' self-perceived AI competence, attitude and motivation (Chiu et al, 2022).…”