Learning with computers: Generating insights into the development of cognitive tools using cultural historical activity theory

Tan, Seng Chee

doi:10.14742/ajet.4848

Cited by 11 publications

(3 citation statements)

References 34 publications

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“…It is also one of the most widely used frameworks for analyzing human-computer interaction (Clemmensen et al, 2016). Accordingly, as information technology continues to transform into a cognitive tool, Activity Theory can assist in analyzing the role of computers within a social and cultural context (Tan, 2019). With AI advancing into the micro, meso, and macro levels of the learning process (Gibson et al, 2023), Activity Theory provides an appropriate illustration of the dynamic interactions and contradictions associated with AIED (H. .…”

Section: Proposed Ecosystem For Aied Designmentioning

confidence: 99%

Activity Theory-based Ecosystem for Artificial Intelligence in Education (AIED)

Uden,

Ching

2024

IJRSE

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The integration of Artificial Intelligence in Education (AIED) stands as a pivotal trend in education, yet comprehensive design frameworks remain a subject of ongoing exploration.While many AIED studies are still in their early stages of development and implementation, the uncertainties and challenges surrounding the ethical and responsible use of AI in education persist. Anchoring on the Activity Theory, this paper proposes a conceptual framework, aiming to construct a sustainable ecosystem for AIED design within the dynamic landscape in all levels of education. Within the constructs of Activity Theory, this framework endeavors to scrutinize the intricate relationship between individuals (learners), their learning activities, and the broader socio-cultural context wherein these activities unfold. Moreover, the paper advocates for collaborative agreements among educators, learners, and educational institutions as essential pillars in the design and implementation of AIED systems tailored for education. In essence, this conceptual paper serves as a theoretical proposition, utilizing Activity Theory as a lens to envisage an adaptive and ethically responsible AIED ecosystem specifically crafted to address the nuanced dynamics inherent in all levels of education. It urges designers to meticulously consider the interplay between learners, educators, technology, and the sociocultural fabric when devising strategies for fostering effective, inclusive, and engaging learning experiences.

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Section: Proposed Ecosystem For Aied Designmentioning

confidence: 99%

Activity Theory-based Ecosystem for Artificial Intelligence in Education (AIED)

Uden,

Ching

2024

IJRSE

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“…Learners were experimenters who desired (or might be made to want) to examine a domain and, in the process of forging tools for that goal, ended up (re‐)creating a ‘subject’. This new perspective on learning transformed the job of the tutor, whether human or computer‐based, from ‘depository of knowledge’ to “actor responsible for creating a stimulating environment in which the learner might come to grips with a specific subject by successfully conducting experiments on it” (Tan, 2019).…”

Section: The Development Of Aiedmentioning

confidence: 99%

The development of artificial intelligence in education: A review in context

Pham

Sampson

2022

Computer Assisted Learning

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Background: In fact, most schools around the world are not well equipped to have discussions and keep current on the expansion of artificial intelligence (AI) in many aspects of society and economy. They either ignore this conversation, or simply criticize technology, but these resistances are not stopping wide spread of various types of AI projects in schools, mainly driven by corporations, and fueled by incentives that might not match well with long term educational objectives of student success, diversity, equity, and inclusivity. Objectives:The overall purpose is to address the rising gap between the ultrafast development of AI and the meticulous technological application of education, and to suggest the important bridge of building technological leadership in teacher preparation to get ready for the grow of AI in education. Methods:The contextual review examines the field of AI development in education through three lenses: conceptual context, practice context, and research context. Results and Conclusions:The paper provides educators and policy makers an overall background of the phenomenon of AI in education. The study has revealed there is an urgent need for research and development in teacher preparation as well as in the philosophy of technology in education to bridge the gap between AI and education.

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“…Jonassen (2000) called cognitive tools mindtools that work as intellectual partners with students to help develop their critical thinking. A mobile peer tutoring application can be considered a social mindtool (Tan, 2019) because it mediates the social cognitive interactions among learners. In short, researchers suggest using computers in transformative ways that support cognition beyond the material and cultural thinking tools.…”

Section: Computer-based Cognitive Tools That Support Cognitive-social...mentioning

confidence: 99%

How university students negotiate cognitive-social interactions and leverage cognitive tools for mobile peer tutoring

Tan

Cheung

Looi

2022

AJET

Self Cite

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This paper reports a case study of 20 university peer tutor-tutee dyads which engaged in online synchronous peer tutoring using MENTOR, a mobile application developed to support peer tutoring. Despite years of research, peer tutoring still attracts significant attention and an emerging area of research is online peer tutoring. This study aimed to contribute to research on mobile peer tutoring, which is still in its infancy stage. Underpinned by Vygotskian social-cultural learning and Wertsch's notion of mediated actions by tools, a qualitative analysis of the recorded tutees’ mobile phone screen during the peer tutoring sessions was conducted. Our findings show three different types of peer tutor-tutee social cognitive interactions, with varying degrees of tutees showing agency in seeking clarifications. While most tutees demonstrated some level of agency in seeking clarifications, fewer tutees showed agency in co-annotating on the canvas space. The findings also illuminate how the participants leveraged the canvas tools provided by MENTOR to create a shared understanding and cognitive convergence. Implications for practice or policy: University teachers could engage students in peer tutoring using mobile applications Peer tutors could engage tutees by asking questions or pause for clarifications Tutees could play an active role in seeking clarifications or offer their ideas Mobile peer tutoring participants could leverage features of the technology to create a shared understanding

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Learning with computers: Generating insights into the development of cognitive tools using cultural historical activity theory

Cited by 11 publications

References 34 publications

Activity Theory-based Ecosystem for Artificial Intelligence in Education (AIED)

Activity Theory-based Ecosystem for Artificial Intelligence in Education (AIED)

The development of artificial intelligence in education: A review in context

How university students negotiate cognitive-social interactions and leverage cognitive tools for mobile peer tutoring

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