Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities

Blanchard, Emmanuel

doi:10.1007/s40593-014-0027-7

Cited by 33 publications

(14 citation statements)

References 31 publications

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“…Such evidence on the efficacy of ITS as a mode of learning has thus far not been comprehensively validated in developing country contexts. The large majority of ITS development, deployment, and related research has taken place in the developed world, specifically in countries that are Western, educated, industrialized, rich, and democratic (Blanchard, 2014;Nye, 2014). In Asia, most ITS-related research since the 1990s has been carried out in developed countries, such as Hong Kong, Japan, Singapore, South Korea, and Taiwan (Cha et al, 2006;Cheung, Hui, Zhang, & Yiu, 2003;Hwang, 2003;Liang & Xu, 2013), although some homegrown ITS in developing countries have more recently been documented (Kazi, Haddawy, & Suebnukarn, 2012;Ting & Phon-Amnuaisuk, 2012).…”

Section: Intelligent Tutoring Systemsmentioning

confidence: 99%

Digital learning for developing Asian countries

Lim¹,

Tinio²,

Smith³

et al. 2018

Routledge International Handbook of Schools and Schooling in Asia

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Routledge is an imprint of the Taylor & Francis Group, an informa business © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors The right of Kerry J. Kennedy and John Chi-Kin Lee to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. With the exception of Chapters 35, 36, 37, and 38, no part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Chapter 35, 36, 37, and 38 of this book are available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

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Section: Intelligent Tutoring Systemsmentioning

confidence: 99%

Digital learning for developing Asian countries

Lim¹,

Tinio²,

Smith³

et al. 2018

Routledge International Handbook of Schools and Schooling in Asia

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show abstract

“…Thus, when AIEd favors certain pedagogies, learning styles, and educational systems, it ultimately dis/advantages certain students and their communities. Finally, implicit and explicit biases in AIEd development also reflect the slanted demographics of its researchers—their own backgrounds and assumptions about education are already shaping AIEd (Blanchard 2015 ).…”

Section: Possible Futures For Aiedmentioning

confidence: 99%

Out of the laboratory and into the classroom: the future of artificial intelligence in education

Schiff

2020

AI & Soc

159

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Like previous educational technologies, artificial intelligence in education (AIEd) threatens to disrupt the status quo, with proponents highlighting the potential for efficiency and democratization, and skeptics warning of industrialization and alienation. However, unlike frequently discussed applications of AI in autonomous vehicles, military and cybersecurity concerns, and healthcare, AI's impacts on education policy and practice have not yet captured the public's attention. This paper, therefore, evaluates the status of AIEd, with special attention to intelligent tutoring systems and anthropomorphized artificial educational agents. I discuss AIEd's purported capacities, including the abilities to simulate teachers, provide robust student differentiation, and even foster socio-emotional engagement. Next, to situate developmental pathways for AIEd going forward, I contrast sociotechnical possibilities and risks through two idealized futures. Finally, I consider a recent proposal to use peer review as a gatekeeping strategy to prevent harmful research. This proposal serves as a jumping off point for recommendations to AIEd stakeholders towards improving their engagement with socially responsible research and implementation of AI in educational systems.

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“…Yet according to a recent literature review most current research about AI in learning is from computer science and seems to neglect both pedagogy and ethics (Zawacki-Richter et al, 2019). Research on AIEd has also been recognised to have a WEIRD (western, educated, industrialized, rich and democratic) bias for some time (Blanchard, 2015).…”

Section: Introductionmentioning

confidence: 99%

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

Cox

2021

Int J Educ Technol High Educ

106

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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.

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Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities

Cited by 33 publications

References 31 publications

Digital learning for developing Asian countries

Digital learning for developing Asian countries

Out of the laboratory and into the classroom: the future of artificial intelligence in education

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

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