Umetna inteligenca v izobraževalnem kontekstu: vrednost in izzivi
DOI:
https://doi.org/10.55707/ds-po.v39i1.117Ključne besede:
umetna inteligenca, izobraževanje, učitelj, inovacijePovzetek
Izobraževanje in izobraževalne ustanove so v zadnjih letih doživele številne spremembe, predvsem zaradi razvoja novih tehnologij. Ugotovitve relevantnih raziskav kažejo, da uvedba umetne inteligence v izobraževalni proces vpliva na izboljšanje šolskega uspeha učencev. Uporaba umetne inteligence v izobraževanju je prispevala k razvoju učinkovitosti poučevanja s personaliziranimi pristopi k učenju, ki zagotavljajo edinstveno izkušnjo za vsakega učenca. Prispevek opredeljuje umetno inteligenco v izobraževalnem kontekstu in njene elemente ter predstavlja pomembne rezultate raziskav ter prednosti in slabosti uporabe umetne inteligence v izobraževanju. Namen prispevka je osvetliti pomen tega pojava in njegovo refleksijo v izobraževalni praksi. Kljub nespornim prednostim umetne inteligence je pomembno poudariti, da obstajajo tudi potencialni izzivi, ki jih moramo zaznati, da se lahko nato osredotočimo na njihovo premagovanje
Literatura
Atlas, S. (2023). ChatGPT for Higher Education and Professional Development: A Guide to Conversational AI. Kingston, USA: The University of Rhode Island.
Bhosale, S., Pujari, V. and Multani, Z. (2020). Advantages and Disadvantages of Artificial Intellegence. Aayushi International Interdisciplinary Research Journal, 77, 227–230.
Bosede, I. E. and Cheok, D. A. (2018). Why Not Robot Teachers: Artificial Intelligence for Addressing Teacher Shortage. Applied Artificial Intelligence, 32(4), 345–360. https://doi.org/10.1080/08839514.2018.1464286
Celik, I., Dindar, M., Muukkonen, H. et al. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: A Systematic Review of Research. TechTrends, 66(4), 616–630. https://doi.org/10.1007/s11528-022-00715-y
Chen, L., Chen, P. and Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Chhaya S. D., Rajasekharaiah K.M. and Manjaiah D. H. (2020). Challenges of Artificial Intelligence to Combat COVID-19. In: Proceedings of the International Conference on Innovative Computing & Communications (ICICC) 2020 (pp. 1–8). New Delhi.
Coppin, B. (2004). Artificial intelligence illuminated. Sudbury, USA: Jones & Bartlett Publishers.
Čepon, S. (2018). Uporaba aplikacije Snapchat: nov način učenja angleške leksike? Didactica Slovenica – Pedagoška obzorja, 33(3–4), 123–135.
D’Amico, R. S., White, T. G., Shah, H. A. et al. (2022). I Asked a ChatGPT to Write an Editorial About How We Can Incorporate Chatbots Into Neurosurgical Research and Patient Care. Neurosurgery, 92(4), 663–664. https://doi.org/10.1227/neu.0000000000002414
Dillenbourg, P. (2016). The Evolution of Research on Digital Education. International Journal of Artificial Intelligence in Education, 26(2), 544–560. http://dx.doi.org/10.1007/s40593-016-0106-z
Gilakjani, A. P., Lai-Mei, L. and Ismail, H. N. (2013). Teachers' Use of Technology and Constructivism. International Journal of Modern Education and Computer Science, 5(4), 49–63. https://doi.org/10.5815/IJMECS.2013.04.07
Halaweh, M. (2023). ChatGPT in Education: Strategies for Responsible Implementation. Contemporary Educational Technology, 15(2), 1–11. https://doi.org/10.30935/cedtech/13036
Harl, B. (2021). Povezanost računalniško podprtih domačih nalog študentov z znanjem in ocenami. Didactica Slovenica – Pedagoška obzorja, 36(1), 79–82.
Hrastinski, S., Olofsson, A. D., Arkenback, C. et al. (2019). Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Post Digital K-12 Education. Post Digital Science and Education, 1(2), 427–445. https://doi.org/10.1007/s42438-019-00046-x.
Huang, C. J., Liu, M. C., Chang, K. E. et al. (2010). A Learning Assistance Tool for Enchancing ICT Literacy of Elementary School Students. Journal of Educational Technology & Society, 13(3), 126–138.
Hwang, G. J., Xie, H., Wah, B. W. et al. (2020). Vision, Challenges, Roles and Research Issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1(1), 1–5. https://doi.org/10.1016/j.caeai.2020.100001
Joshi, S., Rambola, R. K. and Churi, P. (2021). Evaluating Artificial Intelligence in Education for Next Generation. Journal of Physics: Conference Series, 1714(1), 1–14.
Khalil, M. and Er, E. (2023). Will ChatGPT Get You Caught? Rethinking of Plagiarism Detection. arXiv, (preprint), 1–13. https://doi.org/10.48550/arXiv.2302.04335
Khanzode, K. C. A. and Sarode, R. D. (2020). Advantages and Disadvantages of Artificial Intelligence and Machine Learning: A literature Review. International Journal of Library & Information Science (IJLIS), 9(1), 30–36. https://doi.org/10.17605/OSF.IO/GV5T4
Kim, N. J. and Kim, M. K. (2022). Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing. Frontiers in Education, 7, 1–13. https://doi.org/10.3389/feduc.2022.755914
Kuleto, V., Ilić, M., Dedić, V. et al. (2021). Application of Artificial Intelligence and Machine Learning in Higher Education, Available Platforms and Examining Students` Awareness. Scientific Journal for Contemporary Education and Application of Information Technologies- EdTech Journal, 1(1), 24–28. https://doi.org/10.18485/edtech.2021.1.1.2
Kuleto, V., Ilić, M. P., Bucea-Manea-Țoniş, R. et al. (2022). The Attitudes of K–12 Schools’ Teachers in Serbia towards the Potential of Artificial Intelligence. Sustainability, 14(14), 8636. https://doi.org/10.3390/su14148636
Lameras, P. and Arnab, S. (2021). Power to the Teachers: an Exploratory Review on Artificial Intelligence in Education. Information, 13(1), 14. https://doi.org/10.3390/info13010014
Luckin, R., Holmes, W., Griffiths, M. et al. (2016). Intelligence Unleashed: An Argument for AI in Education. London, UK: UCL Knowledge Lab.
Lynch, R. C. (2022). Glitch Epistemology and the Question of (Artificial) Intelligence: Perceptions, Encounters, Subjectivities. Dialogues in Human Geography, 12(3), 379–383. https://doi.org/10.1177/20438206221102952
OECD (2020). Trustworthy Artificial Intelligence (AI) in Education: Promises and Challenges. Available at: https://www.oecd-ilibrary.org/docserver/a6c90fa9-en.pdf?expires=1680453055&id=id&accname=guest&checksum=22B96DB2ADDF335AA0406C4060FCEB1A (retrieved 17. 5. 2023).
Ouyang, F., Zheng, L. and Jiao, P. (2022). Artificial Intelligence in Online Higher Education: A Systematic Review of Empirical Research from 2011 to 2020. Education and Information Technologies, 27(6), 7893–7925. https://doi.org/10.1007/s10639-022-10925-9
Paek, S. and Kim, N. (2021). Analysis of Worldwide Research Trends on the Impact of Artificial Intelligence in Education. Sutainability, 13(14), 7941. https://doi.org/10.3390/su13147941
Pedro, F., Subosa, M., Rivas, A. et al. (2019). Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development. Unesco. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000366994 (retrieved 17. 5. 2023).
Sánchez-Prieto, J. C., Cruz-Benito, J., Therón Sánchez, R. et al. (2020). Assessed by Machines: Development of a TAM-based Tool to Measure AI-based Assessment Acceptance Among Students. International Journal of Interactive Multimedia and Artificial Intelligence, 6(4), 80–86. http://dx.doi.org/10.9781/ijimai.2020.11.009
Šimunović, Z. (2021). E-learning in Music Education. Didactica Slovenica – Pedagoška obzorja, 36(3–4), 93–104.
Šušnjak, T. (2022). ChatGPT: The End of Online Exam Integrity? arXiv, 22(12), 9–29. https://doi.org/10.48550/arXiv.2212.09292
Tlili, A. and Burgos, D. (2022). Unleashing the Power of Open Educational Practices (OEP) through Artificial Intelligence (AI): Where to Begin?. Interactive Learning Environments, 1–8. https://doi.org/10.1080/10494820.2022.2101595
Tlili, A., Shehata, B., Adarkwah, M. A. et al. (2023). What if the Devil is My Guardian Angel: ChatGPT as a Case Study of Using Chatbots in Education. Smart Learning Environments, 10(1), 1–24. https://doi.org/10.1186/s40561-023-00237-x
Toh, L. P. E., Causo, A., Tzuo, P. W. et al. (2016). A Review on the Use of Robots in Education and Young Children. Journal of Educational Technology & Society, 19(2), 148–163.
van Dis, E. A., Bollen, J., Zuidema, W. et al. (2023). ChatGPT: Five Priorities for Research. Nature, 614(7947), 224–226. https://doi.org/10.1038/d41586-023-00288-7
Whitby, B. (2008). Sometimes It’s Hard to be a Robot: A Call for Action on the Ethics of Abusing Artificial Agents. Interacting with Computers, 20(3), 326–333. https://doi.org/10.1016/j.intcom.2008.02.002
Zakrajšek, S. (2018). Izobraževalni scenariji za pridobivanje digitalnih kompetenc dijakov. Didactica Slovenica, 33(3–4), 94–106.
Zawacki-Richter, O., Marín, V. I., Bond, M. et al. (2019). Systematic Review of Research on Artificial Intelligence Applications in Higher Education – Where are the Educators?. International Journal of Educational Technology in Higher Education, 16(1), 1–27. http://dx.doi.org/10.1186/s41239-019-0171-0
Zhao, Y., Li, T., Zhang, X. et al. (2019). Artificial Intelligence-based Fault Detection and Diagnosis Methods for Building Energy Systems: Advantages, Challenges and the Future. Renewable and Sustainable Energy Reviews, 109(2), 85–101. https://doi.org/10.1016/j.rser.2019.04.021
Zhai, X., Chu, X., Chai, C. S. et al. (2021). A Review of Artificial Intelligence (AI) in Education from 2010 to 2020. Complexity, 8812542, 1–18. https://doi.org/10.1155/2021/8812542
Prenosi
Objavljeno
Kako citirati
Številka
Rubrike
Licenca
Avtorske pravice (c) 2024 Tamara N. Dragojević, Milena Letić Lungulov
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.
