Closing the loop – The human role in artificial intelligence for education
Recent advancements in artificial intelligence make its use in education more likely. In fact, existing learning systems already utilize it for supporting students’ learning or teachers’ judgments. In this perspective article, we want to elaborate on the role of humans in making decisions in the des...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-08-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.956798/full |
| _version_ | 1817998484612055040 |
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| author | Manuel Ninaus Manuel Ninaus Michael Sailer |
| author_facet | Manuel Ninaus Manuel Ninaus Michael Sailer |
| author_sort | Manuel Ninaus |
| collection | DOAJ |
| description | Recent advancements in artificial intelligence make its use in education more likely. In fact, existing learning systems already utilize it for supporting students’ learning or teachers’ judgments. In this perspective article, we want to elaborate on the role of humans in making decisions in the design and implementation process of artificial intelligence in education. Therefore, we propose that an artificial intelligence-supported system in education can be considered a closed-loop system, which includes the steps of (i) data recording, (ii) pattern detection, and (iii) adaptivity. Besides the design process, we also consider the crucial role of the users in terms of decisions in educational contexts: While some implementations of artificial intelligence might make decisions on their own, we specifically highlight the high potential of striving for hybrid solutions in which different users, namely learners or teachers, are provided with information from artificial intelligence transparently for their own decisions. In light of the non-perfect accuracy of decisions of both artificial intelligence-based systems and users, we argue for balancing the process of human- and AI-driven decisions and mutual monitoring of these decisions. Accordingly, the decision-making process can be improved by taking both sides into account. Further, we emphasize the importance of contextualizing decisions. Potential erroneous decisions by either machines or humans can have very different consequences. In conclusion, humans have a crucial role at many stages in the process of designing and using artificial intelligence for education. |
| first_indexed | 2024-04-14T02:54:44Z |
| format | Article |
| id | doaj.art-68c07df99ba04924bb7114468e1bb2ac |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-14T02:54:44Z |
| publishDate | 2022-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-68c07df99ba04924bb7114468e1bb2ac2022-12-22T02:16:10ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-08-011310.3389/fpsyg.2022.956798956798Closing the loop – The human role in artificial intelligence for educationManuel Ninaus0Manuel Ninaus1Michael Sailer2Institute of Psychology, University of Graz, Graz, AustriaLEAD Graduate School and Research Network, University of Tübingen, Tübingen, GermanyDepartment of Psychology, Ludwig-Maximilians-Universität München, Munich, GermanyRecent advancements in artificial intelligence make its use in education more likely. In fact, existing learning systems already utilize it for supporting students’ learning or teachers’ judgments. In this perspective article, we want to elaborate on the role of humans in making decisions in the design and implementation process of artificial intelligence in education. Therefore, we propose that an artificial intelligence-supported system in education can be considered a closed-loop system, which includes the steps of (i) data recording, (ii) pattern detection, and (iii) adaptivity. Besides the design process, we also consider the crucial role of the users in terms of decisions in educational contexts: While some implementations of artificial intelligence might make decisions on their own, we specifically highlight the high potential of striving for hybrid solutions in which different users, namely learners or teachers, are provided with information from artificial intelligence transparently for their own decisions. In light of the non-perfect accuracy of decisions of both artificial intelligence-based systems and users, we argue for balancing the process of human- and AI-driven decisions and mutual monitoring of these decisions. Accordingly, the decision-making process can be improved by taking both sides into account. Further, we emphasize the importance of contextualizing decisions. Potential erroneous decisions by either machines or humans can have very different consequences. In conclusion, humans have a crucial role at many stages in the process of designing and using artificial intelligence for education.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.956798/fulltechnology enhanced learningartificial intelligence (AI)machine learning (ML)adaptivitydigital technologieseducation |
| spellingShingle | Manuel Ninaus Manuel Ninaus Michael Sailer Closing the loop – The human role in artificial intelligence for education Frontiers in Psychology technology enhanced learning artificial intelligence (AI) machine learning (ML) adaptivity digital technologies education |
| title | Closing the loop – The human role in artificial intelligence for education |
| title_full | Closing the loop – The human role in artificial intelligence for education |
| title_fullStr | Closing the loop – The human role in artificial intelligence for education |
| title_full_unstemmed | Closing the loop – The human role in artificial intelligence for education |
| title_short | Closing the loop – The human role in artificial intelligence for education |
| title_sort | closing the loop the human role in artificial intelligence for education |
| topic | technology enhanced learning artificial intelligence (AI) machine learning (ML) adaptivity digital technologies education |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.956798/full |
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