Technology enhanced learning: should artificial intelligence ever be used for teaching and learning?

Ghouri, Hummd and Ghouri, Ahmad (2021) Technology enhanced learning: should artificial intelligence ever be used for teaching and learning? Journal of Educational Sciences & Research, 7 (2). pp. 169-183. ISSN 2310-7901

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Abstract

Artificial Intelligence (AI) algorithms are helping everyday life ranging from simplistic procedures such as self-service checkouts to the complexities of dispensing correct medication to patients. Likewise, AI is helping the education sector in unprecedented ways. Today AI is being used from simple online delivery of teaching through to the creation of virtual assistants and complex data analytics. However, AI related incidents, such as the recent failure of Zoom to prevent posting of obscene images and controversy over AI predicted A-level grades in England, reveal the vulnerability of AI programmes. These failures evidence that AI algorithms may behave contrary to the expectations of developers. Such incidents have caused concern about the reliability of AI, which has also been criticised as being unethical. With the help of various examples of the use of AI in the education sector as well as in everyday life, this article addresses the trust issues arising out the use of AI in teaching and learning. Are concerns about AI over exaggerated? Is this lack of trust due to misconceptions about AI systems? This article argues that although more needs to be done to make AI algorithms safer and reliable to overcome the existing misconceptions and lack of trust, the AI technology is developing very fast and already proving to be very useful in many areas of science and knowledge. The research concludes that AI should be trusted because by restricting its growth, it is likely to constrain our growth as a species.

Item Type: Article
Schools and Departments: School of Law, Politics and Sociology > Law
SWORD Depositor: Mx Elements Account
Depositing User: Mx Elements Account
Date Deposited: 03 Feb 2021 08:07
Last Modified: 03 Feb 2021 11:00
URI: http://sro.sussex.ac.uk/id/eprint/96887

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