UTILIZING ARTIFICIAL INTELLIGENCE IN EDUCATION TO EQUIP STUDENTS FOR THE CHALLENGES OF THE 21ST CENTURY
Abstract views: 299 / PDF downloads: 171
DOI:
https://doi.org/10.5281/zenodo.11079969Keywords:
AI in Education (AIEd), Artificial Intelligence (AI), 21st Century Skills, Learning Outcomes, Learning SystemsAbstract
Harnessing artificial intelligence (AI) learning systems holds the potential to assist learners in meeting the challenges of future work demands. Engaging with AI systems in education can guide students toward more effective development of 21st-century skills through personalized, captivating, adaptable, and inclusive learning environments. AI in education (AIEd) proves advantageous in optimizing student learning outcomes, positioning them to thrive and contribute to the evolving knowledge society and the future landscape of automation. This article explores 21st century skills and identifies certain shortcomings in the current education system, aiming to guide students in acquiring advanced skills. Additionally, it briefly delves into the concept of AIEd in relation to fostering 21st century competencies. By highlighting the current applications of AI learning tools and their potential, the article underscores their benefits in facilitating skill development among students. Before concluding, it addresses some limitations associated with these learning systems.
References
Ahmad, M., Karim, A. A., Din, R., & Albakri, I. S. M. A. (2013). Assessing ICT competencies among postgraduate students based on the 21st century ICT competency model. Asian Social Science, 9(16), 32.
Andreas Schleicher. (2018). Interview with Anthony Seldon for his book, "The Fourth Education Revolution".
Aoun, J. E. (2017). Robot-proof: higher education in the age of artificial intelligence. MIT Press.
Arroyo, I. (2009). Emotion sensors go to school. Frontiers in Artificial Intelligence and Applications, 200(1), 17–24. Retrieved from http://www.scopus.com/scopus/openurl/link.url?ctx_ver=Z39.882004&ctx_enc=info:ofi/enc:UTF-8&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.abstract=yes&rft_id=info:eid/2-s2.0-73149108640&rfr_dat=partnerID:45
Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. University of Chicago Press.
Baker, R. S., & Inventado, P. S. (2014). Applications of educational data mining. In S. D'Mello, R. A. Calvo, & A. Olney (Eds.), Handbook of Educational Psychology and Technology (pp. 107-122). Taylor & Francis.
Baker, R. S., & Inventado, P. S. (2014). Educational data mining and learning analytics. In Learning Analytics: From Research to Practice. https://doi.org/10.1007/978-1-4614-3305-7_4
Carnevale, A. P., & Smith, N. (2013). Workplace basics: The skills employees need and employers want. Taylor & Francis.
Bhatti, A., Pathan, H., Tabieh, A., & Hassan, A., (2020). Impact of Learner-learner Rapport on L2 Learning: A Study of Public Sector Universities in Sindh, Pakistan. The Asian EFL Journal,27 (4.6), 204-226.
D’Mello, S., Picard, R. W., & Graesser, A. (2007). Toward an Affect-Sensitive AutoTutor. IEEE Intelligent Systems, 22(4), 53–61. https://doi.org/10.1109/MIS.2007.79
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69.
Dillenbourg, P., Baker, M. J., Blaye, A., & O’Malley, C. (1995). The evolution of research on collaborative learning.
Derlina., Aisyah., Bukit, N., Sahyar., Hassan, A., (2020). Blended Learning in English and English-Medium Physics Classes Using Augmented Reality, Edmodo, and Tinkercad Media. TESOL International Journal,15 (3), 111-136.
D’Mello, S., & Graesser, A. (2012). AutoTutor and affective autotutor: Learning by talking with cognitively and emotionally intelligent computers that talk back. ACM Transactions on Interactive Intelligent Systems, 2(4). https://doi.org/10.1145/2395123.2395128
Dweck, (2018) retrieved from http://www.mindsetworks.com/brainology/
Goulden, (2018) retrieved from https://twitter.com/murraygoulden/status/1038338924270297094
Harris, A., Bonnett, V., Luckin, R., Yuill, N., & Avramides, K. (2009). Scaffolding effective help-seeking behaviour in mastery and performance-oriented learners. AIED, 425–432.
Hassan, A., Mitchell, R., & Buriro, H. A. (2020). Changes in uses of salutations in British English. International research journal of management, IT and social sciences, 7(1), 197-204.
Hassan, A. (2016). Assimilation and incidental differences in Sindhi language. Eurasian Journal of Humanities, 2(1).
Hassan, A., Kazi, A. S., & Asmara Shafqat, Z. A. The Impact of Process Writing on the Language and Attitude of Pakistani English Learners. Asian EFL Journal, 27(4.3), 260-277.
Holmes. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching & Learning (First). Independently published.
Worth, (2018). What Next for EdTech. Time Educational Supplement Guide to EdTech.
Kaufman, K. J. (2013). 21 ways to 21st century skills: why students need them and ideas for practical implementation. Kappa Delta Pi Record, 49(2), 78–83.
Kruskopf, M. (2016). Explorations on the Nature of Children’s Conceptual Change in Computational Thinking During Hello Ruby Summer School 2016.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
Luckin, R., Holmes, W., Griffiths, M., & Pearson, L. B. F. (2016). Intelligence Unleashed. An argument for AI in Education. In Pearson. Retrieved from http://oro.open.ac.uk/50104/1/Luckinetal.-2016-IntelligenceUnleashed. An argument for AI in Educ.pdf%0Ahttps://static.googleusercontent.com/media/edu.google.com/ptBR//pdfs/Intelligence-Unleashed-Publication.pdf
Luckin Rosemary. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. Routledge.
Mason, (2018) retrieved from https://twitter.com/hmason/status/1014180606496968704
Mahmoudi, H. M., & Hassan, A. CHALLENGES AND ISSUES OF LANGUAGE USE BETWEEN MONOLINGUAL AND MULTILINGUAL SOCIETIES.
Manel, M., Hassan, A., & Buriro, H. A. (2019). Learners’ Attitudes towards Teachers’ switching to the mother tongue (The Case of Secondary school learners in Algeria). Indonesian TESOL Journal, 1(1), 9-26.
Mirza, Q., Pathan, H., Khatoon, S., Hassan, A., (2021). Digital Age and Reading habits: Empirical Evidence from Pakistani Engineering University. TESOL International Journal,16 (1), 210-136.
Muehlenbrock, M. (2006). Learning group formation based on learner profile and context.
International Journal on E-Learning, 5(1), 19–24.
Nick, M. (2017). Will AI Be The Next Big Thing In The Classroom? Retrieved from https://www.forbes.com/sites/nickmorrison/2017/09/13/will-ai-be-the-next-big-thing-in-the-classroom/
ODE: The Oxford dictionary of English, (Oxford dictionaries online) Oxford: Oxford, & University Press. (2005). The Oxford dictionary of English.
Russell, S. J. (2016). Artificial intelligence: a modern approach. Retrieved from http://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781292153971&uid=none
Schleicher, A. (2018). World class: How to build a 21st-century school system. OECD Publishing.
Seering, (2018). In Lecture on 27th 2018, titled “Human-AI Interaction: an Introduction”.
Seldon, A., & Abidoye, O. (2018). The Fourth Education Revolution. Retrieved from http://pc124152.oulu.fi:8080/login?url=
Seldon, A., & Abidoye, J. (2018). The fourth education revolution: Will artificial intelligence liberate or infantilise humanity? University of Buckingham Press.
Selwyn, N. (2019). Should Robots Replace Teachers?: AI and the Future of Education. Retrieved from http://pc124152.oulu.fi:8080/login?url=
Silber‐Varod, V., Eshet‐Alkalai, Y., & Geri, N. (2019). Tracing research trends of 21st‐century learning skills. British Journal of Educational Technology.
Spector, J. M., & Ma, S. (2019). Inquiry and critical thinking skills for the next generation: from artificial intelligence back to human intelligence. Smart Learning Environments, 6(1), 8.
Supriyatno, T., Susilawati, S., & Ahdi, H. (2020). E-learning development in improving students' critical thinking ability. Cypriot Journal of Educational Sciences, 15(5), 1099-1106.
Us Saqlain, N., Shafqat, A., & Hassan, A. (2020). Perception Analysis of English Language Teachers about Use of Contextualized Text for Teaching ESP. The Asian ESP Journal, 16(5.1), 275-299
Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185(4157), 1124–1131.
Underwood, J., & Luckin, R. (2011). What is AIED and why does Education need it?
Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588.
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.
Woolf, (2013). AI Grand Challenges for Education. AI Magazine, 34(4), 66–84. Retrieved from http://search.proquest.com/docview/1490901631/?pq-origsite=primo
Woolf, (2010a). A roadmap for education technology.
Woolf, B. P. (2010a). Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. Morgan Kaufmann.
Woolf, (2010b). Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. Morgan Kaufmann.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 NEW ERA INTERNATIONAL JOURNAL OF INTERDISCIPLINARY SOCIAL RESEARCHES
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.