Systematic review of research on artificial intelligence applications in higher education – where are the educators?
According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and h...
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| Published in | International Journal of Educational Technology in Higher Education Vol. 16; no. 1; pp. 1 - 27 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Cham
Springer International Publishing
28.10.2019
Springer Nature B.V SpringerOpen |
| Subjects | |
| Online Access | Get full text |
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| Abstract | According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education. |
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| AbstractList | According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education. Abstract According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education. |
| ArticleNumber | 39 |
| Author | Zawacki-Richter, Olaf Gouverneur, Franziska Bond, Melissa Marín, Victoria I. |
| Author_xml | – sequence: 1 givenname: Olaf orcidid: 0000-0003-1482-8303 surname: Zawacki-Richter fullname: Zawacki-Richter, Olaf email: olaf.zawacki.richter@uni-oldenburg.de organization: Faculty of Education and Social Sciences, University of Oldenburg – sequence: 2 givenname: Victoria I. orcidid: 0000-0002-4673-6190 surname: Marín fullname: Marín, Victoria I. organization: Faculty of Education and Social Sciences, University of Oldenburg – sequence: 3 givenname: Melissa orcidid: 0000-0002-8267-031X surname: Bond fullname: Bond, Melissa organization: Faculty of Education and Social Sciences, University of Oldenburg – sequence: 4 givenname: Franziska surname: Gouverneur fullname: Gouverneur, Franziska organization: Faculty of Education and Social Sciences, University of Oldenburg |
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| ContentType | Journal Article |
| Copyright | The Author(s) 2019 International Journal of Educational Technology in Higher Education is a copyright of Springer, (2019). All Rights Reserved. © 2019. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. |
| Copyright_xml | – notice: The Author(s) 2019 – notice: International Journal of Educational Technology in Higher Education is a copyright of Springer, (2019). All Rights Reserved. © 2019. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. |
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| DOI | 10.1186/s41239-019-0171-0 |
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| SubjectTerms | Academic Support Services Adaptive systems Artificial intelligence Can artificial intelligence transform higher education? Computer Appl. in Social and Behavioral Sciences Computer Science Computers and Education Education Educational Technology Higher Education Humanities Information Systems Applications (incl.Internet) Intelligent tutoring systems Law Machine learning Pedagogy Review Article Statistics for Social Sciences Support services Synthesis Systematic review Systems analysis Teaching Methods |
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| Title | Systematic review of research on artificial intelligence applications in higher education – where are the educators? |
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