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ERIC Number: EJ1423162
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1539-1523
EISSN: EISSN-1945-0818
Affordances and Challenges of Artificial Intelligence in K-12 Education: A Systematic Review
Helen Crompton; Mildred V. Jones; Diane Burke
Journal of Research on Technology in Education, v56 n3 p248-268 2024
Artificial Intelligence in Education (AIEd) has experienced a rapid rise in the past decade. This systematic review is the first examining the use of AIEd in K-12 including 169 extant studies from 2011 to 2021. This study provides contextual information from the research, such as the educational disciplines, educational levels, research purposes, methodologies, year published and who the AI was intended to support. The grounded coding revealed affordances fit into three main themes of AIEd connecting to pedagogies (e.g., gaming, personalization), administration (e.g., diagnostic tools), and subject content. Challenges in AIEd K-12 included issues toward negative perceptions, lack of student and teacher technology skills, ethical concerns, and issues directly with the ease of use and design of the AI tools.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A