NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1426324
Record Type: Journal
Publication Date: 2024-May
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-3894
EISSN: EISSN-1559-7075
Is Artificial Intelligence in Education an Object or a Subject? Evidence from a Story Completion Exercise on Learner-AI Interactions
George Veletsianos; Shandell Houlden; Nicole Johnson
TechTrends: Linking Research and Practice to Improve Learning, v68 n3 p411-422 2024
Much of the literature on artificial intelligence (AI) in education imagines AI as a tool in the service of teaching and learning. Is such a one-way relationship all that exists between AI and learners? In this paper we report on a thematic analysis of 92 participant responses to a story completion exercise which asked them to describe a classroom agreement between an AI instructor and a learner twenty years into the future. Using a relational theoretical framework, we find that the classroom agreements between AI and learners that participants produced encompassed elements of education, boundaries, affordances, and social conventions. These findings suggest that the ways learners relate to AI vary. Some learners relate to AI as an object, others relate to AI as a subject, and some relate to AI both as an object and a subject. These results invite a deeper engagement with the ways in which learners might relate to AI and the kinds of ethics and social protocols that such relations suggest.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A