Abstract
<span lang="EN-US">The data-driven development of education through Learning Analytics in combination with Artificial Intelligence is an emerging field in the education sector. In the field of Artificial Intelligence in Education, numerous studies and research have been carried out over the past 60 years, and since then drastic changes have taken place. In the first part of this paper we present a brief overview of the current status of Learning Analytics and Artificial Intelligence in education. In order to develop a better understanding of the relationship between Learning Analytics and Artificial Intelligence in education, we outline the relationship between the two phenomena. The results show that the previous studies only vaguely distinguish between them: the terms are often used synonymously. In the second part of the paper we focus on the question why the European market currently has hardly any real applications for Artificial Intelligence in education. The research is based on a meta-investigation of data-driven business models, in particular the so-called Educational Technology providers. The core of the analysis is the question of how data-driven these companies really are, how much Learning Analytics and Artificial Intelligence is applied and whether there is a causal connection between the growth of the Educational Technology market and the application relevance of Artificial Intelligence in Education. In the scientific and public discourse, we can observe a distortion between the theoretical-conjunctive understanding of the application of Artificial Intelligence in Education and the current practical relevance.</span>
Highlights
After attending several congresses and debates on Learning Analytics (LA) and Artificial Intelligence in education (AIED), we are still wondering where these promising phenomena are
We focus on data-based business models, especially Educational Technology (EdTech) companies that innovate the education market with their products and services
AIED, LA and Educational Data Mining (EDM) are the three research communities encompassing the concept of Technology enhanced learning and how to utilize the available digital data to improve the quality of higher education [22]
Summary
After attending several congresses and debates on Learning Analytics (LA) and Artificial Intelligence in education (AIED), we are still wondering where these promising phenomena are. The term AI is coined by numerous disciplines and constantly changed by new perspectives and terminologies [2,4] We consider it difficult that, especially in the education sector, applications are often regarded as AI-based at first glance and that the term AIED is often used too undifferentiated. In order to start at least partially answering some of the questions presented here, the aim of our contribution is to outline the current discourse on the use of algorithmand AI-based elements in education and to capture the current application relevance of AIED. We want to create access to the current market dynamics in order to find out how data-driven these EdTech companies really are, how much LA and AI is applied and whether there is a causal connection between the growth of the EdTech market and the application relevance of AIED.
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