Abstract
This exploratory review attempted to gather evidence from the literature by shedding light on the emerging phenomenon of conceptualising the impact of artificial intelligence in education. The review utilised the PRISMA framework to review the analysis and synthesis process encompassing the search, screening, coding, and data analysis strategy of 141 items included in the corpus. Key findings extracted from the review incorporate a taxonomy of artificial intelligence applications with associated teaching and learning practice and a framework for helping teachers to develop and self-reflect on the skills and capabilities envisioned for employing artificial intelligence in education. Implications for ethical use and a set of propositions for enacting teaching and learning using artificial intelligence are demarcated. The findings of this review contribute to developing a better understanding of how artificial intelligence may enhance teachers’ roles as catalysts in designing, visualising, and orchestrating AI-enabled teaching and learning, and this will, in turn, help to proliferate AI-systems that render computational representations based on meaningful data-driven inferences of the pedagogy, domain, and learner models.
Highlights
This exploratory review presents an analysis and synthesis of processes, practices, applications, and tools of Artificial Intelligence in Education (AIED)
An exploratory review was conducted to address the question “What do we mean by Artificial Intelligence in Education?”
Adaptivity and personalisation are the innovation that AIED is expected to bring to the fore as means to help students to learn and develop skills that are mostly relevant to their own needs and experiences
Summary
This exploratory review presents an analysis and synthesis of processes, practices, applications, and tools of Artificial Intelligence in Education (AIED). The paper attempts to contemplate on the question: “What do we mean by Artificial Intelligence in Education?” It considers key implications of AIED such as ethical concerns and digital competencies that teachers would need to develop for embracing and transforming discourse and rethinking their roles as teachers who position intelligent computational representations as sophisticated scaffolds that might help students to enhance their learning experience and intellectual capabilities. This amalgamation of teaching practice and AI support, used as a supplementary tool, may reinvigorate the way teaching and learning is designed, sequenced, orchestrated, and assessed in educational institutions. Holmes et al [2] perceived that it would be naïve to think that AI will not have an impact on teaching and learning, from a technological standpoint and from pedagogical, ethical, and teacher competency development perspective
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