ARTIFICIAL

INTELLIGENCE
Latest work of AI in Education
 CONTENT

• Introduction
• Latest Research
• Ethical AI ED
• Future Work
• Conclusion
 INTRODUCTION
• This paper is a non-exhaustive overview of AI in Education that presents a brief
survey of the latest developments of AI in Education.
• It begins by discussing different aspects of education and learning where AI is being
utilized, then turns to where we see the industry’s current focus and then closes with
a note on ethical concerns regarding AI in Education.
• This paper also briefly evaluates the potential impact of the pandemic on AI’s
application in education.
 CONT.
• Artificial Intelligence:
AI to refer to intelligent systems that can automate tasks traditionally carried
out by humans.
• AI will play a very important role in how we teach and learn these new skills.
• In one dimension, ‘AIEd’ has the potential to dramatically automate and help track
the learner’s progress in all these skills and identify where best a human teacher’s
assistance is needed.
• For teachers, AIEd can potentially be used to help identify the most effective
teaching methods based on students’ contexts and learning background.
• It can automate monotonous operational tasks, generate assessments and automate
grading and feedback.
 CONT.
• Segal et al developed a system named SAGLET that utilized ‘human-in-the-loop’
approach to visualize and model students’ activities to teachers in real-time enabling
them to intervene more effectively as and when needed.
• Here the role of AI is to empower the teachers enabling them to enhance
students’ learning outcomes.
• Similarly, Rodriguez et al have shown how teachers as ‘human-in-the-loop’ can
customize multimodal learning analytics and make them more effective in blended
learning environments.
 CONT.
• The advent and spread of Covid in 2019 around the world pushed educational
institutions online and left them at the mercy of ed-tech products to organize
content, manage operations, and communicate with students.
• This shift has started generating huge amounts of data for ed-tech companies on
which they can build AI systems.
 CONT.
• Shock to System Report:
According to a joint report: ‘Shock to the System’, published by Educate
Ventures and Cambridge University, optimism of ed-tech companies about
their own future increased during the pandemic and their most pressing concern
became recruitment of too many customers to serve effectively.
 LATEST RESEARCH
• Most work within AIEd can be divided into four main subdomains. In this section,
we survey some of the latest work in each of these domains as case studies:

• Reducing teachers’ workload

• Contextualized learning for students
• Revolutionizing assessments
• Intelligent tutoring systems (ITS)
 REDUCING TEACHERS’ WORKLOAD

• Reducing teachers’ workload has been a long-lasting challenge for educationists,

hoping to achieve more affective teaching in classrooms by empowering the teachers
and having them focus more on teaching than the surrounding activities.
• With the focus on online education during the pandemic and emergence of new tools
to facilitate online learning, there is a growing need for teachers to adapt to these
changes.
• Zoom video calling has long been used in pandemic
• Teachers need to develop better understanding of latest tools to increase skills and reduce
workload.
 CONTEXTUALIZED LEARNING FOR STUDENTS

• AIEd can help in identifying the learning gaps in each learner, offer content
recommendations based on that and provide step by step solutions to complex
problems.
• For example, iTalk2Learn is an opensource platform that was developed by
researchers to support math learning among students between 5 and 11 years of age
• Similarly, Pearson has launched a calculus learning tool called AIDA that provides
step by step guidance to students and helps them complete calculus tasks.
 REVOLUTIONIZING ASSESSMENTS

• According to Luckin from University College London, ‘AI would provide a fairer,
richer assessment system that would evaluate students across a longer period of
time and from an evidence-based, value-added perspective’.
• AIAssess is an example of an intelligent assessment tool that was developed by
researchers at UCL Knowledge lab
• It assessed students learning math and science based on three models: knowledge
model, analytics model and student model.
• Knowledge component stored the knowledge about each topic, the analytics
component analyzed students’ interactions and the student model tracked students’
progress on a particular topic.
 INTELLIGENT TUTORING SYSTEMS (ITS)

• An intelligent tutoring system is a computer program that tries to mimic a human

teacher to provide personalized learning to students
 ETHICS IN AI ED
• It is almost certainly the case that all members of the Artificial Intelligence in
Education (AIED) research community are motivated by ethical concerns, such as
improving students’ learning outcomes and their lifelong opportunities.
• However, as has been seen in other domains of AI application, ethical intentions are
not by themselves sufficient, as good intentions do not always result in ethical
designs or ethical deployments
 ETHICAL AI ED
• With a number of mishaps in the real world ethics in AI has become a real concern
for AI researchers and practitioners alike.
• An AI wrongly predicting that a particular student will not perform very well in end
of year exams or might drop out next year can play a very important role in
determining that student’s reputation in front of teachers and parents.
• This reputation will determine how these teachers and parents treat that learner,
resulting in a huge psychological impact on that learner, based on this wrong
description by an AI tool.
 CONT.
• One high-profile case of harm was in the use of an algorithm to predict university
entry results for students unable to take exams due to the pandemic.
• The system was shown to be biased against students from poorer backgrounds. Like
other sectors where AI is making a huge impact, in AIEd this raises an important
ethical question regarding giving students the freedom to opt out of AI powered
predictions and automated evaluations.
 FUTURE WORK
• With this influx of educational data, AI techniques such as reinforcement learning
can also be utilized to empower ed-tech. Such algorithms perform best with the large
amounts of data that was limited to very few ed-tech companies in 2021.
• With a growing number of AI powered ed-tech products in future, there will also be
a lot of research on ethical AIEd. The risks of AI going wrong in education and the
psychological impact this can have on learners and teachers is huge.
 CONCLUSION
• AIEd promised a lot in its infancy around 3 decades back.
• In the end, the goal of AIEd is not to promote AI, but to support education.
• In essence, there is only one way to evaluate the impact of AI in Education: through learning
outcomes.
• AIEd for reducing teachers’ workload is a lot more impactful if the reduced workload enables
teachers to focus on students’ learning, leading to better learning outcomes.
• Cutting edge AI by researchers and companies around the world is not of much use if it is not
helping the primary grade student in learning.
• This problem becomes extremely challenging because every learner is unique with different
learning pathways.
• With the recent developments in AI, particularly reinforcement learning techniques, the future
holds exciting possibilities of where AI will take education. For impactful AI in education, learners
and teachers always need to be at the epicenter of AI development.
 CONT.
• This problem becomes extremely challenging because every learner is unique with
different learning pathways.
• With the recent developments in AI, particularly reinforcement learning techniques,
the future holds exciting possibilities of where AI will take education. For impactful
AI in education, learners and teachers always need to be at the epicenter of AI
development.