Human-in-the-loop in artificial intelligence in education: A review and entity-relationship (ER) analysis

Abstract

Background

Human-in-the-loop research predominantly examines the interaction types and effects. A more structural and pragmatic exploration of humans and Artificial Intelligence or AI is lacking in the AI in education literature.

Purpose

In this systematic review, we follow the Entity-Relationship (ER) framework to identify trends in the entities, relationships, and attributes of human-in-the-loop AI in education.

Methods

An overview of N = 28 reviewed studies followed by their ER characteristics are summarized and analyzed.

Results

The dominant number of two or three-entity studies, one-sided relationships, few attributes, and many to many cardinalities may signal a lack of deliberation on beings that come to interact and influence human-in-the-loop and AI in education.

Conclusion

The contribution of this work is identifying the implications of human-in-the-loop and AI from a more formal ER perspective and acknowledging the many possibilities for placement of humans in the loop with the AI, system, and environment of interest.