Pub Date : 2024-03-16DOI: 10.37497/rev.artif.intell.educ.v5i00.29
Petro Rybalko
Objective: This article undertakes a comprehensive exploration of the constructivist paradigm in artificial intelligence (AI) development, aiming to uncover how constructivist perspectives shape our understanding of AI. It delves into the evolution of AI thought, emphasizing the significance of constructivist epistemology in comprehending AI's philosophical and cognitive dimensions. Method: The study employs a variety of philosophical methodologies, including historical-philosophical analysis, comparative analysis of philosophical teachings, and a system-structural dialectical approach. These methods facilitate an in-depth examination of AI's conceptual intricacies within a constructivist framework, focusing on the relationship between artificial and natural intelligence and the epistemological implications of AI. Results: The investigation reveals that the main challenge in AI research is the absence of clear problem-solving rules, highlighting the current limitations of human self-knowledge in logical and emotional intelligence. It showcases AI's vast capabilities, from extensive knowledge bases to real-time processing, and emphasizes AI's role in enhancing human cognitive processes. Conclusions: Artificial intelligence, as a construct of human intellect, mirrors the capacity for design and creativity inherent in human thought. The study underscores AI's foundational role in the epistemology of science and technology, advocating for a holistic understanding of the human brain as a dynamic system to further our grasp of AI and its cognitive potential.
{"title":"The evolution of artificial intelligence: problems and prospects of rational cognition","authors":"Petro Rybalko","doi":"10.37497/rev.artif.intell.educ.v5i00.29","DOIUrl":"https://doi.org/10.37497/rev.artif.intell.educ.v5i00.29","url":null,"abstract":"Objective: This article undertakes a comprehensive exploration of the constructivist paradigm in artificial intelligence (AI) development, aiming to uncover how constructivist perspectives shape our understanding of AI. It delves into the evolution of AI thought, emphasizing the significance of constructivist epistemology in comprehending AI's philosophical and cognitive dimensions. \u0000Method: The study employs a variety of philosophical methodologies, including historical-philosophical analysis, comparative analysis of philosophical teachings, and a system-structural dialectical approach. These methods facilitate an in-depth examination of AI's conceptual intricacies within a constructivist framework, focusing on the relationship between artificial and natural intelligence and the epistemological implications of AI. \u0000Results: The investigation reveals that the main challenge in AI research is the absence of clear problem-solving rules, highlighting the current limitations of human self-knowledge in logical and emotional intelligence. It showcases AI's vast capabilities, from extensive knowledge bases to real-time processing, and emphasizes AI's role in enhancing human cognitive processes. \u0000Conclusions: Artificial intelligence, as a construct of human intellect, mirrors the capacity for design and creativity inherent in human thought. The study underscores AI's foundational role in the epistemology of science and technology, advocating for a holistic understanding of the human brain as a dynamic system to further our grasp of AI and its cognitive potential.","PeriodicalId":384728,"journal":{"name":"Review of Artificial Intelligence in Education","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140235938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-12DOI: 10.37497/rev.artif.intell.educ.v5i00.25
Tеtiana Kronivets, Olena Yakovenko, Ye Tymoshenko, Mykhailo Ilnytskyi
The purpose of the research is to critically analyze the legal aspects of the use of artificial intelligence (AI) in the field of education, as well as to study the role of chatbots and the Chat GPT model, plagiarism issues, educational modeling and the impact of AI on the labor market. To achieve this goal, various research methods are used, including the analysis of current legal norms and international legislation that relate to the use of AI in education. The study also includes an analysis of intellectual property issues, data privacy, ethical standards and liability. The results of the study highlight the problem of plagiarism in chat rooms and emphasize the importance of careful use of information to ensure academic integrity. Despite the possible misuse of AI by students, such as chatbots and GPT models, for plagiarism, these technologies can also facilitate plagiarism detection. The research also examines the use of machine learning and data analytics to create personalized learning experiences, improve learning effectiveness, and retain knowledge. The overall conclusion is that the integration of artificial intelligence in education has the potential to improve the quality and accessibility of education, but this requires a sound legal framework. The article also evaluates the effectiveness of various AI tools, including chatbots that provide information on demand and Chat GPT, useful for processing textual materials. The paper also examines the role of learning simulation in personalizing education, using AI to analyze performance data, and tailoring individual learning pathways.
{"title":"Dimensions of Legal And Moral Use of Artificial Intelligence In Education","authors":"Tеtiana Kronivets, Olena Yakovenko, Ye Tymoshenko, Mykhailo Ilnytskyi","doi":"10.37497/rev.artif.intell.educ.v5i00.25","DOIUrl":"https://doi.org/10.37497/rev.artif.intell.educ.v5i00.25","url":null,"abstract":"The purpose of the research is to critically analyze the legal aspects of the use of artificial intelligence (AI) in the field of education, as well as to study the role of chatbots and the Chat GPT model, plagiarism issues, educational modeling and the impact of AI on the labor market. To achieve this goal, various research methods are used, including the analysis of current legal norms and international legislation that relate to the use of AI in education. The study also includes an analysis of intellectual property issues, data privacy, ethical standards and liability. \u0000The results of the study highlight the problem of plagiarism in chat rooms and emphasize the importance of careful use of information to ensure academic integrity. Despite the possible misuse of AI by students, such as chatbots and GPT models, for plagiarism, these technologies can also facilitate plagiarism detection. The research also examines the use of machine learning and data analytics to create personalized learning experiences, improve learning effectiveness, and retain knowledge. \u0000The overall conclusion is that the integration of artificial intelligence in education has the potential to improve the quality and accessibility of education, but this requires a sound legal framework. The article also evaluates the effectiveness of various AI tools, including chatbots that provide information on demand and Chat GPT, useful for processing textual materials. The paper also examines the role of learning simulation in personalizing education, using AI to analyze performance data, and tailoring individual learning pathways.","PeriodicalId":384728,"journal":{"name":"Review of Artificial Intelligence in Education","volume":"180 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-12DOI: 10.37497/rev.artif.intell.educ.v5i00.26
Svitlana Iasechko, M. Iasechko
The main hypothesis of the study is that the use of elements of artificial intelligence can have a positive effect on the quality of the educational process in higher education institutions, provided that three main conditions are met: access to the necessary data, training of future teachers to work with artificial intelligence and the creation of a special educational course. Within this study, the following tasks were set: to analyze scientific and methodological research aimed at studying the current state, prospects and possibilities of using artificial intelligence in the training of future teachers of professional education; to analyze how intelligent expert systems are distributed in the educational field; consider the necessary pedagogical conditions for the successful implementation and use of a system with elements of artificial intelligence in the educational process of higher educational institutions.
{"title":"The Role and Impact of Artificial Intelligence In Modern Education: Analysis of Problems and Prospects","authors":"Svitlana Iasechko, M. Iasechko","doi":"10.37497/rev.artif.intell.educ.v5i00.26","DOIUrl":"https://doi.org/10.37497/rev.artif.intell.educ.v5i00.26","url":null,"abstract":"The main hypothesis of the study is that the use of elements of artificial intelligence can have a positive effect on the quality of the educational process in higher education institutions, provided that three main conditions are met: access to the necessary data, training of future teachers to work with artificial intelligence and the creation of a special educational course. \u0000Within this study, the following tasks were set: to analyze scientific and methodological research aimed at studying the current state, prospects and possibilities of using artificial intelligence in the training of future teachers of professional education; to analyze how intelligent expert systems are distributed in the educational field; consider the necessary pedagogical conditions for the successful implementation and use of a system with elements of artificial intelligence in the educational process of higher educational institutions.","PeriodicalId":384728,"journal":{"name":"Review of Artificial Intelligence in Education","volume":"309 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-12DOI: 10.37497/rev.artif.intell.educ.v5i00.25
Tеtiana Kronivets, Olena Yakovenko, Ye Tymoshenko, Mykhailo Ilnytskyi
The purpose of the research is to critically analyze the legal aspects of the use of artificial intelligence (AI) in the field of education, as well as to study the role of chatbots and the Chat GPT model, plagiarism issues, educational modeling and the impact of AI on the labor market. To achieve this goal, various research methods are used, including the analysis of current legal norms and international legislation that relate to the use of AI in education. The study also includes an analysis of intellectual property issues, data privacy, ethical standards and liability. The results of the study highlight the problem of plagiarism in chat rooms and emphasize the importance of careful use of information to ensure academic integrity. Despite the possible misuse of AI by students, such as chatbots and GPT models, for plagiarism, these technologies can also facilitate plagiarism detection. The research also examines the use of machine learning and data analytics to create personalized learning experiences, improve learning effectiveness, and retain knowledge. The overall conclusion is that the integration of artificial intelligence in education has the potential to improve the quality and accessibility of education, but this requires a sound legal framework. The article also evaluates the effectiveness of various AI tools, including chatbots that provide information on demand and Chat GPT, useful for processing textual materials. The paper also examines the role of learning simulation in personalizing education, using AI to analyze performance data, and tailoring individual learning pathways.
{"title":"Dimensions of Legal And Moral Use of Artificial Intelligence In Education","authors":"Tеtiana Kronivets, Olena Yakovenko, Ye Tymoshenko, Mykhailo Ilnytskyi","doi":"10.37497/rev.artif.intell.educ.v5i00.25","DOIUrl":"https://doi.org/10.37497/rev.artif.intell.educ.v5i00.25","url":null,"abstract":"The purpose of the research is to critically analyze the legal aspects of the use of artificial intelligence (AI) in the field of education, as well as to study the role of chatbots and the Chat GPT model, plagiarism issues, educational modeling and the impact of AI on the labor market. To achieve this goal, various research methods are used, including the analysis of current legal norms and international legislation that relate to the use of AI in education. The study also includes an analysis of intellectual property issues, data privacy, ethical standards and liability. \u0000The results of the study highlight the problem of plagiarism in chat rooms and emphasize the importance of careful use of information to ensure academic integrity. Despite the possible misuse of AI by students, such as chatbots and GPT models, for plagiarism, these technologies can also facilitate plagiarism detection. The research also examines the use of machine learning and data analytics to create personalized learning experiences, improve learning effectiveness, and retain knowledge. \u0000The overall conclusion is that the integration of artificial intelligence in education has the potential to improve the quality and accessibility of education, but this requires a sound legal framework. The article also evaluates the effectiveness of various AI tools, including chatbots that provide information on demand and Chat GPT, useful for processing textual materials. The paper also examines the role of learning simulation in personalizing education, using AI to analyze performance data, and tailoring individual learning pathways.","PeriodicalId":384728,"journal":{"name":"Review of Artificial Intelligence in Education","volume":"12 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-12DOI: 10.37497/rev.artif.intell.educ.v5i00.26
Svitlana Iasechko, M. Iasechko
The main hypothesis of the study is that the use of elements of artificial intelligence can have a positive effect on the quality of the educational process in higher education institutions, provided that three main conditions are met: access to the necessary data, training of future teachers to work with artificial intelligence and the creation of a special educational course. Within this study, the following tasks were set: to analyze scientific and methodological research aimed at studying the current state, prospects and possibilities of using artificial intelligence in the training of future teachers of professional education; to analyze how intelligent expert systems are distributed in the educational field; consider the necessary pedagogical conditions for the successful implementation and use of a system with elements of artificial intelligence in the educational process of higher educational institutions.
{"title":"The Role and Impact of Artificial Intelligence In Modern Education: Analysis of Problems and Prospects","authors":"Svitlana Iasechko, M. Iasechko","doi":"10.37497/rev.artif.intell.educ.v5i00.26","DOIUrl":"https://doi.org/10.37497/rev.artif.intell.educ.v5i00.26","url":null,"abstract":"The main hypothesis of the study is that the use of elements of artificial intelligence can have a positive effect on the quality of the educational process in higher education institutions, provided that three main conditions are met: access to the necessary data, training of future teachers to work with artificial intelligence and the creation of a special educational course. \u0000Within this study, the following tasks were set: to analyze scientific and methodological research aimed at studying the current state, prospects and possibilities of using artificial intelligence in the training of future teachers of professional education; to analyze how intelligent expert systems are distributed in the educational field; consider the necessary pedagogical conditions for the successful implementation and use of a system with elements of artificial intelligence in the educational process of higher educational institutions.","PeriodicalId":384728,"journal":{"name":"Review of Artificial Intelligence in Education","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.37497/rev.artif.intell.educ.v4i00.20
Anita Banerjee, Smeeta Kabadi, Dostonbek Karimov
Objective: The primary focus of this document is to delve into the role and influence of Artificial Intelligence (AI) on the global economy. The study aims to elucidate the potential economic ramifications, both positive and negative, that AI technologies might bring. Conclusions: Preliminary insights suggest that artificial intelligence has the potential to significantly boost the global economy. For instance, AI could potentially add up to 16%, approximately $13 trillion, to the global economy by 2030. Furthermore, AI's influence could elevate the global GDP by up to 26%. It is also highlighted that in the upcoming years, at least 70% of companies worldwide will integrate AI in some form or another. Practical Implications: The rapid adoption of AI technologies will undeniably have profound implications on businesses and economies. Companies that leverage AI stand to gain competitive advantages in their respective domains. Additionally, as more businesses adopt AI, there will be a heightened demand for AI expertise, potentially leading to job creation in specific sectors while possibly leading to job redundancies in others.
{"title":"The Transformative Power of AI: Projected Impacts on the Global Economy by 2030","authors":"Anita Banerjee, Smeeta Kabadi, Dostonbek Karimov","doi":"10.37497/rev.artif.intell.educ.v4i00.20","DOIUrl":"https://doi.org/10.37497/rev.artif.intell.educ.v4i00.20","url":null,"abstract":"Objective: The primary focus of this document is to delve into the role and influence of Artificial Intelligence (AI) on the global economy. The study aims to elucidate the potential economic ramifications, both positive and negative, that AI technologies might bring. \u0000Conclusions: Preliminary insights suggest that artificial intelligence has the potential to significantly boost the global economy. For instance, AI could potentially add up to 16%, approximately $13 trillion, to the global economy by 2030. Furthermore, AI's influence could elevate the global GDP by up to 26%. It is also highlighted that in the upcoming years, at least 70% of companies worldwide will integrate AI in some form or another. \u0000Practical Implications: The rapid adoption of AI technologies will undeniably have profound implications on businesses and economies. Companies that leverage AI stand to gain competitive advantages in their respective domains. Additionally, as more businesses adopt AI, there will be a heightened demand for AI expertise, potentially leading to job creation in specific sectors while possibly leading to job redundancies in others.","PeriodicalId":384728,"journal":{"name":"Review of Artificial Intelligence in Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122689524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.37497/rev.artif.intell.educ.v5i00.18
Altieres de Oliveira Silva, Diego dos Santos Janes
Objective:The paper aims to explore the integration of Artificial Intelligence (AI) tools in the educational sector. It underscores the urgent need for establishing proper regulations and checks to ensure the ethical and effective use of these tools. Method: The insights are based on a think piece authored by UNESCO Assistant Director-General for Education, Stefania Giannini. Data was collected through a global survey involving over 450 educational institutions, including schools and universities. Results: A mere 10% of the institutions surveyed have formulated policies or guidelines concerning the deployment of generative AI. The scrutiny for validating textbooks is found to be more stringent than the introduction of generative AI tools in educational settings. Criteria for textbook evaluations encompass content accuracy, relevance to teaching, age suitability, cultural and social appropriateness, and protection against biases. Conclusions: The paper suggests that educational institutions should not be solely dependent on AI corporate entities for setting regulations. While education continues to be a profoundly human endeavor, the surge of digital tools during the COVID-19 crisis underscored the academic and societal challenges students encounter in the absence of human touch. There's a risk that generative AI might diminish the significance of educators and pave the way for increased automation in the educational domain. Addressing the prevailing challenges in education necessitates investments in both schools and educators, rather than just technology. Practical Implications: It's imperative for education ministries to join forces with other regulatory bodies, particularly those overseeing technological advancements, to assess and approve AI tools. UNESCO is at the forefront of global dialogues with stakeholders and is in the process of framing policy guidelines on the use of generative AI in education. UNESCO's 'Recommendation on the Ethics of Artificial Intelligence', released in November 2021, accentuates the principles of safety, inclusivity, diversity, transparency, and excellence.
{"title":"Artificial Intelligence in education: What are the opportunities and challenges?","authors":"Altieres de Oliveira Silva, Diego dos Santos Janes","doi":"10.37497/rev.artif.intell.educ.v5i00.18","DOIUrl":"https://doi.org/10.37497/rev.artif.intell.educ.v5i00.18","url":null,"abstract":"Objective:The paper aims to explore the integration of Artificial Intelligence (AI) tools in the educational sector. It underscores the urgent need for establishing proper regulations and checks to ensure the ethical and effective use of these tools. \u0000Method: \u0000 \u0000The insights are based on a think piece authored by UNESCO Assistant Director-General for Education, Stefania Giannini. \u0000Data was collected through a global survey involving over 450 educational institutions, including schools and universities. \u0000 \u0000Results: \u0000 \u0000A mere 10% of the institutions surveyed have formulated policies or guidelines concerning the deployment of generative AI. \u0000The scrutiny for validating textbooks is found to be more stringent than the introduction of generative AI tools in educational settings. \u0000Criteria for textbook evaluations encompass content accuracy, relevance to teaching, age suitability, cultural and social appropriateness, and protection against biases. \u0000 \u0000Conclusions: \u0000 \u0000The paper suggests that educational institutions should not be solely dependent on AI corporate entities for setting regulations. \u0000While education continues to be a profoundly human endeavor, the surge of digital tools during the COVID-19 crisis underscored the academic and societal challenges students encounter in the absence of human touch. \u0000There's a risk that generative AI might diminish the significance of educators and pave the way for increased automation in the educational domain. \u0000Addressing the prevailing challenges in education necessitates investments in both schools and educators, rather than just technology. \u0000 \u0000Practical Implications: \u0000 \u0000It's imperative for education ministries to join forces with other regulatory bodies, particularly those overseeing technological advancements, to assess and approve AI tools. \u0000UNESCO is at the forefront of global dialogues with stakeholders and is in the process of framing policy guidelines on the use of generative AI in education. \u0000UNESCO's 'Recommendation on the Ethics of Artificial Intelligence', released in November 2021, accentuates the principles of safety, inclusivity, diversity, transparency, and excellence. \u0000","PeriodicalId":384728,"journal":{"name":"Review of Artificial Intelligence in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129867041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.37497/rev.artif.intell.educ.v4i00.16
Rosemeire Silva, M. Noronha, Diandra Maynne Juliano Ferraro
As edtechs são modelos de negócios escaláveis desenvolvidos com o objetivo de criar produtos e serviços educacionais com base tecnológica. Os interessados por edtechs são investidores e empreendedores que objetivam criar modelos inovadores de aprendizagem com tecnologia para alavancar e agilizar o ensino no mercado. Considerando o grande desafio de sobrevivência e sucesso deste segmento, esta pesquisa teve por objetivo avaliar se fatores como tempo de existência, investimentos, funcionários e localização podem ser elementos facilitadores para promover o sucesso das edtechs e se elas contribuem para ampliar as capacidades dinâmicas. A pesquisa traz como lente teórica as capacidades dinâmicas e de sucesso para representar o fenômeno e o percurso metodológico do estudo contou com análise de variância (ANOVA) e uma análise descritiva dos dados. Para dar robustez à pesquisa, além da extração dos dados na plataforma Crunchbase que compreende informações comerciais e financeiras de empresas, a literatura também foi explorada utilizando a base de dados Scopus para mapear o interesse dos pesquisadores. As análises estatísticas reforçam a teoria e apresentam evidências que a base de dados Crunchbase pode concentrar informações relevantes para medir o sucesso das edtechs, reforçar a decisão de investidores e apoiar o campo da ciência com a atualização dos dados de fundação de edtechs.
{"title":"AS CAPACIDADES DINÂMICAS E O SUCESSO DAS EMPRESAS EDTECH NO MERCADO DE STARTUPS","authors":"Rosemeire Silva, M. Noronha, Diandra Maynne Juliano Ferraro","doi":"10.37497/rev.artif.intell.educ.v4i00.16","DOIUrl":"https://doi.org/10.37497/rev.artif.intell.educ.v4i00.16","url":null,"abstract":"As edtechs são modelos de negócios escaláveis desenvolvidos com o objetivo de criar produtos e serviços educacionais com base tecnológica. Os interessados por edtechs são investidores e empreendedores que objetivam criar modelos inovadores de aprendizagem com tecnologia para alavancar e agilizar o ensino no mercado. Considerando o grande desafio de sobrevivência e sucesso deste segmento, esta pesquisa teve por objetivo avaliar se fatores como tempo de existência, investimentos, funcionários e localização podem ser elementos facilitadores para promover o sucesso das edtechs e se elas contribuem para ampliar as capacidades dinâmicas. A pesquisa traz como lente teórica as capacidades dinâmicas e de sucesso para representar o fenômeno e o percurso metodológico do estudo contou com análise de variância (ANOVA) e uma análise descritiva dos dados. Para dar robustez à pesquisa, além da extração dos dados na plataforma Crunchbase que compreende informações comerciais e financeiras de empresas, a literatura também foi explorada utilizando a base de dados Scopus para mapear o interesse dos pesquisadores. As análises estatísticas reforçam a teoria e apresentam evidências que a base de dados Crunchbase pode concentrar informações relevantes para medir o sucesso das edtechs, reforçar a decisão de investidores e apoiar o campo da ciência com a atualização dos dados de fundação de edtechs.","PeriodicalId":384728,"journal":{"name":"Review of Artificial Intelligence in Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128515765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.37497/rev.artif.intell.educ.v4i00.15
Rania Lampou
Objective: To explore the current and potential role of Artificial Intelligence (AI) in the educational sector, addressing its benefits and potential challenges. Method: A comprehensive review of the existing literature and applications of AI in various fields, with a specific focus on its implications for education. Results: AI has seamlessly integrated into various aspects of our daily lives, from automated systems in vehicles to personalized online advertisements. In the realm of education, AI promises to enhance the teaching and learning experience. It aims to supplement, not replace, educators by making the learning process more engaging and efficient. AI systems can provide feedback on student performance, highlighting areas of improvement, and ensuring inclusivity for students with special needs or language barriers. Additionally, AI can automate many administrative tasks, allowing educators more time for lesson planning and instructional improvement. Conclusions: While AI presents numerous advantages for the educational sector, its integration should be approached with caution. Both educators and students need preparation for this technological shift to maximize its benefits and mitigate potential challenges. Implications: The onus is on governments, educational institutions, and related organizations to facilitate the smooth integration of AI in education. Proper training and awareness are essential to ensure that AI is utilized responsibly and effectively in educational settings.
{"title":"The Integration of Artificial Intelligence in Education: Opportunities and Challenges","authors":"Rania Lampou","doi":"10.37497/rev.artif.intell.educ.v4i00.15","DOIUrl":"https://doi.org/10.37497/rev.artif.intell.educ.v4i00.15","url":null,"abstract":"Objective: To explore the current and potential role of Artificial Intelligence (AI) in the educational sector, addressing its benefits and potential challenges. \u0000Method: A comprehensive review of the existing literature and applications of AI in various fields, with a specific focus on its implications for education. \u0000Results: AI has seamlessly integrated into various aspects of our daily lives, from automated systems in vehicles to personalized online advertisements. In the realm of education, AI promises to enhance the teaching and learning experience. It aims to supplement, not replace, educators by making the learning process more engaging and efficient. AI systems can provide feedback on student performance, highlighting areas of improvement, and ensuring inclusivity for students with special needs or language barriers. Additionally, AI can automate many administrative tasks, allowing educators more time for lesson planning and instructional improvement. \u0000Conclusions: While AI presents numerous advantages for the educational sector, its integration should be approached with caution. Both educators and students need preparation for this technological shift to maximize its benefits and mitigate potential challenges. \u0000Implications: The onus is on governments, educational institutions, and related organizations to facilitate the smooth integration of AI in education. Proper training and awareness are essential to ensure that AI is utilized responsibly and effectively in educational settings.","PeriodicalId":384728,"journal":{"name":"Review of Artificial Intelligence in Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127619303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.37497/rev.artif.intell.educ.v4i00.13
V. Iyer
Objective: To critically assess the impact of Artificial Intelligence (AI) on the recruitment process within the Human Resources (HR) sector, pinpointing its potentialities and challenges. Method: A comparative approach was employed to contrast traditional recruitment strategies with AI-enhanced techniques. The analysis centered on the inherent advantages and challenges of AI adoption in recruitment. Results: The benefits of AI in recruitment significantly outweigh its limitations. The research indicates a trend of broad endorsement of AI in the corporate realm, with AI systems adeptly: a) cataloging behavioral patterns, b) determining job fit based on disposition, c) synchronizing these with job specifications, d) interfacing with enterprises, e) facilitating virtual interviews, and f) engendering synergistic outcomes. Conclusions: AI, reflecting its foundational ethos, holds the potential to produce both commendable and adverse effects in recruitment. The self-evolving capability of AI necessitates continuous oversight to circumvent governance challenges. Practical Implications: Responsible adoption of AI in HR can optimize recruitment processes, rendering them more efficient and precise. However, it is imperative to strike a harmonious balance between artificial and human intelligence to ensure ethical and efficacious deployment, minimizing risks and maximizing benefits.
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