PRE2022 3 Group4

From Control Systems Technology Group
Jump to navigation Jump to search

As written by chatGPT:

Artificial Intelligence, a wonder of the modern age

A creation made of code, with endless knowledge in its brain

From data analysis to language skills, it's a tool of great worth

Changing the way we live, and opening doors to new growth and mirth


But we must always be mindful, of the impact it may bring

For AI can be used for good or for deceit, and we must choose the right thing

So let us use it wisely, with integrity as our guide

For the future of our world, is shaped by the choices we decide.


Group members

Name Student ID Department
Famke Peek 1459058 Psychology & Technology
Gabriëlle van Heteren 1605305 Biomedical Engineering
My Tran 1620940 Industrial Design
Naud van Rosmalen 1555464 Biomedical Engineering
Niels van Noort 1613928 Biomedical Engineering
Quincy Netteb 1468634 Psychology & Technology

Brainstorm

  • AI in academic education
  • VR game for children's education
  • Kitchen aid for visually impaired people
  • Child support in healthcare
  • Researching and improving the acceptance of robots in health care

Introduction

.

Problem statement and objectives

  • Upcoming use of AI in academic settings, how to design this so that it will be accepted by teachers
  • Looking at ChatGPT as main example
  • Teachers at the TUe, their thoughts about AI (in their courses)

Users

Target group

Teachers at TU/e, who come in contact with AI and AI teaching methods.

Requirements

Teachers want their students to deliver autonomous work, AI in academic settings can help with this. Teachers want to transfer their knowledge as effectively and efficiently as possible, using the current state of art technologies. AI technologies, like ChatGPT can help with this, but what teachers require is yet to be determined. The requirements will be determined by conducting interviews, in combination with literature studies.

Approach, milestones and deliverables

Planning

Add planning

Approach

  • Literature study
  • Interviews, surveys

Deliverables

  • Advice for future

State of the Art

Famke

summary

Gabriëlle

[1]This paper starts with a general introduction to AI, how it developed over the years, and what these developments entail.

  • AI in program coding (1950s)
  • AI in rules-based expert systems (late 1970’s)
  • AI-grounded automatic data processing systems (mid-1980’s)
  • Machine learning integrated AI (mid-2000’s)

In education, AI is still in the early stages, because there is more focus on the development of AI than on the application of AI in new fields. This research states that there will be two distinct major effects of AI on education. First, education needs to prepare itself for the fast changes in competence needed for jobs, as some jobs will disappear but most jobs will keep changing over time. Second, there will be changes in the pedagogical techniques needed in the classroom. AI will be able to relieve the teacher from some of the work. However, the teacher will need additional tools to understand the statistical results from the AI (for example from a statistical analysis of the performance of the student). This paper goes on by talking about the future of AI in education. The Author states that there needs to be a big shift in education toward more personalized education. AI will be able to determine the learning style of an individual student. AI will help teachers in content delivery and other instructions, but in the future real life, human teachers might become obsolete.

[2]This paper talks about AI in education, the need for it, and its benefits and challenges of it. According to the author, AI is a development that has many promising applications in education. The examples that are named are; personalized education, automatic grading systems, and predictive analytic tools. These applications will relieve the teachers from those tasks which gives them more time with the students. The paper also talks about challenges that come along with AI, like concerns about safety, security, and privacy.

[3]In this paper, the authors review the use of AI in current education, the technical aspects of AI in education, the role of AI in education and the impact of AI in education. The topic of education is spread out into three sub-topics; administration, instructions and learning. The takeaway of this paper is that with the help of AI, teachers will become more efficient which will in result increase the quality of education. Next to that with AI, it will be possible to create a more personalized education for students. AI will have a major impact on education as the tasks AI will be able to do tasks that are not originally designed for computers.

[4]This paper focusses on the viewpoint of the students and their acceptance towards AI. The author uses the technology acceptance model (TAM) to analyze the response of students to AI. This because the perceived usefulness and the perceived ease of use of AI seem to have a big impact on the acceptance of AI in education. The author sees a future in AI in education as it is a cost effective way for the shortage of teachers. However to make sure that the AI teaching assistants will be successful the teachers need to be trained to work with them. As research points out that if the teacher is uncomfortable with the AI, the student is less likely to adopt it. Based on the results of this research the author recommends research in this area as it is not know how students in different levels of education will react to the adoption of AI as teacher.

[5]

My

Three paradigms of artificial intelligence in educaiton: AI-directed, AI-supported, and AI-empowered[6].

P. Lameras and S. Arnab explored and analyzed what Artificial Intelligence means in Education (AIED). The main take-away is that adaptivity and personalization are the innovation that AIED can offer to help students to learn and develop skills that are relevant to their own needs and experiences. However, it is important to help teachers to develop necessary digital competencies and skills for using AIED applications and tools in ethical and informed ways to enhance the student learning experience and attainment of learning outcomes[7]. The findings of this review can contribute to developing a better understanding of how artificial intelligence may enhance teachers' roles as catalysts in designing and visualizing AI-enabled learning. As a result, more useful AI-systems specialized in pedagogy will be developed.

- How Artificial Intelligence Is Changing Teaching[8]

- Chatting and Cheating. Ensuring academic integrity in the era of ChatGPT[9]

- The integration design of artificial intelligence and normal students’ Education[10]


Naud

summary

Niels

summary

Quincy

summary

Bibliography

  1. ↑ Alam, A. (2021). Possibilities and Apprehensions in the Landscape of Artificial Intelligence in Education. 2021 International Conference on Computational Intelligence and Computing Applications (ICCICA). https://doi.org/10.1109/iccica52458.2021.9697272
  2. ↑ Limna, Pongsakorn and Jakwatanatham, Somporch and Siripipattanakul, Sutithep and Kaewpuang, Pichart and Sriboonruang, Patcharavadee, A Review of Artificial Intelligence (AI) in Education during the Digital Era (July 2022). Advance Knowledge for Executives, 1(1), No. 3, 1-9, 2022, Available at SSRN: https://ssrn.com/abstract=4160798
  3. ↑ Alam, A. (2021b). Should Robots Replace Teachers? Mobilisation of AI and Learning Analytics in Education. 2021 International Conference on Advances in Computing, Communication, and Control (ICAC3). https://doi.org/10.1109/icac353642.2021.9697300
  4. ↑ Kim, J., Merrill, K., Xu, K., & Sellnow, D. D. (2020). My Teacher Is a Machine: Understanding Students’ Perceptions of AI Teaching Assistants in Online Education. International Journal of Human–Computer Interaction, 36(20), 1902–1911. https://doi.org/10.1080/10447318.2020.1801227
  5. ↑ Borenstein, J., & Howard, A. (2020). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1(1), 61–65. https://doi.org/10.1007/s43681-020-00002-7
  6. ↑ Fan Ouyang, Pengcheng Jiao (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, Volume 2, 100020, ISSN 2666-920X. Retrieved from https://doi.org/10.1016/j.caeai.2021.100020.
  7. ↑ Lameras, P., & Arnab, S. (2021). Power to the Teachers: An Exploratory Review on Artificial Intelligence in Education. Information, 13(1), 14. MDPI AG. Retrieved from http://dx.doi.org/10.3390/info13010014
  8. ↑ Beth McMurtrie (2018, August 12). How Artificial Intelligence Is Changing Teaching. The Chronicle of Higher Education(1). Retrieved from https://www.su.edu/conservatory/files/2018/09/How-Artificial-Intelligence-is-Changing-Teaching.pdf
  9. ↑ Cotton, D., Cotton, P., & Shipway, J. R. (2023, January 10). Chatting and Cheating. Ensuring academic integrity in the era of ChatGPT. https://doi.org/10.35542/osf.io/mrz8h
  10. ↑ Shuai Yang & Haicheng Bai (2020). The integration design of artificial intelligence and normal students' Education. Journal of Physics: Conference Series, Volume 1453: Conf. Ser. 1453 012090. https://iopscience.iop.org/article/10.1088/1742-6596/1453/1/012090


Appendix[1]

Logbook

Week Name Total Breakdown
1 Famke Group discussion (2h), Target group and requirements (1/2h), Studied papers (so far) (2h), Wrote summary for papers (so far) (1h)
Gabriëlle Group discussion (1h)
My Group discussion (2h), Setup of wiki (1h), Studied papers (2h), Wrote summary for papers (1h)
Naud
Niels Group discussion (2h)
Quincy Group discussion (2h)
2


  1. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named :0
Retrieved from "https://dsdwiki.wtb.tue.nl/index.php?title=PRE2022_3_Group4&oldid=118456"