From Algorithm Worship to the Art of Human Learning: Insights from 50-year journey of AI in Education
It addresses the ambiguous discourse on AI in education for educators and policymakers, but is largely incremental in synthesizing existing research.
This paper examines the complex role of AI in education, addressing both its potential for personalized learning and concerns about ethical implications and impacts on human cognition, aiming to clarify discussions and align AI with educational principles.
Current discourse surrounding Artificial Intelligence (AI) oscillates between hope and apprehension, painting a future where AI reshapes every facet of human life, including Education. This paper delves into the complexities of AI's role in Education, addressing the mixed messages that have both enthused and alarmed educators, policymakers, and the public. It explores the promises that AI holds for enhancing learning through personalisation at scale, against the backdrop of concerns about ethical implications, the devaluation of non-STEM subjects, and the potential transformative impact on our neurocognitive and socio-emotional functioning. Drawing on recent research and global discourse, the paper seeks to unpack the reasons behind the vagueness of current discussions on AI in Education (AIED) and the implications of this ambiguity for future educational practices and policies. By highlighting insights from educational research and synthesising evidence-based best practices in AIED, the aim is to provide a clearer understanding of how AI technologies can be aligned with the fundamental principles of learning and teaching, and explore what concrete actions may need to be prioritised now to truly enhance learning experiences and outcomes for all in the future.