Can artificial intelligence transform higher education?

By T. Bates, C. Cobo, O. Mariño, Steve Wheeler. International Journal of Educational Technology in Higher Education, 2020

339 citations recorded by the source corpus.

* Correspondence: tony.bates@ubc.ca Chang School of Continuing Education, Ryerson University, Toronto, Canada Contact North, Greater Sudbury, Ontario, Canada Full list of author information is available at the end of the article The aim of this edition Many have argued that the development of artificial intelligence has more potential to change higher education than any other technological advance. For instance, Klutka et al. (2018) has listed the following goals for AI in higher education:

Subfields: Computer Science Applications

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Citations in the corpus

Factors Influencing University Students’ Behavioral Intention to Use Generative Artificial Intelligence: Integrating the Theory of Planned Behavior and AI Literacy (2024, neutral): “Therefore, university students, who are deeply influenced by the development of information and communication technology (ICT), represent the demographic who have the most opportunity to engage in GAI technology (Alajmi et al., 2020; Bates et al., 2020; Chen et al., 2024).”
Artificial Intelligence and Reflections from Educational Landscape: A Review of AI Studies in Half a Century (2021, result): “In a similar manner, Bates, Cobo, Mariño, and Wheeler [61] posit that: “The key question then is whether technology should aim to replace teachers and instructors through automation, or whether technology should be used to empower not only teachers but also learners.”
Perceptions and usage of AI chatbots among students in higher education across genders, academic levels and fields of study (2024, background): “Data from stakeholder perspectives are sorely needed to provide a basis for more informed discussions and decision-making (e.g., Bates et al., 2020; García-Pe ˜ nalvo, 2023; Rudolph et al., 2023).”