Artificial Intelligence In Education: Promises and Implications for Teaching and Learning
By W. Holmes, Maya Bialik, Charles Fadel. 2019
1,654 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/a3b26a7f385ffb624f471613b5f120292203f8aa
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Mutlu Cukurova
- Jae Hyun Kim
- Hyunkyung Lee
- Simon Buckingham Shum
- Irene-Angelica Chounta
- Emanuele Bardone
- Young Hoan Cho
- Aet Raudsep
Citations in the corpus
- Artificial intelligence in education: Addressing ethical challenges in K-12 settings (2021, background): “First, it analyzes and gathers the data, and then, it builds a model to excel for different tasks, and finally, it undertakes the action and produces the desired results successfully without human intervention [29, 56].”
- Exploring Teachers’ Perceptions of Artificial Intelligence as a Tool to Support their Practice in Estonian K-12 Education (2021, background): “At the same time, it sets new challenges we are called to address regarding its appropriate and ethical use Holmes et al. (2019) and Holmes et al. (2019), the fairness of AI algorithms and its proneness to bias (Holstein et al. 2019; Porayska-Pomsta and Rajendran 2019; Gardner et al. 2019),…”
- Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education (2022, background): “The ways that the role of AI in learning has been positioned as another emerging educational tool are mainly two-fold: (1) ‘Learning with AI’ and (2) ‘Learning about AI’ (Holmes et al., 2019).”
- Artificial Intelligence-Enabled Intelligent Assistant for Personalized and Adaptive Learning in Higher Education (2023, unknown): “These fields, such as creativity and critical analysis and society and culture, can pose challenges for students to master without adequate support [3].”
- Ethics of AI in Education: Towards a Community-Wide Framework (2021, background): “However, the ethics of AIED cannot be reduced to questions about data or computational approaches alone (Holmes et al. 2019b).”