Affordances and challenges of artificial intelligence in K-12 education: a systematic review

被引：30

作者：

Crompton, Helen ^{[1
]}

Jones, Mildred, V ^{[1
]}

Burke, Diane ^{[2
]}

机构：

[1] Old Dominion Univ, Teaching & Learning, 145 Educ Bldg, Norfolk, VA 23529 USA

[2] Educ Dept, Keuka Pk, NY USA

来源：

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION | 2024年 / 56卷 / 03期

关键词：

Artificial intelligence; AI; K-12; AIEd; SCHOOL-STUDENTS; SCIENCE; MATHEMATICS; ENGAGEMENT; SUPPORT; DESIGN; TUTOR; TOOL;

D O I：

10.1080/15391523.2022.2121344

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Artificial Intelligence in Education (AIEd) has experienced a rapid rise in the past decade. This systematic review is the first examining the use of AIEd in K-12 including 169 extant studies from 2011 to 2021. This study provides contextual information from the research, such as the educational disciplines, educational levels, research purposes, methodologies, year published and who the AI was intended to support. The grounded coding revealed affordances fit into three main themes of AIEd connecting to pedagogies (e.g., gaming, personalization), administration (e.g., diagnostic tools), and subject content. Challenges in AIEd K-12 included issues toward negative perceptions, lack of student and teacher technology skills, ethical concerns, and issues directly with the ease of use and design of the AI tools.

引用

页码：248 / 268

页数：21

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