Zawacki-Richter, Olaf;
Marín, Victoria I;
Bond, Melissa;
Gouverneur, Franziska;
(2019)
Systematic review of research on artificial intelligence applications in higher education – where are the educators?
International Journal of Educational Technology in Higher Education
, 16
, Article 39. 10.1186/s41239-019-0171-0.
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Abstract
According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.
| Type: | Article |
|---|---|
| Title: | Systematic review of research on artificial intelligence applications in higher education – where are the educators? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1186/s41239-019-0171-0 |
| Publisher version: | https://doi.org/10.1186/s41239-019-0171-0 |
| Language: | English |
| Additional information: | © The Author(s), 2019. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
| Keywords: | Social Sciences, Education & Educational Research, Artificial intelligence, Higher education, Machine learning, Intelligent tutoring systems, Systematic review, LEARNING ANALYTICS, TUTORING SYSTEMS, ACADEMIC-SUCCESS, STUDENTS, MACHINE, SUPPORT, PERFORMANCE, DECISION, ONLINE, TEACHERS |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10176703 |
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