The use of artificial intelligence as a tool to address diversity in the classroom
DOI:
https://doi.org/10.63688/nafkp805Keywords:
Inclusion, Diversity, Artificial Intelligence, Education, TechnologyAbstract
This study focuses on exploring the role of Artificial Intelligence (AI) as a tool to promote diversity and inclusion in educational settings. Through an exhaustive review of 15 relevant scientific articles, the wide range of applications and approaches that AI offers in the field of inclusive education is analyzed. The findings reveal that AI can personalize the learning process, provide individualized support and foster the equitable participation of all students, regardless of their background or particular abilities. However, the analysis also highlights the challenges and concerns associated with the use of AI in inclusive education, such as the dehumanization of the educational process and the ethical concerns about data privacy. The importance of addressing these issues proactively and collaboratively is emphasized to ensure an ethical and equitable implementation of AI in education. Ultimately, the transformative potential of AI to build more accessible, inclusive and adaptive educational environments that empower all students to reach their maximum academic and personal potential is underlined.
References
Aleven, V., McLaren, B. M., Sewall, J., & Koedinger, K. R. (2009). A new paradigm for intelligent tutoring systems: Example-tracing tutors. International Journal of Artificial https://doi.org/10.1007/11774303_7
Intelligence in Education, 19(2), 105-154. DOI: 10.1007/s40593-020-00215-5
Antonio, G. B. (2021). La tecnología y la Inteligencia Artificial en el sistema educativo. http://hdl.handle.net/10234/195263
Baltazar, C. (2023). Herramientas de IA aplicables a la Educación. Universidad Nacional de La Plata, La Plata, Argentina. Recuperado de https://doi.org/10.55204/trj.v2i2.e15
Brusilovsky, P., & Millán, E. (2007). User models for adaptive hypermedia and adaptive educational systems. User Modeling and User-Adapted Interaction, 17(3), 87-110. DOI: 10.1007/s11257-007-9024-z https://www.researchgate.net/publication/200121029_User_Models_for_Adaptive_Hypermedia_and_Adaptive_Educational_Systems
Cassell, J., & Bickmore, T. (2000). Negotiated believable characters. Proceedings of the SIGCHIConference on Human Factors in Computing Systems, 522-529.
Chang, K. M. (2012). Collaborative contextual learning using augmented reality for nursing skills
education. The Journal of Educational Technology & Society, 15(3), 3-15. https://www.researchgate.net/publication/348302631_AUGMENTED_REALITY_TECHNOLOGIES_IN_EDUCATION_-A_LITERATURE_REVIEW
Dias, S. B., Diniz, J. A., & da Silva, L. M. (2016). Towards an inclusive education through augmented reality. Procedia 10.1016/j.procs. DOI:10.59814/resofro.2024.4(2)215
Computer Science, 100, 346-351. DOI: Flores-Vivar, J. M. (2023). Reflexiones sobre la ética, potencialidades y retos de la Inteligencia Artificialen el marco de la http://repositorio.grial.eu/handle/grial/2738
Educación de Calidad (ODS4). García Peña, V. R., Mora Marcillo, A. B., & Ávila Ramírez, J. A. (2020). La inteligencia artificial en la educación. Dominio de las Ciencias, 6(Extra 3), 28. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=8231632
He, W., Holton, A., & Firth, N. (2019). Use of video in social science research: Past, present and future. Sage Open, 9(1), 1-18. DOI:10.1177/2158244019827612
Looi, C. K., & Wong, L. H. (2014). What seams do we remove in mobile-assisted seamlessearning? A critical review of the literature. Computers & Education, 70, 269-282. DOI:10.1016/j.compedu.2011.06.007
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: A sociocultural approach. Routledge. Moya, E. C., Herrera-Nieves, L., & Montes-Soldado, R. (2020). Educación virtual para todos: una revisión sistemática. Education in the Knowledge Society, 21, 13. https://doi.org/10.14201/eks.23448
Porayska-Pomsta, K., & Mavrikis, M. (2011). Evaluating the effect of personalised exploratory learning on the development of learners' meta-cognitive knowledge and skills. Educational Technology Research and Development, 59(2), 203-222. https://doi.org/10.59814/resofro.2024.4(2)215
Rummel, N., Kapur, M., & Nathan, M. J. (2010). Scaffolding collaborative learning opportunities for creative problem solving. Educational Technology Research and Development, 58(2), 265-286. DOI: 10.1007/s11251-009-9101-1
San Martín Torres , D. M., flores Mayorga, C. A., Suconota Pintado , A. L., & Gallegos Gallegos, E. M. (2023). Aplicación de la Inteligencia Artificial en la Educación para el Desarrollo
Sostenible: Un Análisis Sistemático. Magazine De Las Ciencias: Revista De Investigación E Innovación, 8(1), 89–108. https://doi.org/10.33262/rmc.v8i1.2968
Suh, J., & Suh, Y. K. (2017). Big data analysis for personalization of learning content and recommendation of learning path. Multimedia Tools and Applications, 76(8), 1041310427. DOI: 10.1007/s11042-016-3689-2
Tan, T. H., Liu, M., Lim, C. P., Huang, R., & Yang, Y. (2019). Exploring the potential of educational data mining and learning analytics in assessing 21st century competencies. Asia-Pacific Education Researcher,
DOI: https://doi.org/10.59814/resofro.2024.4(2)215
Thompson, J. K., & Jakobsen, M. (2019). Emotionally intelligent pedagogy and practice in engineering education: Teaching for inclusion. European Journal of Engineering Education, 44(2), 240-253. DOI: 10.1080/03043797.2018.1484237
Woolf, B. P., Arroyo, I., & Muldner, K. (2010). Intelligent Tutoring Systems. Springer. https://link.springer.com/chapter/10.1007/978-3-642-13388-6_37
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Sage Sphere Multidisciplinary Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
Los artículos publicados en la revista se distribuyen bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Esta licencia permite a terceros descargar, copiar, distribuir, adaptar y reutilizar una obra, incluso con fines comerciales, siempre que se otorgue el crédito adecuado al autor original.
