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Zeitschriftenartikel zum Thema „Artifficial Intelligence in education“

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Veröffentlicht am 21. September 2024

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1

PANĂ-MICU, Florentina. „Future education and artifficial intelligence for education and training“. Romanian Journal of Public Affairs 2022, Nr. 06 (2022): 39–52. http://dx.doi.org/10.69581/rjpa.2022.06.01.

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Education has evolved over time from the post-industrial society to the knowledge society in which information technologies and innovations have played a particularly significant role. In the knowledge society, education has seen a new progression, shifting from education based on dogmatic instruction to learner-centered education, focusing on skills and learning outcomes. Thus, along with the society we live in, teaching methods and assessment techniques in education have evolved. They have transitioned from learning that emphasized the passive participation of students to placing the student at the center of the teaching and learning process. Furthermore, the demand for skills and the supply of training have undergone adaptations in line with technological advancements. The landscape of education and training is undergoing a transformative shift as Artificial Intelligence (AI) becomes an integral player in shaping the future of learning. Understanding the profound impact of AI in education is essential for realizing its full potential in shaping the global citizens of tomorrow.

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Yuwono, Teguh, Rahayu Repindowaty Harahap und Bernard Sipahutar. „Artificial Intelligence Dalam Autonomous Weapon Systems: Masalah Teknis atau Masalah Hukum?“ Uti Possidetis: Journal of International Law 3, Nr. 3 (11.10.2022): 293–319. http://dx.doi.org/10.22437/up.v3i3.19412.

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Artikel ini membahas problematika hukum dalam pemanfaatan Artifficial Intelligence (AI). Dalam perkembangannya, AI telah menggantikan keberadaan manusia dalam berbagai bidang termasuk militer. Terdapat sebuah permasalahan ketika sebuah sistem senjata otonom atau Autonomous Weapon Systems (AWS) menggunakan AI sebagai pengganti operator selain manusia. AWS tidak dapat memenuhi prinsip pembedaan dan prinsip proporisionalitas yang diatur dalam pasal 51 ayat (1-3) dan ayat (5) Protokol Tambahan I 1977. Prinsip ini merupakan dua hal yang solid, karena berkaitan dengan kriteria kinerja teknis yang bergantung pada kinerja lapangan yang hanya bisa dilaksanakan oleh manusia. Meskipun AWS menggunakan sensor sebagai alat pembeda, namun hal tersebut tidaklah memberikan lagitimasi bahwa sistem senjata ini dapat menerapkan prinsip pembedaan. Sebuah serangan diskriminatif juga akan melanggar hukum jika tidak disesuaikan dengan prinsip proporsionalitas. Inilah letak penting peran manusia dalam mencegah adanya kerugian yang tidak diperlukan. Selain itu, penggunaan AI pada AWS juga telah membuat putusnya rantai tanggungjawab komando yang mensyaratkan adanya unsur atasan dan bawahan. Hal inilah yang tak dimiliki secara jelas antara AWS dan seorang komandan yang memberikan perintah untuk melakukan penyerangan. Untuk itu, diperlukan pengaturan yang secara khusus mengatur tentang AWS dalam bentuk konvensi baru atau penambahan protokol pada The United Nations Convention on Certain Weapon 1980 dengan tujuan untuk membatasi penggunaan AI supaya keberadaan manusia tetap ada dalam setiap penggunaan senjata.

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Kanaya, Tomoe. „Intelligence in Education“. Journal of Intelligence 7, Nr. 1 (04.03.2019): 8. http://dx.doi.org/10.3390/jintelligence7010008.

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The articles in this special issue provide an overview of the wide breadth of questions and methodologies that arise when the research devoted to intelligence intersect with the research devoted to U.S. education. The unique contributions of each paper are highlighted and discussed based on their contribution to the literature. The implications of these findings for educational research and policy are briefly discussed.

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Kim, Sung-ae. „Technology Education ofArtiGcial Intelligence Education, by ArtiGcial Intelligence, for Artificial Intelligence, shall not perish from Korea?“ IJASC 3, Nr. 1 (31.03.2021): 21–28. http://dx.doi.org/10.22662/ijasc.2021.3.1.021.

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5

Meza, Jaime, Josep M. Monguet, Francisca Grimón und Alex Trejo. „Fostering collective intelligence education“. EAI Endorsed Transactions on e-Learning 3, Nr. 11 (15.06.2016): 151448. http://dx.doi.org/10.4108/eai.15-6-2016.151448.

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6

Keidar, Daniella. „Emotional Intelligence and Education“. Studia Edukacyjne 37 (2015): 327–48. http://dx.doi.org/10.14746/se.2015.37.19.

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7

Radford, Mike. „Emotional Intelligence and Education“. International Journal of Children's Spirituality 8, Nr. 3 (Januar 2003): 255–68. http://dx.doi.org/10.1080/1364436x.2003.10807115.

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8

Albers, Guenter. „Artificial intelligence and education“. Education and Computing 1, Nr. 4 (Januar 1985): 275–77. http://dx.doi.org/10.1016/s0167-9287(85)92849-3.

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9

Likova-Arsenova, Vassya. „Artificial Intelligence in Education“. Педагогически форум 8, Nr. 3 (2020): 49–56. http://dx.doi.org/10.15547/pf.2020.022.

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The article examines the impact of Information Technology (IT) and Artificial Intelligence (AI) in education, the joint design of working with high technology and the need for effective policy development. The use of AI in education is an important topic for teachers from both a conceptual and a practical point of view. Ethical challenges in the training and working with AI are on the agenda. It is necessary to adapt the educational programs for future pedagogues in regards to implementing AI in teaching and training.

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Batty, G. D., M. Kivimaki und I. J. Deary. „Intelligence, education, and mortality“. BMJ 340, apr27 3 (27.04.2010): c563. http://dx.doi.org/10.1136/bmj.c563.

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11

Rajeswari, P., und S. Purushothaman. „Artificial Intelligence in Education“. Thiagarajar College of Preceptors Edu Spectra 5, S1 (Mai 2023): 47–50. http://dx.doi.org/10.34293/eduspectra.v5is1-may23.008.

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Education is an act of imparting information to the human brain with necessary exposures to solved methods, for example, practical as a repetitive process. Each teacher at various levels of class teaching adopts different strategies to make the students learn the concepts and expect 100% results from their students. However, few students with dedicated efforts are not able to clear the examinations on time and many students don’t find any interest in learning the concepts. The reason could be they are attracted by the lectures or students have no interest in the courses. <b>Aim:</b> To make students show interest in learning the courses with little effort. <b>Methodology:</b> To present the concepts in an easier way to the students and not make it a cumbersome topic. Include a video presentation for every subtopic with relevant attractive background music. <ol> <li>Use special and novel (artificial intelligence) techniques to bring the attention of the student’s brains in the classroom lectures.</li> <li>Teachers should adopt an easy way to make students remember the concepts.</li> </ol> <b>Results:</b> At least 95% of success in making the students learn the courses could be achieved

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Alkhawaja, Linda. „Artificial Intelligence in Education“. International Journal of Computer-Assisted Language Learning and Teaching 13, Nr. 1 (05.09.2023): 1–22. http://dx.doi.org/10.4018/ijcallt.329607.

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Despite its controversial nature, machine translation (MT) has been increasingly integrated into learning in the past decade. This controversy arises from two different beliefs. While some believe that MT negatively impacts students' language proficiency, others argue that it allows students to stay abreast of technological advancements. Despite the numerous risks associated with the unstoppable development and irresistible use of MT, it is imperative to explore appropriate integration methods instead of outrightly banning its use in learning the translation practice. Consequently, this article examines existing research on methods of using MT in classroom learning and highlights its strengths and limitations. The article explores pedagogical solutions to harness the capabilities of MT and proposes a novel approach for the practical and efficient utilization of GNMT in translation-learning classroom. The findings propose a novel strategy for optimizing the efficacy of GNMT tools in the context of classroom learning. Also, they emphasize the importance of integrating MT tools in classroom and to the curriculum design as a fast-developed technology tool.

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Rios-Campos, Carlos, Elva Soledad Mendoza Cánova, Irma Rumela Aguirre Zaquinaula, Hilda Elisa Aguirre Zaquinaula, Daniel Jesús Castro Vargas, Willam Suárez Peña, Carlos Evitt Tapia Idrogo und Rayber Mario Yeckle Arteaga. „Artificial Intelligence and Education“. South Florida Journal of Development 4, Nr. 2 (06.04.2023): 641–55. http://dx.doi.org/10.46932/sfjdv4n2-001.

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Currently the importance of artificial intelligence in education worldwide is recognized. In this paper the general objective was determine the situation of artificial intelligence and education. Methodology, in this research, 57 documents have been selected, carried out in the period 2018 - 2023; including: scientific articles, review articles and information from websites of recognized organizations. The keywords used in the searches were: Artificial intelligence and education. Results, Artificial intelligence will have a greater impact on education every day, according to what has been appreciated so far. An important example today is ChatGPT, which shows us the benefits and challenges of AI in education. Conclusions, Artificial intelligence continues to evolve and day by day has more applications in the various fields of human activity. An important example today is ChatGPT, which shows us the benefits and challenges of AI in education. It is important that governments can invest more economic resources in education and in strengthening the domain of ICT by teachers and students. It is necessary to invest in financing research that supports the creative and innovative use of AI in education worldwide and especially at the Latin American level.

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Pipiya, L., und V. Dorogokupets. „Artificial Intelligence and Education“. Global Science Review / Nauka za rubežom 123, Nr. 2 (März 2024): 1–68. http://dx.doi.org/10.37437/2222517x-2024-123-2-1-68.

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15

Senthil Kumar, R. „Artificial Intelligence in Education“. International Journal of Science and Research (IJSR) 12, Nr. 8 (05.08.2023): 424–25. http://dx.doi.org/10.21275/sr23802113939.

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Mrnjaus, Kornelija, Sofija Vrcelj und Siniša Kušić. „Artificial Intelligence and Education“. JAHR 14, Nr. 2 (2023): 429–45. http://dx.doi.org/10.21860/j.14.2.9.

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Sposobnost stroja da demonstrira određenu razinu inteligencije i obavlja funkcije koje zahtijevaju ljudske sposobnosti navodi se kao ključno obilježje umjetne inteligencije. Trenutačno se umjetna inteligencija razvija i širi velikom brzinom s tendencijom mijenjanja načina na koje se uči i podučava. Primjena umjetne inteligencije u obrazovanju može se pratiti od uporabe računala, što znači da ima razmjerno dugu povijest. U obrazovnim se institucijama primjenjuje na različite načine, kao što su automatizacija administrativnih procesa i zadataka, razvoj kurikula i obrazovnih materijala te za potrebe unaprjeđivanja podučavanja i olakšavanja procesa učenja. Razvojem tehnologije i jačom procesnom moći računala posljednjih nekoliko godina, umjetna se inteligencija počinje razvijati nevjerojatnom brzinom. Unatoč tome, u nacionalnom kontekstu tek je nekoliko objavljenih radova o toj temi. Svrha je ovoga rada predstaviti potencijale i (etičke) izazove primjene umjetne inteligencije u obrazovanju, njezin utjecaj na podučavanje i mogućnosti da zamijeni učitelje. Da bi se identificiralo trenutačno stanje i razumio utjecaj i mogućnosti primjene umjetne inteligencije u obrazovanju, sustavno je pregledana i analizirana dostupna i relevantna literatura.

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SFINTEȘ, Costina. „EDUCATION SUPPORTS ACQUIRED INTELLIGENCE“. Research and Science Today 26, Nr. 2 (15.10.2023): 71–76. http://dx.doi.org/10.38173/rst.2023.26.2.7:71-76.

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Zhytnyk, V., und O. Gryniuk. „Artificial intelligence and education“. Constructive geography and rational use of natural resources, Nr. 5 (1) (2024): 74–82. http://dx.doi.org/10.17721/2786-4561.2024.5.1.-9/12.

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Artificial intelligence is rapidly penetrating all spheres of life, it has not bypassed the education system, becoming an integral part of modern education. However, unfortunately, it is more often associated with a negative phenomenon, namely with dishonest use by students for copying and plagiarism. However, in reality, AI is much more than ready-made homework, it is personalization and diversification of learning, individual support for students, automation of routine tasks for the teacher, and this is only a small part of what Gemini, Chat GPT and other types of neural networks are capable of. However, it is important to remember that AI is not a panacea and it can make mistakes, provide false information and mislead users. That is why it is important to remember that AI is a tool, not a replacement for humanity, and finding a balance between using it to make our lives easier and destroying human values and ethical principles is a very important task for every student and teacher

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Shirsat, Sunita Bhaskar. „Artificial Intelligence in Education“. IBMRD's Journal of Management & Research 11, Nr. 2 (01.09.2022): 238. http://dx.doi.org/10.17697/ibmrd/2022/v11i2/172623.

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20

Merry, Roger, Ken Richardson und Roy Nash. „Understanding Intelligence“. British Journal of Educational Studies 40, Nr. 1 (Februar 1992): 85. http://dx.doi.org/10.2307/3121497.

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21

Wakeman, Chris. „Emotional Intelligence“. Research in Education 75, Nr. 1 (Mai 2006): 71–93. http://dx.doi.org/10.7227/rie.75.6.

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22

Khemani, Deepak. „Artificial Intelligence“. Resonance 25, Nr. 1 (Januar 2020): 33–41. http://dx.doi.org/10.1007/s12045-019-0920-3.

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Khemani, Deepak. „Artificial Intelligence“. Resonance 25, Nr. 1 (Januar 2020): 43–58. http://dx.doi.org/10.1007/s12045-019-0921-2.

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24

Connor, Bridget, und Sharon Slear. „Emotional Intelligence and Anxiety; Emotional Intelligence and Resiliency“. International Journal of Learning: Annual Review 16, Nr. 1 (2009): 249–60. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46089.

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25

Ma, Wen, Yaqin Zhu, Chunli Li, Bo Zhang und Xin Tian. „High Wisdom Intelligence-Discussion Education of High Wisdom Intelligence“. World Journal of Educational Research 7, Nr. 3 (27.07.2020): p59. http://dx.doi.org/10.22158/wjer.v7n3p59.

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The number of talented persons who are equipped with high wisdom intelligence will immediately determine the quality of humankind’s entire life, and the future trend for humankind’s innovation and creation in fields such as thinking, cognition, society, politics, economy, military, science, arts, culture, and so on. Meanwhile, it protects the harmonious development of various fields. By illustrating the meanings of applying high wisdom intelligence in the survival and prosperity for each nation, ethnicity and individual, this article has a significant application to the understanding of educational studies of high wisdom intelligence.

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Ma, Wen, Yanqin Zhu, Chunli Li, Bo Zhang und Xin Tian. „High Wisdom Intelligence- Discussing Education of High Wisdom Intelligence“. Advances in Social Sciences Research Journal 9, Nr. 1 (13.01.2022): 54–67. http://dx.doi.org/10.14738/assrj.91.11523.

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The number of talented persons who are equipped with high wisdom intelligence will immediately determine the quality of humankind’s entire life, and the future trend for humankind’s innovation and creation in fields such as thinking, cognition, society, politics, economy, military, science, arts, culture, and so on. Meanwhile, it protects the harmonious development of various fields. By illustrating the meanings of applying high wisdom intelligence in the survival and prosperity for each nation, ethnicity and individual, this article has a significant application to the understanding of educational studies of highwisdom intelligence.

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Maini, Baljeet, und Ekta Maini. „Artificial Intelligence in Medical Education“. Indian Pediatrics 58, Nr. 5 (Mai 2021): 496–97. http://dx.doi.org/10.1007/s13312-021-2228-0.

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Wollowski, Michael, Todd Neller und James Boerkoel. „Artificial Intelligence Education: Editorial Introduction“. AI Magazine 38, Nr. 2 (01.07.2017): 5–6. http://dx.doi.org/10.1609/aimag.v38i2.2728.

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Hussain, Sarwat, und Danish Ejaz Bhatti. „Artificial Intelligence and Medical Education“. Annals of King Edward Medical University 28, Nr. 1 (30.04.2022): 3–6. http://dx.doi.org/10.21649/akemu.v28i1.4990.

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Artificial Intelligence (AI) is a branch of computer sciences that uses learning algorithms to calculate probability of outcome by using Bayes theorem and other statistical methods for a given certain input (Fig.1). When the chance of an event occurring is calculated over and over again after adding new data or evidence at each step, the probability can reach the level of near certainty for given inputs. Thousands, even millions of data points are incorporated in calculating posterior probability for predictive analytics. The analytics are input neutral as programs predict the future events irrespective of the type of the data. AI has, thus, blurred the boundaries between the physical, digital, and biological worlds. The initial learning process is considered training where inputs are given to the program already marked for the expected outcome. This training information can either be highly precise or very vague allowing different degrees of freedom to the program but also increasing the burden of training. Once trained an AI algorithm is able to predict or analyze given input to suggest the required outcome with some certainty. This improves with continued training through feedback.

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Kotlyarova, I. O. „ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN EDUCATION“. Bulletin of the South Ural State University series "Education. Educational Sciences" 14, Nr. 3 (2022): 69–82. http://dx.doi.org/10.14529/ped220307.

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Prashar, Jai. „Artificial Intelligence in Medical Education“. Academic Medicine 96, Nr. 9 (24.08.2021): 1229. http://dx.doi.org/10.1097/acm.0000000000004182.

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Savage, Thomas Robert. „Artificial Intelligence in Medical Education“. Academic Medicine 96, Nr. 9 (24.08.2021): 1229–30. http://dx.doi.org/10.1097/acm.0000000000004183.

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33

Marrin, Stephen. „Changing Nature of Intelligence Education“. Journal of Intelligence, Conflict, and Warfare 4, Nr. 3 (31.01.2022): 156–59. http://dx.doi.org/10.21810/jicw.v4i3.4166.

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On November 23, 2021, Dr. Stephen Marrin, program director at James Madison University, presented on The Changing Nature of Intelligence Education at the 2021 CASIS Vancouver West Coast Security Conference. This presentation was followed by a question and answer period and a breakout room session with questions from the audience and CASIS Vancouver executives. The key points discussed included the nature of intelligence studies, the importance of having diverse perspectives in the intelligence and national security space, and the importance of bridging gaps between scholars and practitioners.

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Yildirim, Yetkin, Emin Alp Arslan, Kamil Yildirim und Ibrahim Bisen. „Reimagining Education with Artificial Intelligence“. Eurasian Journal of Higher Education 2, Nr. 4 (24.09.2021): 32–46. http://dx.doi.org/10.31039/ejohe.2021.4.52.

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Artificial intelligence (AI) technologies have been implemented successfully in many industries, from virtual hospital assistants to algorithm-based warehouse processing. And now that Covid-19 has forced students and teachers to transition to online or hybrid learning, these technologies could offer new and exciting possibilities for education as well. By incorporating AI and machine learning tools into online classrooms, educators can address many of the challenges that have emerged with the recent loss of face-to-face instruction, including the struggle for students to self-regulate their learning, the burden of curriculum planning and administrative work for teachers, and the loss of personalized interaction between students and teachers. This chapter will explore some of the AI technologies that have been used in educational contexts and describe applications of AI in other industries that could be adapted to create more personalized, flexible, inclusive, and engaging learning experiences. If the future of education is going to include online learning as a substantial component, then AI could be the key to maintaining high levels of motivation and engagement from students and teachers alike.

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Ma, Wen, Yanqin Zhu, Chunli Li, Bo Zhang und Xin Tian. „Education of High Wisdom Intelligence-“. Advances in Social Sciences Research Journal 8, Nr. 11 (16.11.2021): 37–49. http://dx.doi.org/10.14738/assrj.811.11136.

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Education of high wisdom intelligence lays the foundation for social education, school education, family education and self-education. It ensures all the educational contents that social education, school education, family education and self-education deliver; for instance, cognitive education, mindful education and practical education. The number of talented persons who are equipped with high wisdom intelligence will immediately determine the quality of humankind’s entire life, and the future trend for humankind’s innovation and creation in fields such as thinking, cognition, society, politics, economy, military, science, arts, culture, and so on. In this paper, I will discuss issues of family education, school education, social education, and self- education ; and how these four education with high wisdom intelligence contribute to the cultivation of talents with high wisdom intelligence.

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Moore, Gregory. „Human Aspects in Intelligence Education“. Journal of Strategic Security 8, Nr. 3Suppl (Oktober 2015): 123–33. http://dx.doi.org/10.5038/1944-0472.8.3s.1481.

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Masters, Ken. „Artificial intelligence in medical education“. Medical Teacher 41, Nr. 9 (21.04.2019): 976–80. http://dx.doi.org/10.1080/0142159x.2019.1595557.

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Silver, Marjorie A. „Emotional intelligence and legal education.“ Psychology, Public Policy, and Law 5, Nr. 4 (Dezember 1999): 1173–203. http://dx.doi.org/10.1037/1076-8971.5.4.1173.

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WINCH, CHRISTOPHER. „Ability, Intelligence and Practical Education“. Journal of Philosophy of Education 22, Nr. 1 (Juli 1988): 35–45. http://dx.doi.org/10.1111/j.1467-9752.1988.tb00175.x.

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Makowsky, M. D., und S. C. Miller. „Education, Intelligence, and Attitude Extremity“. Public Opinion Quarterly 78, Nr. 4 (25.11.2014): 832–58. http://dx.doi.org/10.1093/poq/nfu041.

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G. SWENSON, RUSSELL. „Intelligence Education in the Americas“. International Journal of Intelligence and CounterIntelligence 16, Nr. 1 (Januar 2003): 108–30. http://dx.doi.org/10.1080/713830381.

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Aggarwal, Raj, und John W. Goodell. „Cultural Intelligence and IB Education“. Journal of Teaching in International Business 27, Nr. 1 (02.01.2016): 1–3. http://dx.doi.org/10.1080/08975930.2016.1179076.

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LAŽANSKÝ, JIŘI, VLADIMÍR MAŘÍK und OLGA ŠTĚPÁNKOVÁ. „Computers in Artificial Intelligence Education“. European Journal of Engineering Education 17, Nr. 2 (Januar 1992): 143–49. http://dx.doi.org/10.1080/03043799208923166.

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Gearon, Liam. „Education, Security and Intelligence Studies“. British Journal of Educational Studies 63, Nr. 3 (03.07.2015): 263–79. http://dx.doi.org/10.1080/00071005.2015.1079363.

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Saklofske, D. H. „Emotional intelligence: Applications in education“. Personality and Individual Differences 60 (April 2014): S20. http://dx.doi.org/10.1016/j.paid.2013.07.395.

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Smith, James. „Emotional Intelligence and Professional Education“. International Journal of Learning: Annual Review 16, Nr. 7 (2009): 81–92. http://dx.doi.org/10.18848/1447-9494/cgp/v16i07/46458.

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Frusciano, Thomas J. „Archival Intelligence and User Education“. Journal of Archival Organization 10, Nr. 1 (Januar 2012): 1–3. http://dx.doi.org/10.1080/15332748.2012.689226.

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Obradovic, Dragan D., Nebojsa Deniç und Dragisa V. Obradovic. „Computer Intelligence in Higher Education“. BOHR International Journal of Computational Intelligence and Communication Network 1, Nr. 1 (2022): 10–14. http://dx.doi.org/10.54646/bijcicn.002.

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Annotation:

The role of artificial intelligence (AI) systems is constantly increasing in the creation and production of this knowledge. Software and hardware complexes of universal humanoid intelligence and artificial superintelligence are being created with maximum intensity. Progress in this field in the last 15 years is reflected precisely in the realization that the human intellect does not arise simply from a few methods and techniques for solving problems, schemes, and reasoning mechanisms, but requires the use of specific knowledge depending on the specific problem area. Education, thanks to the application of modern technologies, is no longer a privilege, but a basic human right.

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Fletcher, Ronald. „Intelligence, equality, character, and education“. Intelligence 15, Nr. 2 (April 1991): 139–49. http://dx.doi.org/10.1016/0160-2896(91)90026-a.

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Garg,, Tushar. „Artificial Intelligence in Medical Education“. American Journal of Medicine 133, Nr. 2 (Februar 2020): e68. http://dx.doi.org/10.1016/j.amjmed.2019.08.017.

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