Publication on teachers’ perceptions of AISS
March 29, 2022
Kim, N., & Kim, M. (2022). Teacher's perceptions of using an artificial intelligence-based educational tool. Frontiers in Education, 7(755914), 1-13. https://doi.org/10.3389/feduc.2022.755914
Abstract
Efforts have constantly been made to incorporate AI into teaching and learning; however, the successful implementation of new instructional technologies is closely related to the attitudes of the teachers who lead the lesson. Teachers’ perceptions of AI utilization have only been investigated by only few scholars due to an overall lack of experience of teachers regarding how AI can be utilized in the classroom as well as no specific idea of what AI-adopted tools would be like. This study investigated how teachers perceived an AI-enhanced scaffolding system developed to support students’ scientific writing for STEM education. Results revealed that most STEM teachers positively experienced AI as a source for superior scaffolding. On the other hand, they also raised the possibility of several issues caused by using AI such as the change in the role played by the teachers in the classroom and the transparency of the decisions made by the AI system. These results can be used as a foundation for which to create guidelines for the future integration of AI with STEM education in schools, since it reports teachers’ experiences utilizing the system and various considerations regarding its implementation.
Publication on AISS
February 14, 2022
Kim, M., Kim, N. & Heidari, A. (2022). Learner experience in Artificial Intelligence scaffolded argumentation. Assessment and Evaluation in Higher Education. Advance online publication. http://doi.org/10.1080/02602938.2022.2042792
Abstract
Writing academic arguments is a complex and demanding task, even for proficient tertiary students. At the same time, providing prompt support for individual students working on discipline-specific arguments is often challenging for instructors. Artificial Intelligence (AI) techniques enable automated and adaptive educational scaffolding. In this study, we leveraged Natural Language Processing (NLP) AI techniques in an AI-Supported Scaffolding (AISS) system to evaluate written arguments and present alternative writing examples that human experts might write. To evaluate a pilot version of AISS, we gathered mixed-method data from 14 students enrolled in two sections of the same graduate-level online course (6 students in Cohort 1 and 8 students in Cohort 2). We used the Tool for the Automatic Analysis of Cohesion (TAACO) to track revisions in written arguments. TAACO indices demonstrated that the students used AI-generated scaffolding to build stronger claims with more elaborate and cohesive ideas. In written reflections, students revealed their perceived value of AISS, and visual inspection of their written arguments indicates that students used AISS feedback to improve their arguments. The findings demonstrate the potential of AI to provide personalized scaffolding for academic argument composition.
Keywords: Artificial intelligence, scaffolding, expert model, academic argument, personalized learning
Yoojin Bae joins as a graduate research associate
January 1, 2022
Welcome Yoojin to the AI2 research laboratory!
Yoojin is a Graduate Research Associate and a Ph.D. student at the Department of Learning Sciences in the College of Education and Human Development, Georgia State University (GSU). She earned her master’s degree in Education from Seoul National University, South Korea. Her research interests lie in the intersection of Education and Computer Science. Her work’s focus is on examining ways to leverage artificial intelligence in order to offer adaptive learning environment. Yoojin is exploring natural language processing to analyze text data in educational circumstances.
Jinho Kim joins as a graduate research associate
January 1, 2022
Welcome Jinho to the AI2 research laboratory!
Jinho Kim is a Graduate Research Associate and a Ph.D. student at the Department of Learning Sciences in the College of Education and Human Development, Georgia State University (GSU). She earned her Bachelor of Arts (B.A.) in Education, Bachelor of Science in Engineering (B.S.E.) in Computer Science and Engineering, and Master of Arts (M.A.) in Education from Yonsei University, South Korea. Her research interests include educational technology, online learning environments, computer and software education, and artificial intelligence-assisted learning.
Welcome to the AI2 Research Laboratory
January 1, 2022
I am Min Kyu Kim, Associate Professor of Learning Sciences at Georgia State University. I am the co-founder and co-director of the lab. On behalf of the co-director, Dr. Nam Ju Kim, and other lab members, I welcome you to the AI2 research laboratory!
I am excited to open our lab and begin our endeavor to create innovative learning environments that maximize learner capacity to achieve learning goals. Beyond such effectiveness, our work pursues more diverse, equitable, and inclusive learning experiences augmented by learning technologies.
Our lab builds an interdisciplinary and cross-institutional effort that unites experts in learning sciences, computer sciences, STEM educators, and literacy researchers from multiple institutions to achieve our mission. To strengthen our collaboration and impact on educational practices, we seek your unique expertise and enthusiasm for technology-augmented adaptive, equitable, engaged, and effective teaching and learning. Please join our lab. We hope that this lab continues to grow through our collective efforts.
Warm regards,
Min Kyu Kim, Ph.D.
Associate Professor
Department of Learning Sciences
Georgia State University
mkim120@gsu.edu