The Impact of Artificial Intelligence on Education

A special issue of Applied Sciences (ISSN 2076-3417). This special issue belongs to the section "Computing and Artificial Intelligence".

Deadline for manuscript submissions: closed (30 June 2021) | Viewed by 669

Special Issue Editor

Department of Technical Education, Institute for Contemporary Technologies, Faculty for Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia
Interests: education; philosophy of mind; philosophy of AI; cognitive modelling; machine behavior; ethics in AI
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Special Issue Information

Dear Colleagues,

“Natural science is knowledge about natural objects and phenomena. We ask whether there cannot also be ‘artificial’ science—knowledge about artificial objects and phenomena.” Herbert Simon (1969)

Contemporary society, the society of the future (Industry 4.0 and Society 5.0), will require us to develop entirely new knowledge, skills, and competences based on artificial intelligence (AI). If the problems of incorporating AI in the manufacturing industry and service operations (i.e., using “smart machines”) are relatively small, since “faults” can be recognized relatively quickly and do not exert a drastic effect on the cognitive part of society, then the incorporation of AI in the educational process, which is most definitely a fundamental process of human civilization, is an extremely risky business that requires thorough consideration. The questions are mainly how, what, and how much? The consequences of mistakes in this endeavor could be catastrophic and long-term, as the results of incorporating such novelties can be seen only after many years.

Our concrete intention in this Special Issue is to bring to attention a form of learning that transcends logic and rhetorical appeal and can be best understood as a chaotic state transition in the brain’s dynamics. If we want to make substantial changes in the process of education, whereby the introduction of AI and intelligent learning systems are certainly classified as such, the current process of education needs be led to the edge of chaos and then be reformulated in terms of cognitive modeling. From the experience of recent years, it seems clear that the existing education system, as a whole, is perceived as an ailing system that fails to meet the needs of a major portion of the society it serves. If we want to introduce innovation to this process, every aspect of the education process and system needs to be studied and reconsidered in the light of new and different social expectations. We must define the appropriate architecture on the basis of cognitive science, literacy and functional literacy, and methods of artificial intelligence, while taking into account the fact that a school system is a dynamical system which follows dynamical systems theory. An adequate architecture includes a cognitive model that adopts both information processing and the structure of the human mind, and can show how to build an intelligent tutoring system (a virtual teacher) and/or intelligent teaching/learning based upon that.

This Special Issue welcomes high-quality papers that report significant advances in the development and application of computational modeling, intelligent learning systems, machine behavior, and artificial intelligence, with special emphasis on society as a whole and on learning and education systems as an important part of this society.

Prof. Boris Aberšek
Guest Editor

Manuscript Submission Information

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Keywords

  • Artificial intelligence
  • Machine learning
  • Machine behavior
  • Ethics in AI
  • Education
  • Philosophy of AI and cognitive modelling in education
  • Contemporary methods of education

Published Papers

There is no accepted submissions to this special issue at this moment.
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