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Artificial Intelligence Tools in Personalized Education

Shayla Mangat

University of British Columbia

92358167, ETEC 511, Dr. Matiul Alam, December 11, 2017

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Introduction

In today’s age, educators are striving to provide students with learning opportunities that

prepare them for the challenges of a dynamic, digital world. Generally speaking, it is understood

that we live I a technological society, and we much use technology to help teaching and learning

tasks (Guiherme, 2017). While different forms of technology have been utilized for decades in

the classroom, artificial intelligence (AI) is a relatively new concept that is being explored by

researchers and educators as it enters our education system. As “personalized learning”

continues to be a buzz term in education, educators are able to utilize AI to present a more

customized learning experience for each student. This means that students are able to learn at

their own pace, at their own level and develop sophisticated technological skills that are

necessary for the 21st century citizen.

In this paper we examine the question of how artificial intelligence (AI) tools effect the

development of personalized learning experiences. This paper defines and applies the models of

AI and the applications of these tools in the classroom setting. Lastly, future considerations and

anticipated developments of AIEd are explored as the educator’s role shifts with the

implementation of artificial intelligence in the classroom.

Personalized learning is a tactic, an active approach that will defy easy umbrella

definitions. Some definitions emphasize students having a voice and choice in what they learn,

along with customizing how, when and where they learn (Horn, 2017). Others focus on self-

paced learning method, powered by technology. For this paper, we will focus on a definition

provided by Abbott and colleagues (2014). Personalized learning is defined as “instruction that

is paced to learning needs, tailored to learning preferences, and tailored to the specific interest of

different learners. In an environment that is fully personalized, the learning objectives and
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content as well as the method and pace may all vary (so personalization encompasses

differentiation and individualization).” (p. 1, Abbott, et al., 2014). The defining feature of this

approach is the student imprinting their preferences and approaches to learning on the formal

education process (Deed, er al., 2014).

With many tools and techniques being used to foster these personalized learning

experiences, this paper focuses on the use of artificial intelligence as a teaching tool.

Specifically, artificial intelligence is defined as “computer systems that have been designed to

interact with the world through capabilities (for example, visual perception and speech

recognition) and intelligent behaviors (for example, assessing the available information and then

taking the most sensible action to achieve a stated goal) that we would think of as essentially

human.” (p. 14, Luckin, Holmes, Griffiths & Forcier, 2016).

Three models of AI

AI involves computer software that has been programmed to interact with the world in

ways normally requiring human intelligence. In other words, AI depends on knowledge about

the world, and algorithms to intelligently process that knowledge. This is represented in three

key models: the pedagogical model, the domain model, and the learner model (Luckin, Holmes,

Griffiths & Forcier, 2016).

Pedagogical model: effective approaches to teaching

Educators are provided with feedback based on student’s actions, answers and

discussions to inform future learning. As well, AI is able to indicate measures and processes of

learning during summative and formative assessments.

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Domain model: subject being learned

These programs focus on the content that is being presented to the learning. For example,

activities involved in adding, subtracting, history, reading strategies, etc.

Learner model: the student

A student profile that indicates student’s previous achievements and difficulties, interests,

emotional states, engagement in learning, etc.

These models work together to create a fuller opportunity for the learner. For example, the

learner models are ways of representing the interactions that happen between the learner and the

computer. In turn, this information can be used by the domain and pedagogy components of the

program to infer the success of the leaner. As well, it can be used to determine the next most

appropriate interaction for the student.

Technology-enabled personalized learning.

The ultimate goal of artificial intelligence to education (AIEd) is “to make

computationally precise and explicit forms of educational, psychological and social knowledge

which are often left implicit” (p. 18, Luckin, Holmes, Griffiths & Forcier, 2016). Using the three

above models, AIEd algorithms are able to process the imbedded knowledge and select the most

appropriate content to be delivered to the learner, according to their individual capabilities and

needs.

While this content is being delivered to the learner, continuous analysis of the learner’s

interactions informs the delivery of feedback to help them progress through the content they are

learning (p. 18, Luckin, Holmes, Griffiths & Forcier, 2016). These deep analyses of the

student’s interactions can also be used to update the learner model, ensuring that each students

learning experience is tailored to their capabilities, and effectively supporting their learning.
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Finally, this analysis is presented back to the learner and teacher. The outcomes of a particular

learning experience will include valuable information about the learner’s achievements, their

affective state, and any misconceptions. Bringing it back to the pedagogical model, this informs

the educators approach to future learning.

Applications of AIEd in a classroom setting.

One of the major advantages of AIEd systems is that they typically gather large amount

of data (Luckin, Holmes, Griffiths & Forcier, 2016). As well, there has been further

development in models that represent the social, emotional and meta-cognitive aspects of

learning. AI and AIEd is a fast growing and promising aspect of our future education system

with many researchers seeing and anticipating great success. Woolf, Lane, Chaudhri and

Kolodner (2013) address grand challenges for education and the contributions that AIEd can

make to address these long-term educational goals. These challenges include: mentors for every

learner, learning 21st century skills, and interaction data to support learning.

Research has indicated that one-to-one tutoring is one of the most effective approaches to

teaching and learning. One-to-one tutoring allows learning to be highly individualized, and

consistently yields better outcomes than other methods of teaching (McArthur, Lewis & Bishay,

2005). The reality however, is that one-to-one tutoring is untenable for all students due to the

necessary man power and financial obligation. For AIEd programmers, this is an opportunity for

AI techniques to simulate one-to-one tutoring online, providing all of the necessary student

feedback without an individual teacher having to be present (Luckin, Holmes, Griffiths &

Forcier, 2016).

Along with requiring consistent support, students of the 21st century also require different

skills than citizens from earlier generations (Woolf, Lane, Chaudhri and Kolodner, 2013). With
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many of today’s classrooms looking exactly like 19th century classrooms, students remain as

passive learners who often work alone on problems that do not require deep understanding of the

application of concepts to realistic problems. However, as we move towards a more

individualized, problem-based activities through AI, we are able to enhance student creativity,

curiosity and intrinsic motivation.

Additionally, AIEd aids in fostering collaboration, whether between a pair of students or

a community of students participating in an online course. Collaboration is viewed as an

effective pedagogical tool for educators looking to encourage participation, have students reflect

on their experiences, create opportunities for dialogue, and enhance student motivation (Luckin,

Holmes, Griffiths & Forcier, 2016). Research has suggested that AIEd is able to focus these

experiences with a focus on four approaches. The first being adaptive group formation where

groups are created based on similar cognitive levels, interests, or complementary knowledge and

skills. The second and third are expert facilitators and intelligent virtual agents where

information or agents become involved to support the collaborative process. Finally, intelligent

moderation is used to alert the educator of any discussions amongst group members.

Challenges for AI in our education system.

Despite the advantages listed above, very few AI-based learning systems are consistently

used in classrooms or homes (Woolf, Lane, Chaudhri and Kolodner, 2013). Zhao and Frank

(2003) state that despite the generous investment in, and increase presence of computers in

schools, computers have been found to be unused or underused in most schools. They found that

most schools naturally resist change, especially when it is perceived as unreliable. As well, with

the lack of opportunities and resources to experiment with AI, teachers have not yet developed

the appropriate confidence to incorporate it within their practice. In other words, the perceived
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complexity of AI, perceived advantages for learners and educators, collaborative learning

experiences, and in-service trainings are effecting the further integration of AI into the

classroom. It is the role of the teacher to decide when and how these technologies are being

used. Therefore, if educators do not feel confident in utilizing AI, it will remain underutilized

and the benefits no longer being explored. The introduction of necessary professional

development programs for interested teachers, as well as collaboration opportunities will alter

the perceptions and interactions with technology.

Additionally, many of the current AI programs have not received the necessary attention

to develop tools applicable to all students. Research has indicated that to date, tutoring systems

have only been developed for a few topic areas (McArthur, Lewis & Bishay, 2005). Many of

these topics include procedural skills like solving short problems in mathematics, science and

logic. Conversely, there is a lack of development in areas in history and social sciences where

applications are modeled in real-world situations. For teachers focusing in these areas, it is less

likely that they will experiment with the benefits if they do not feel there is appropriate content.

The next phase of AIEd

In this section, we look to consider some of the advances we expect for AIEd and the role

of the teacher throughout this journey. The pace of innovation and development in general is

increasing at a fast pace with many new innovations appearing for AIEd constantly.

With the evolving changes of technology and AIEd in the classroom, a transformation

will occur as teachers begin to take on a different role. Educators will continue to search for the

balance between the “technologisation of education” and personalized student-teacher

relationship (p. 7, Guilherme, 2017). With current uses of AIEd, teachers are responsible for the

orchestration of when and how these tools are utilized in the classroom. As well, educators are
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able to account for the messiness of real classroom and determine which tools provide the

necessary support. Therefore, educators who take part in this process are gaining new increased

technological literacy, new research skills to allow them to interpret the findings, and a greater

sense of what AIEd systems can offer (Luckin, Holmes, Griffiths & Forcier, 2016).

It is predicated that AIEd will also contribute to the improvement of assessment practices.

With the vast amount of information that can be collected through AI, information is able to be

transferred to the learner and educator immediately. As well, with AIEd looking to explore the

cognitive process of student learning, future assessments will be able to not only indicate if the

correct answer was chosen, but also how the learner arrived at their answer (Luckin, Holmes,

Griffiths & Forcier, 2016). This means that learning will move beyond a single test as programs

will continue student learning by providing other activities and projects to enhance student

understanding.

The reality is, our current education system is not meeting the needs of all learners.

Statistics have demonstrated time-and-time again that students from pooper backgrounds

perform worse than students from richer backgrounds. With future development of AIEd the

new goal is to provide more opportunities for students to learn even basic skills like reading,

writing and mathematics. For example, with future development into one-to-one online tutoring,

students can be offered extra support both at home and school (Luckin, Holmes, Griffiths &

Forcier, 2016). As well, with faster assessment practices educators are able to implement

strategies for struggling students at a younger age and more effectively. Finally, teachers will

feel more supported in their efforts to provide engaging and successful learning opportunities for

students. Whether through reduced grading time, or information about appropriate available

resources, educators will be able to spend the extra time working with their students.
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Conclusion

AIEd offers the possibility of learning that is more personalized, flexible, inclusive and

engaging (Luckin, Holmes, Griffths, Forcier, 2016). It can provide teachers and learners with

tools that allow us to respond not only to what is being learnt, but also how it is being learnt, and

how the student feels. It can help teachers create more sophisticated learning environments such

as enabling collaborative learning through appropriate group formation.

The literature review indicates that artificial intelligence can be compared to an “effective

classroom assistance” whereby educators and students are able to utilize it to positively develop

personalized learning strategies (Benedict, 2016). With technology advances happening at such

a rapid rate, it is suggested that the developments in AI will further support this claim, while

others foresee challenges.

As educators, it is our role to implement these new tools in ways that are appropriate in a

classroom setting. This paper has addressed the three intertwining models of AI, with a focus on

how each model works to provide students with personalized learning content and instruction at

their developmental level. As well, how current educators are addressing the uses of AI and how

these have both benefited and challenged our current education system. This research provides

essential insights into the complexities of learning and the processes underlying learning (Woolf,

Lane, Chaudhri and Kolodner, 2013). These provide clues for ways to further refine individual

instruction such as: students learn more when they work in teams, they learn more when they

receive help from one-to-one tutors, and require feedback that is quick and reflects on the

learner’s background, strengths and weaknesses.

A future longitudinal study following groups of students who are consistently exposed to

EIEd programs (such as one-to-one tutoring) will help inform researchers on the long term
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effects of AI on learning. As well, greater integration of professional development programs for

educators who are struggling to effectively implement artificial intelligence into the classroom.

The possibilities for AI to make significant contributions in any field are tremendous, and

education should not be left behind (Kurshan, 2016).

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References

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