Artificial Intelligence in Higher Education: The State of the Field

Autor/inn/en	Crompton, Helen; Burke, Diane
Titel	Artificial Intelligence in Higher Education: The State of the Field
Quelle	In: International Journal of Educational Technology in Higher Education, 20 (2023), Artikel 22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crompton, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41239-023-00392-8
Schlagwörter	Artificial Intelligence; Higher Education; Publications; Educational Trends; Educational Researchers; Foreign Countries; United States; China + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Ausland; USA
Abstract	This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 and 2022, publications rose nearly two to three times the number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have emerged. The findings show that research was conducted in six of the seven continents of the world. The trend has shifted from the US to China leading in the number of publications. Another new trend is in the researcher affiliation as prior studies showed a lack of researchers from departments of education. This has now changed to be the most dominant department. Undergraduate students were the most studied students at 72%. Similar to the findings of other studies, language learning was the most common subject domain. This included writing, reading, and vocabulary acquisition. In examination of who the AIEd was intended for 72% of the studies focused on students, 17% instructors, and 11% managers. In answering the overarching question of how AIEd was used in HE, grounded coding was used. Five usage codes emerged from the data: (1) Assessment/Evaluation, (2) Predicting, (3) AI Assistant, (4) Intelligent Tutoring System (ITS), and (5) Managing Student Learning. This systematic review revealed gaps in the literature to be used as a springboard for future researchers, including new tools, such as Chat GPT. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01