Comprehensive analysis of human and AI task allocation in the education sector: Defining futuristic roles and responsibilities
University of Technology and Applied Science, Al Musanna, Oman.
Research Article
World Journal of Advanced Research and Reviews, 2024, 22(03), 1883–1893
Publication history:
Received on 03 May 2024; revised on 25 June 2024; accepted on 27 June 2024
Abstract:
This research explores the integration of AI chatbots in higher education, examining their impact on teaching practices, learning outcomes and student engagement. AI's ability to predict and adapt offers transformative potential for educational environments, shifting skill demands and enhancing accessibility. Using the Technological Pedagogical Content Knowledge (TPACK) framework, we assess the integration of AI tools by educators. At the same time, the Technology Acceptance Model (TAM) gauges teacher’s perceptions and Constructivist Learning Theory (CLT) explores AI's support for interactive, student-centered learning. Our developed framework includes the roles and responsibilities of human educators and AI chatbots, strategies for maximizing educational benefits and addressing challenges and best practices for fostering human-AI partnerships and promoting inclusivity. The findings reveal that AI chatbots can significantly reduce administrative burdens on educators, offer personalized learning experiences, and enhance real-time feedback. This study underscores the importance of teacher training and ethical considerations in AI integration. Ultimately, we aim to contribute to the effective integration of AI in education, promoting a balanced synergy between human and technological efforts to enhance educational practices.
Keywords:
Artificial intelligence (AI); AI chatbots; Constructivist Learning Theory (CLT); Conversational agent chatbots; Human-AI partnerships; Student-centered learning; Technology Acceptance Model (TAM); Technological Pedagogical Content Knowledge (TPACK).
Full text article in PDF:
Copyright information:
Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0