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López-Chila, R.; Llerena-Izquierdo, J.; Sumba-Nacipucha, N.; Cueva-Estrada, J. Artificial Intelligence in Higher Education. Encyclopedia. Available online: https://encyclopedia.pub/entry/53438 (accessed on 02 July 2024).
López-Chila R, Llerena-Izquierdo J, Sumba-Nacipucha N, Cueva-Estrada J. Artificial Intelligence in Higher Education. Encyclopedia. Available at: https://encyclopedia.pub/entry/53438. Accessed July 02, 2024.
López-Chila, Roberto, Joe Llerena-Izquierdo, Nicolás Sumba-Nacipucha, Jorge Cueva-Estrada. "Artificial Intelligence in Higher Education" Encyclopedia, https://encyclopedia.pub/entry/53438 (accessed July 02, 2024).
López-Chila, R., Llerena-Izquierdo, J., Sumba-Nacipucha, N., & Cueva-Estrada, J. (2024, January 04). Artificial Intelligence in Higher Education. In Encyclopedia. https://encyclopedia.pub/entry/53438
López-Chila, Roberto, et al. "Artificial Intelligence in Higher Education." Encyclopedia. Web. 04 January, 2024.
Artificial Intelligence in Higher Education
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This entry is adapted from the peer-reviewed paper 10.3390/educsci14010047

Since its origin in the 1950s, artificial intelligence (AI) has evolved from technological to educational applications. AI is emerging as an essential tool in education. Its integration into education promises the personalization and the globalization of learning. 

artificial intelligence ChatGPT COVID-19 higher education

1. Introduction

Years ago, when new technologies were mentioned, the focus was on the use of computers and the Internet, tools that undoubtedly contributed significantly to the development of society [1]. On the other hand, artificial intelligence (AI) was not mentioned as a tool for technological discussion. However, the vision has changed. Now, the dialogue revolves around concepts such as digital transformation, digital signature, metaverse, avatars and, of course, artificial intelligence. These developments not only represent significant technological change, but are also transforming dynamics in all contexts [2].
Since the development of artificial intelligence (AI) in the 1950s [3], experts have been constantly searching for programs and applications that could positively change and optimize the different areas in which society carries out its daily activities [4][5]. Although in the beginning, AI was thought of as a tool mainly oriented to technological and industrial fields, over the years, its potential to revolutionize the field of education has become evident. The relationship between AI and education has begun to emerge, not only as a possibility, but also as a necessary evolution in the way knowledge is acquired and imparted [6]. Furthermore, that undoubtedly has had a positive influence on the teaching and learning process [7]. Education, as one of the pillars for the development of societies, has been consistently transformed in order to adapt to the social, cultural, and technological changes of each era [8]. In this context, AI applications have been shown as a strategic partner for the teaching process developed by teachers, allowing them to explore novel scenarios that enhanced their teaching skills for the creation of innovative and personalized experiences, which also improved the attitudes of students towards the learning process [9].

2. Artificial Intelligence in Higher Education

Definitions for artificial intelligence (AI) have evolved over time and continue to adapt as technology and research advances. Domingos [10] viewed artificial intelligence as machine learning, which aimed to create an algorithm that could learn from the data provided. Tegmark [11] suggested that AI was an entity of non-biological means that could evolve and adapt to different types of situations, which could, in turn, have a significant impact on society. In the same line, Lee [12] described AI not just as a technology, but also as a force that was redefining economic dynamics globally. He added that AI acted as a technological superpower that could change power structures, with China and Silicon Valley, in the United State, as major players in this revolution. He argued that, in the coming decades, AI would influence economic dynamics, the behavior of societies, and international relations. From another perspective, Marcus and Davis [13] argue that, although impressive progress had been made in AI development, AI had limitations of its own, especially in tasks that required reasoning and an understanding of context. They advocated a vision of AI that not only relied on deep learning, but also added symbolic reasoning, logic, and knowledge of the real world. They added that true artificial intelligence needed a combination of approaches and techniques. Furthermore, Crawford [14] stressed that AI was much more than a technology, highlighting its physical and political impact. He criticized viewing AI as an “intangible”, stressing the importance of taking into account its ethical, socioeconomic, and environmental consequences.
AI has been integrated into almost every part of society. Its ability to process and learn from vast volumes of data has changed the way numerous organizations operate. Moreover, with the emergence of end-user applications, AI is now an everyday tool for workers, professionals and other members of today’s society [15]. An example of this was observed in healthcare, where artificial intelligence, through the use of machine-learning algorithms, has spurred the advancement of clinical research. This has enabled the early detection of disorders such as diabetes and cancer, optimizing the exchange of medical data and benefiting patients [16]. In transportation, the presence of AI manifested with autonomous vehicles and systems that improved routes and optimized fuel consumption, advancements with the potential to improve traffic problems [17]. In retail, personalized recommendations, automated inventory management, and trend analysis have improved the customer experience and optimized business processes [18]. In the financial sector, AI has improved fraud detection and risk management, and with the presence of robotic financial advisors, banking services have been transformed, improving the positioning of these institutions through their users [19]. Another important sector where AI has the potential to have a transformative impact is in education. In this sense, ref. [20] maintained that in Latin America, AI has influenced higher-education institutions, transforming learning and teaching processes. This impact has been decisive for the future of higher education, especially considering that AI has the potential to personalize learning by creating online content while considering the needs and expectations of students. In this regard, the authors [6] added that AI tools offered specific and contextual solutions to optimize the solution of academic problems. In addition, AI trends were driving globalized teaching–learning models, which undoubtedly promoted the socialization of knowledge. However, the authors added that AI, despite its potential, was unlikely to completely replace traditional teaching.
Several authors have argued that education, as an agent of the socialization of knowledge, should take advantage of the benefits of AI in the training context [8] in order to maximize educational achievements. To achieve this purpose, multiple technologies could be applied in the classroom, including virtual reality, augmented reality, AI chats, and video games, among others [18][21]. These enriching applications promoted the creation of more dynamic and disruptive classrooms, such as the design of virtual environments for instant student exploration [22][23]. After observing the points of view of various authors on the relationship between AI and education, it was clear that this technology could revolutionize current methods in this sector. The benefits, the challenges, and the applications of AI in education can be observed clearly in Figure 1. This diagram summarizes the main areas of interaction between AI and higher education, providing a broad view of the topic under analysis.
Figure 1. Benefits, vision, challenges, and applications of artificial intelligence.
This diagram shows some of the dimensions in which AI could impact higher education. From the personalization of learning to the development of advanced virtual classrooms, to a more interactive student experience through the development of AI-based end-applications, this technological advancement could transform education through a more adaptive, interactive, and globalized environment. However, it would be necessary to take into account the ethical challenges and uses when integrating this technology into the educational environment.
As AI continues to advance and adapt to the dynamic needs of society, there is a need for the academic community to understand its potential and limitations. Integrating AI into education could also open new avenues for research, collaboration, and innovation. However, as with any emerging technology, it would be essential to address ethical concerns, ensure equity of access, and ensure that the adoption of AI in education reinforces, rather than minimizes, the core values of education.

References

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  2. Torres-Cruz, F.; Yucra-Mamani, Y.J. Técnicas de inteligencia artificial en la valoración de la ense nanza virtual por estudiantes de nivel universitario. Rev. Int. Humanid. 2022, 11, 1–11.
  3. Russell, S.; Norvig, P. Inteligencia Artificial. Un Enfoque Moderno, 2nd ed.; Pearson Prentice Hall: Upper Saddle River, NJ, USA, 2004.
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  7. Parra-Sánchez, J.S. Potencialidades de la Inteligencia Artificial en Educación Superior: Un Enfoque desde la Personalización. Rev. Docentes 2.0 2022, 14, 19–27.
  8. Carbonell-García, C.E.; Burgos-Goicochea, S.; Calderón-de-los Ríos, D.O.; Paredes-Fernández, O.W. La Inteligencia Artificial en el contexto de la formación educativa. Epistem. Koin. Rev. Electrón. Cienc. Educ. Humanid. Artes Bellas Artes 2023, 6, 152–166.
  9. Fajardo Aguilar, G.M.; Ayala Gavilanes, D.C.; Arroba Freire, E.M.; López Quincha, M. Inteligencia Artificial y la Educación Universitaria: Una revisión sistemática. Mag. Cienc. Rev. Investig. Innov. 2023, 8, 109–131.
  10. Domingos, P. The Master Algorithm: How the Quest for the Ultimate Learning Machine Will Remake Our World; Basic Books: New York, NY, USA, 2015.
  11. Tegmark, M. Life 3.0: Being Human in the Age of Artificial Intelligence; Knopf Publishing Group: New York, NY, USA, 2018.
  12. Lee, K.F. AI Superpowers: China, Silicon Valley, and the New World Order; Houghton Mifflin: Boston, MA, USA, 2018.
  13. Marcus, G.; Davis, E. Rebooting AI: Building Artificial Intelligence We Can Trust; Knopf Publishing Group: New York, NY, USA, 2019.
  14. Crawford, K. The Atlas of AI: Power, Politics, and the Planetary Costs of Artificial Intelligence; Yale University Press: New Haven, CT, USA, 2021.
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  17. Núñez Zorrilla, M.C. Los nuevos avances en la regulación europea de la responsabilidad civil por los daños ocasionados en el ámbito del transporte con inteligencia artificial. Rev. Española Derecho Eur. 2021, 78–79, 201–256.
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  19. Ortiz, C.V.J.; Guzmán-Seraquive, J.E. Análisis de las técnicas de machine learning aplicadas en la detección de fraudes bancarios. Cienc. Tecnol. Rev. Cient. Multidiscip. 2022, 22, 10.
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Subjects: Education & Educational Research
Contributors MDPI registered users' name will be linked to their SciProfiles pages. To register with us, please refer to https://encyclopedia.pub/register :
Roberto López-Chila
,
Joe Llerena-Izquierdo
,
Nicolás Sumba-Nacipucha
,
Jorge Cueva-Estrada
View Times: 328
Revisions: 2 times (View History)
Update Date: 05 Jan 2024
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