AI-Based Platform Design for Complex Thinking Assessment: A Case Study of an Ideathon Using the Transition Design Approach

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2023-10-26 DOI:10.1080/07380569.2023.2256711

Jorge Sanabria-Z, Berenice Alfaro-Ponce, Amadeo Argüelles-Cruz, Maria Soledad Ramírez-Montoya

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引用次数: 0

Abstract

AbstractEmerging Artificial Intelligence-enhanced technology platforms in education warrant attention to exploring new learning strategies and dynamics. Keeping up with the accelerating momentum to bring classic traditional learning activities to Artificial Intelligence-supported platforms may unbalance the interest in developing the participants’ higher-order thinking. This article presents case study research of an Artificial Intelligence-based technological platform to measure complex thinking traits of higher education participants in an Ideathon learning scenario. The didactical strategy was grounded in the Transition Design approach, with Sharing Economy as the challenge. An overview of the process for developing Artificial Intelligence-supported activities, the challenges and risks identified in the development, and a classification model and enhancements for future implementation in a subsequent pilot are presented. The findings set a guideline for balancing Artificial Intelligence-powered educational activities and the development of the participants’ complex thinking.Keywords: Artificial intelligencecomplex thinkingtechnological platformIdeathontransition designclassification modelhigher educationeducational innovation AcknowledgmentThe authors acknowledge the technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in producing this work.Disclosure statementThe authors report no competing or conflicts of interest.Informed consentStudents participating in the Ideathon gave informed consent through Google Forms.Data availability statementData is available upon request.Additional informationFundingThe authors acknowledge the financial support from Tecnologico de Monterrey through the “Challenge-Based Research Funding Program 2022”. Project ID # I001 – IFE001 – C1-T1 – E. “OpenResearchLab: innovation with artificial intelligence and robotics to scale domain levels of reasoning for complexity” (ID Novus N21-207), funded by the Institute for the Future of Education (IFE), Tecnologico de Monterrey and Instituto Politecnico Nacional Projects SIP20220557 and SIP-20231910.

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基于人工智能的复杂思维评估平台设计:以使用过渡设计方法的创意马拉松为例

新兴的人工智能增强的教育技术平台需要关注探索新的学习策略和动态。将经典的传统学习活动带到人工智能支持的平台上的加速势头可能会使参与者对发展高阶思维的兴趣失衡。本文介绍了一个基于人工智能的技术平台的案例研究，以测量Ideathon学习场景中高等教育参与者的复杂思维特征。教学策略以转型设计方法为基础，以共享经济为挑战。概述了开发人工智能支持活动的过程、开发中确定的挑战和风险、分类模型和后续试点中未来实施的增强功能。研究结果为平衡人工智能驱动的教育活动和参与者复杂思维的发展制定了指导方针。关键词:人工智能，复杂思维，技术平台，创意，过渡设计，分类模型高等教育教育创新作者感谢墨西哥蒙特雷理工大学未来教育研究所写作实验室的技术支持。披露声明作者报告无竞争或利益冲突。参与创意马拉松的学生通过谷歌表格给予知情同意。数据可用性声明数据可根据要求提供。作者感谢tecologico de Monterrey通过“2022年基于挑战的研究资助计划”提供的资金支持。“开放研究实验室:用人工智能和机器人技术创新来扩展复杂推理的领域水平”(ID Novus N21-207)，由未来教育研究所(IFE)、蒙特雷理工大学和意大利理工学院国家项目SIP20220557和SIP-20231910资助。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.