{"title":"Bridging Motivation and AI in Education: An Activity Theory Perspective","authors":"Inna Artemova","doi":"10.1344/der.2024.45.59-67","DOIUrl":null,"url":null,"abstract":"After the pandemic, research on Artificial Intelligence (AI) in the field of education has seen a significant increase globally. Although this topic is not new to education, very few studies conducted before the pandemic addressed the problem of supporting internal motivation in students, crucial for the quality of learning and knowledge retention. This study explores the extent to which this topic is covered in recent research by conducting a cross-disciplinary literature review within the theoretical framework of Activity Theory (AT). It aims to identify the extent of coverage of all types of relationships between nodes in the educational activity system, with special attention to Subject (students) and Object, as this central relationship embodies the motive-driven nature of human activity. The analysis incorporated 69 articles from Scopus published from 2020 till present. The results demonstrate coverage of only some relationships: Subject-Tools (students interaction with AI technology), Tools-Object (development of AI technologies), Tools-Community (adapting AI within an educational community). The central relationship between Subject and Object remains unexplored. Practical implications involve developing and integrating AI tools to stimulate intrinsic motivation by emphasizing personal meaning. Theoretical outcomes involve exploring how to foster and sustain students' intrinsic motivation in relation to AI. ","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Digital Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1344/der.2024.45.59-67","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
After the pandemic, research on Artificial Intelligence (AI) in the field of education has seen a significant increase globally. Although this topic is not new to education, very few studies conducted before the pandemic addressed the problem of supporting internal motivation in students, crucial for the quality of learning and knowledge retention. This study explores the extent to which this topic is covered in recent research by conducting a cross-disciplinary literature review within the theoretical framework of Activity Theory (AT). It aims to identify the extent of coverage of all types of relationships between nodes in the educational activity system, with special attention to Subject (students) and Object, as this central relationship embodies the motive-driven nature of human activity. The analysis incorporated 69 articles from Scopus published from 2020 till present. The results demonstrate coverage of only some relationships: Subject-Tools (students interaction with AI technology), Tools-Object (development of AI technologies), Tools-Community (adapting AI within an educational community). The central relationship between Subject and Object remains unexplored. Practical implications involve developing and integrating AI tools to stimulate intrinsic motivation by emphasizing personal meaning. Theoretical outcomes involve exploring how to foster and sustain students' intrinsic motivation in relation to AI.
期刊介绍:
Digital Education Review (DER) is a scientific, open and peer review journal designed as a space for dialogue and reflection about the impact of ICT on education and new emergent forms of teaching and learning in digital environments. It is published half-yearly (June & December) and it includes articles in English or Spanish. ICT plays an important role in education, raising discussions and important new challenges. Analyze the impact of ICT, new forms of literacy and virtual teaching and learning are the main goals of Digital Education Review. The publication is open to all those investigators who wish to propose articles on this subject. Articles admitted include empirical investigations as well as reviews and theoretical reflections. The journal publishes different kinds of articles: Peer Review Articles: articles that have passed the blind review carried out by a group of experts Reviews: short articles about books, software or websides and PhD Guest and Invited Articles: articles approved by the Editorial Board of the journal. DER publishes issues related with its focus and scope and also monographic issues, centered on a specific subject. Both of them are subjected to a peer review process. Finally, this journal is published by the Digital Education Observatory (OED) and Virtual Teaching and Learning Research Group (GREAV) at the Universitat de Barcelona.