The possibilities and limits of XAI in education: a socio-technical perspective

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning Media and Technology Pub Date : 2023-03-10 DOI:10.1080/17439884.2023.2185630

R. Farrow

引用次数: 2

Abstract

ABSTRACT Explicable AI in education (XAIED) has been proposed as a way to improve trust and ethical practice in algorithmic education. Based on a critical review of the literature, this paper argues that XAI should be understood as part of a wider socio-technical turn in AI. The socio-technical perspective indicates that explicability is a relative term. Consequently, XAIED mediation strategies developed and implemented across education stakeholder communities using language that is not just ‘explicable’ from an expert or technical standpoint, but explainable and interpretable to a range of stakeholders including learners. The discussion considers the impact of XAIED on several educational stakeholder types in light of the transparency of algorithms and the approach taken to explaination. Problematising the propositions of XAIED shows that XAI is not a full solution to the issues raised by AI, but a beginning and necessary precondition for meaningful discourse about possible futures.

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XAI在教育中的可能性和局限性:一个社会技术的视角

可解释的教育人工智能(XAIED)已被提出作为提高算法教育中的信任和道德实践的一种方式。基于对文献的批判性回顾，本文认为XAI应该被理解为AI中更广泛的社会技术转向的一部分。从社会技术的角度来看，可解释性是一个相对的术语。因此，XAIED中介策略在教育利益相关者社区中开发和实施，使用的语言不仅从专家或技术角度“可解释”，而且对包括学习者在内的一系列利益相关者都是可解释和可解释的。根据算法的透明度和所采取的解释方法，讨论了XAIED对几种教育利益相关者类型的影响。将XAIED的命题问题化表明，XAI并不是人工智能提出的问题的完整解决方案，而是对可能的未来进行有意义的讨论的开始和必要前提。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Media and Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.40

自引率

14.50%

发文量

期刊介绍： Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: -The ways in which digital media interact with learning environments, educational institutions and educational cultures -The changing nature of knowledge, learning and pedagogy in the digital age -Digital media production, consumption and creativity in educational contexts -How digital media are shaping (and being shaped by) educational practices in local, national and global contexts -The social, cultural, economic and political nature of educational media and technology -The ways in which digital media in education interact with issues of democracy and equity, social justice and public good. Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences.