根据 GDPR 和 ChatGPT 重新审视教育领域人工智能的未来前景

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Turkish Online Journal of Distance Education Pub Date : 2024-01-01 DOI:10.17718/tojde.1248901

John Y. H. BAI, Olaf Zawacki-Richter, Wolfgang Muskens

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引用次数: 1

摘要

人工智能教育（AIEd）是一个快速发展的研究领域。在以前的工作中，我们通过确定关键变量及其未来前景，描述了为探索人工智能教育可能的未来所做的努力。本文通过考虑以下两个事件的影响，重新审视了我们关于数据管理以及学生和教师角色的讨论：1）最近与《通用数据保护条例》（GDPR）相关的一个案例；2）ChatGPT（一种能够生成 "类人 "文本的人工智能生成模型）的发布。这些事件为人工智能教育的未来和评估的基本功能提出了问题，并强调了学生积极参与人工智能教育整合的重要性。

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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RE-EXAMINING THE FUTURE PROSPECTS OF ARTIFICIAL INTELLIGENCE IN EDUCATION IN LIGHT OF THE GDPR AND ChatGPT

Artificial intelligence in education (AIEd) is a fast-growing field of research. In previous work, we described efforts to explore the possible futures of AIEd by identifying key variables and their future prospects. This paper re-examines our discussions on the governance of data and the role of students and teachers by considering the implications of 1) a recent case related to the General Data Protection Regulation (GDPR) and 2) the release of ChatGPT, a generative AI model capable to producing ‘human-like’ text. These events raise questions for the future of AIEd and the underlying function of assessment, and highlight the importance of active student participation in the integration of AI in education.

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来源期刊

Turkish Online Journal of Distance Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

0.00%

发文量

审稿时长

8 weeks

期刊介绍： The Turkish Online Journal of Distance Education (TOJDE) is a peer-reviewed quarterly e-journal. International in scope, this scholarly e-journal publishes refereed articles focusing on the issues and challenges of providing theory, research and information services to global learners in any kind of distance education or open learning applications. TOJDE will particularly strive to meet the continuing education needs of practitioners and educators by providing a forum for the discussion of extended learning strategies, policies and practices, and trends in information technology as they impact the delivery of student support services for distance learners and faculties.