Running Head: ARTIFICIAL INTELLIGENCE TECHNOLOGY 1

Artificial Intelligence Technology

Heba Khalil

Professor Dogan

CUIN 3313

August 5th, 2018

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Artificial Intelligence Technology

What is artificial intelligence?

The article by Nilsson (1982) argues artificial intelligence is the formula to derive skills and

knowledge that is concomitant with the computers. Artificial intelligence has risen up to advance

such functions in classrooms. Therefore, the following discussion will indulge in investigating

the concept of artificial intelligence in the learning environment. Nilsson (1982) noted artificial

intelligence encompasses the use of computer science in the creation of intelligent machines,

which perform the same way as humans. Such machines perform activities such as learning,

speech recognition, and problem solving, and planning. The article by Partridge (1991) argues

that artificial intelligence encompasses the making of intelligent machines using highly technical

and specialized knowledge. At the center of artificial intelligence, there is the programming of

computers (applications) with such specific traits such as reasoning, knowledge, planning,

learning, and the ability to manipulate and move objects (Whitby, 2009). In knowledge

engineering, the machines can often behave like humans if they have enough data correlating to

the world (Partridge, 1991). Thus, artificial intelligence must enjoy the access to categories,

objects, and relations between all of them to sustain knowledge engineering. This will embrace

the format of initiating common sense, reason, as well as problem-solving capability in the

machines (Nilsson, 1982).

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Artificial intelligence systems in the classrooms

Artificial intelligence training will ensure the creation of smart classrooms. In simpler

terms, their students will learn some of the artificial intelligence applications in their learning.

One of the applications is the Thinkster Math. This classroom-grounded artificial intelligence

application offers an unusual human touch since it is a tutoring app that blends real math

curriculum with a personalized teaching style (Whitby, 2009). The applications ensure that each

student is assigned a behind-the-scenes tutor who consequently watches their mental process

unfold step-by-step on an iPad screen. In addition, this app presents the user with varied

problems apposite to their skill set (Nilsson, 1982). The app ensures that as the learner writes up

the solution; it evaluates their written work to determine where they have gone wrong or

miscomprehended a pertinent problem-solving step. The importance of Thinkster Math is that it

improves every learners’ logic process by offering video assistance for stuck learners and

immediate personalized feedback.

The other application that the students are trained to use is Brainly. This social media site

answers classroom questions (Whitby, 2009). Apparently, the app permits the leaner to ask

homework queries and get automatic as well as verifies answers from fellow learners. The

importance of this app is that it enables the students to collaborate to derive correct answers on

their own (Nilsson, 1982). There is the rise in command ship when students use the app since

they can offer answers on answers and work on becoming a Brainly community mediator. The

app usually has experts on numerous school subjects and works to make a classroom-like society

for the personalized chalkboard touch.

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The other important app that the leaners are trained to use is Mika. This app is similar to

Thinkster Math, which offers Al-based tutoring tools for learners too busy for after-school tutors

and too immersed in a sea of other learners for a personalized attention. Mika specializes in

higher ed tutoring to fill gaps in collegiate classrooms notoriously for lecturer-sized classrooms

(Nilsson, 1982). The learners guide the app in their learner’s unique learning process making

sure that the leaner is aware of their daily progress and adapting lessons to every learner’s

particular struggle.

Importance of AI in classrooms

Grading

The above applications have shown that they provide an importance in grading. There is

the introduction of electronic grading in the performance of apps (Nilsson, 1982). It allows the

teachers to hand off the assignments thereby spending more time with the leaners individual and

modify the curriculum to become more important for every class.

Tutoring

Apparently, the traditional mode of teaching saw the teachers tutoring the leaners

directly. However, the indulgence of artificial intelligence ensures that teachers do not stay with

the leaners 100% of the time (Partridge, 1991). The applications ensure that the leaners just need

a bit of extra assistance with the particular Subject Matter. For instance, performing activities

with Al Tutor assist the learners with academic or social anxiety with the availability of

confidence they need to succeed in the learning. Intelligent tutoring via systems such as Third

Space is assisting the teachers to break free from the traditional ‘one size fits all’ methodology.
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In this case, there is one-on-one tutoring where such application provides platforms to leverage

Big Data (Harris, 2011). They also leverage learning analytics to give tutors with the real-time

response about the performance, weaknesses, and strength of their students. In addition, the

feedback approach assists the tutors to determine precisely the learning demands as well as the

skills gap of every leaner and consequently give supplemental guidance.

Flexibility

The artificial intelligence in classrooms will ensure that there is flexibility in changing

the curriculum. This is because the intelligence permits learners to enhance an incredible

advantage particularly because of the many varied learning and teaching methods do not always

work cohesively (Partridge, 1991). Teaching using artificial intelligence ensures that learners get

the most effective teaching styles for their learning style.

Trial and Error

The other importance of artificial intelligence is that it encourages trial and error. This is

because the intelligence removes the concept of the guesswork out of classrooms. Therefore, it

decreases the time and frustrations for both the teachers and learners (Harris, 2011). The

applications have the capacity to absorb all the time-consuming difficulties using a teaching-

learning setting and mediate those difficulties instantly. In simpler terms, the intelligence frees

up students and teachers’ time to be used for other concepts of education.

Drawbacks

There are certain observable limitations to artificial intelligence in classrooms. One of

them is the lack of human aspect of education. Apparently, the human aspect is valuable in
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education in ensuring that it be replicated. However, the applications lack replication such that

the absence of emotion and compassion reduces the ‘humanistic’ approach to learning. The other

limitation of the intelligence is the creation of a dependency behavior. Currently, people have

become over-reliant on technology (Haugeland, 1989). Therefore, introducing much artificial

intelligence in the classrooms will bring a situation where the leaners and teacher overly on it in

designing the curriculum and other matters of education. This will lead to the loss of the most

pertinent aspects of education such as the human connection.

Conclusion

It has been related that artificial intelligence has come to simplify learning by allowing

the teachers and students to have a customized learning environment. The applications enable the

students and the teachers to have an enabling environment that allows them to save time in

learning and channel the saved time to other functions. This has been manifested in the

applications that allow tutoring and grading. However, the applications have limitations of

creating dependency and lack of human connection.

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References

Harris, M. C. (2011). Artificial intelligence. New York: Marshall Cavendish Benchmark.

Haugeland, J. (1989). Artificial intelligence: : the very idea. Cambridge (Mass.: MIT Press.

Nilsson, N. J. (1982). Principles of artificial intelligence. Berlin: Springer-Verlag.

Partridge, D. (1991). A new guide to artificial intelligence. Norwood, N.J: Ablex Pub. Corp.

Whitby, B. (1996). Reflections on artificial intelligence. Exeter: Intellect.

Whitby, B. (2009). Artificial intelligence. New York, NY: Rosen Pub. Group.