Introduction to Artificial Intelligence in Education

The Education Revolution through Artificial Intelligence Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration Carlos Hervás-Gómez M. Dolores Díaz-Noguera Fulgencio Sánchez-Vera (Coords.) Horizontes Universidad Horizontes Universidad The Education Revolution through Artificial Intelligence Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration This book is a fundamental work that explores how AI is transforming the educational landscape. Through a critical and ethical lens, the authors address AI’s potential to enhance skills, safeguard rights, and promote collaboration between humans and machines. From academic research to the creation of innovative educational content, this book provides a comprehensive guide for educators, students, and researchers in the digital age. It is a call to action for the conscious integration of AI into the education of the future. Carlos Hervás-Gómez is a Full-Time Professor at the University of Seville (Spain), affiliated with the Faculty of Education Sciences in the Department of Didactics and Educational Organization. He teaches courses related to ICT. He is a member of the editorial boards of several journals, including the European Journal of Educational Research, International Journal of Educational Methodology, Journal of Research in Science, Mathematics and Technology Education, The European Educational Researcher, and Psychreg Journal of Psychology. His research focuses on the integration of ICT in teaching and learning processes through active and innovative methodologies, with a particular emphasis on emerging technologies and artificial intelligence in education. María Dolores Díaz-Noguera is a Full-Time Professor in the Department of Didactics and Educational Organization at the University of Seville (Spain). Her teaching is closely linked to the disciplines of Educational Organization and Management. In recent years, she has made significant contributions to educational knowledge, with a particular focus on technology integration in education and educational inclusion. She has over twenty years of experience teaching doctoral courses at the University of Seville and other Andalusian universities, and has supervised numerous international doctoral theses. Fulgencio Sánchez-Vera is an Assistant Professor in the Department of Didactics and School Organization at the University of La Laguna (Spain). He holds a PhD in Social and Cultural Anthropology from the University of Murcia, where he also earned a degree in Computer Engineering. Additionally, he has a Master’s in Mindfulness from the University of Zaragoza and a University Expert title in Online Teaching from the International University of La Rioja. He has been a speaker at numerous courses on Educational Technology. Currently, he is the director of the journal “Cultura y Conciencia” and serves on the evaluation boards of various scientific journals. His scientific contributions include over fifty publications and participation in educational innovation and research projects, focusing on cyberspace, cyber culture, digital competence, and artificial intelligence in education. THE EDUCATION REVOLUTION THROUGH ARTIFICIAL INTELLIGENCE Carlos Hervás, M. Dolores Díaz, Fulgencio Sánchez (Coords.) H U The Education Revolution through Artificial Intelligence Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration Carlos Hervás-Gómez M. Dolores Díaz-Noguera Fulgencio Sánchez-Vera (Coords.) The Education Revolution through Artificial Intelligence Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration First published: november 2024 © Carlos Hervás-Gómez, M. Dolores Díaz-Noguera. Fulgencio Sánchez-Vera (coords.) © From this edition: Ediciones OCTAEDRO, S.L. C/ Bailén, 5–08010 Barcelona Tel.: 93 246 40 02 [email protected] www.octaedro.com This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License: https://creativecommons.org/licenses/by-sa/4.0/ ISBN: 978-84-10282-58-2 DOI: https://doi.org/10.36006/09651-1 Typeset by: Fotocomposición gama, sl Production: Octaedro Editorial Open Access Collection Horizontes-Universidad Title: The Education Revolution Through Artificial Intelligence: Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration 7 Summary Prologue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 1. Introduction to Artificial Intelligence in Education . . . 13 PhD Carlos Hervás-Gómez; PhD M. Dolores Díaz- Noguera; Eduardo Puraivan; Mg. Macarena Astudillo- Vásquez; Mg. Connie Cofré-Morales 2. Artificial Intelligence and Education: Is It Necessary, Is It Convenient? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 PhD Enrique Estellés-Arolas; PhD Javier Pérez Bou 3. The Inclusion of Artificial Intelligence in Higher Education: Moving Towards a digital Educational Transformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 María Jesús Santos Villalba; José Antonio Martínez Domingo; Blanca Berral Ortiz; Manuel Enrique Lorenzo Martín 4. The Ethical and Epistemic Impact of Artificial Intelligence in Education . . . . . . . . . . . . . . . . . . . . . . . . . 57 Inmaculada Perdomo Reyes; Fulgencio Sánchez-Vera; Betty Estévez Cedeño 8The Education Revolution through Artificial Intelligence 5. From Theory to Practice with Artificial Intelligence: Experience of Project-based Learning in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 PhD Arasay Padrón Alvarez; PhD Vladimir A. Rosas Meneses 6. The Role of the Faculty Member as an Ethical mentor in the Use of AI in the Academic Field. Ethical perception using ChatGPT in the writing of academic essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 PhD Alazne Ciarra Tejada; PhD Diego Ernesto Parra Sánchez 7. Integrating AI into Academic Research: How We Navigate the Inevitable Ethically . . . . . . . . . . . . . . . . . . . 103 PhD Helen Hendaria Kamandhari; PhD Silvia Lavandera Ponce; PhD Begoña Mora Jaureguialde 8. Integrating Generative AI into Analytical Practices in Qualitative Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 PhD María Paz Sandín Esteban; PhD Angelina Sánchez Martí; PhD Ruth Vilà Baños 9. Redefining Language Education in the AI Era: Challenges, Opportunities and Perspectives . . . . . . . . . 135 Miguel Cuevas-Alonso; Pablo M. Tagarro 10. Navigating AI Integration in Higher Education: Ethical Challenges and Pathways for Comprehensive Human Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 PhD Luis Moral Moreno; PhD José Luis Guzón Nestar; PhD Ana Martínez Hernández; PhD Paula Gil Ruiz; PhD Rubén Iduriaga Carbonero 11. Improving Learning through Automatic Generation of AI-Based Narratives. . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 María Ribes-Lafoz; Borja Navarro-Colorado; María Tabuenca-Cuevas; José Rovira-Collado 9Summary 12. Perceptions of Artificial Intelligence among Students in the Faculty of Education . . . . . . . . . . . . . . . . . . . . . . . 181 PhD Ángela Martín-Gutiérrez; PhD Jesús García-Jiménez; PhD María del Carmen Corujo-Vélez; PhD Carlos Hervás-Gómez 13. Artificial Intelligence Tools for the Creation of Educational Videos for Teaching . . . . . . . . . . . . . . . . . . . 195 PhD Carlos Hervás-Gómez; PhD María Dolores Díaz- Noguera; PhD Emilia Florina Grosu; PhD Liliana Mâță; PhD Sonia Gabriela Neagu; María de los Ángeles Domínguez-González 14. “I learn better with Dall·E”: Using Prompts for Self-regulation of Learning with Primary Education Pupils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 PhD Celia Moreno-Morilla; Manuel Reina-Parrado; PhD María Navarro-Granados 15. Automatic Short Answer Grading in Health Sciences with ChatGPT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 PhD Nuria Padros-Flores; Ivan Gadea Sáez; PhD Carolina Alonso-Montero 13 1 Introduction to Artificial Intelligence in Education PhD Carlos Hervás-Gómez Universidad de Sevilla, Spain [email protected] https://orcid.org/0000-0002-0904-9041 PhD M. Dolores Díaz-Noguera Universidad de Sevilla, Spain [email protected] https://orcid.org/0000-0002-0624-4079 Eduardo Puraivan Universidad Viña del Mar, Chile Universidad de Playa Ancha, Chile [email protected] https://orcid.org/0000-0003-2134-8922 Mg. Macarena Astudillo-Vásquez Universidad Viña del Mar, Chile [email protected] https://orcid.org/0000-0001-5840-0865 Mg. Connie Cofré-Morales Universidad Viña del Mar, Chile [email protected] https://orcid.org/0009-0000-1442-1218 Abstract Human history is intimately linked to technological progress. From the first tools used in prehistoric times for hunting and subsistence to achievements such as the wheel, the metal industry, the printing press and the steam engine, technology has been a fundamental driver of social development. The educa- 1. Introduction to Artificial Intelligence in Education https://doi.org/10.36006/09651-1-01 14 The Education Revolution through Artificial Intelligence tional sphere is not left out, as Artificial Intelligence (AI) is being firmly incorporated into all sectors, transforming the professional and leisure scopes. The 1956 Dartmouth Summer Research Project is considered to be the origin of AI as a field of study, bringing together leading thinkers to explore new research directions. Today, AI generates advanced digital content, such as generative Artificial Intelligence (GAI), significantly impacting education. For example, online search engines employ AI to provide relevant results from large volumes of user-contributed data. This rapid change in educational practices reflects technology’s profound influence on our lives. Integrating AI in education has brought new possibilities, such as individualizing learning, automating administrative tasks, and creating more interactive and adaptive learning environments. Moreover, AI has proved to be an invaluable tool for enriching the efficiency and effectiveness of educational processes, allowing teachers and students to access personalized educational resources tailored to their specific needs. With the exponential evolution of AI, its impact on education will increase, changing how the world teaches and learns. Keywords: Artificial Intelligence applied to education, digital transformation, educational innovation, emerging technologies. 1.1. Introduction Human development depends on the evolution of technology. Thus, in prehistory, we find the first technological advances, where primitive humans began to use tools to hunt and survive (sharp stones, sticks, etc.), which allowed them to obtain food and protect themselves from the dangers of the environment. As time went by, technological advances followed: the wheel, the metal industry, the printing press and the appearance of the steam engine. These laid the foundations for the Industrial Revolution and ushered in a new era in human history. Then, the computer revolution, marked by the development of computers in the mid-20th century, allowed people to perform complex calculations faster and more efficiently. In the 1990s, with the emergence of the Internet, the general public could access unlimited information, make purchases, communicate instantaneously, and so on. Another significant milestone in recent decades has been the development of smartphones, which have become an integral part of our daily lives. Today, we are facing another technological breakthrough: the Artificial Intelligence revolution. 211. Introduction to Artificial Intelligence in Education their learning pace, and help schools make effective decisions to use the school’s teaching resources efficiently. From this definition, we can identify two types of AI: • Software: virtual assistants, image analysis software, search engines, and voice and face recognition systems. • Integrated Artificial Intelligence: robots, drones, autonomous vehicles, Internet of Things. Today, it is paramount to study how Artificial Intelligence (AI) can improve the teaching-learning process and how AI technology can enable education systems to use modern tools to enhance the equity and quality of education (Allam et al., 2023). According to Domínguez-González et al. (2023), Artificial Intelligence (AI) is changing the teaching-learning process and reshaping the educational landscape (Naidu & Sevnarayan, 2023; Nipun et al., 2023). For Jamal (2023), “The potential of AI in teacher education is significant, but its application requires careful consideration of ethical, social, technical, and cultural factors. While AI can potentially improve the quality of teacher education, potentiate teacher skills, and facilitate personalized learning, it also raises issues related to data privacy, bias, and cultural acceptability (p.144)”. Perhaps the Chat Generative Pre- Trained Transformer (ChatGPT) is the technological development with the greatest impact; it has been trained by deep learning algorithms to generate conversational interactions with user prompts (Fergus et al., 2023). The trained model can answer follow-up questions, admit mistakes, question incorrect premises, and reject inappropriate requests (ChatGPT). As Naudi & Sevnarayan (2023) tell us, “The limitations of ChatGPT are that the quality of the answer provided by ChatGPT (output) will depend on the quality of the question or input. Clear questions and input will generate better responses from ChatGPT” (p.12). In addition, it has enabled the personalization of learning on a scale that was unimaginable in the past. Thus, it is possible to adapt the content and pace of learning to the individual needs of each student (Istrate, 2019), favoring more effective learning and promoting diversity in the classroom (Biswas et al., 2023). However, the future of AI in education poses significant challenges (Naudi & Sevnarayan, 2023). There is concern that AI 22 The Education Revolution through Artificial Intelligence may dehumanize education, reducing teacher roles and human interactions in the learning process. Another challenge is that the implementation of AI in education must be done ethically, avoiding discrimination and ensuring student data privacy (Kerrigan et al., 2022). The importance of Artificial Intelligence cannot be ignored in this era of innovation and transformation in many fields, including education (Ilham et al., 2024). 1.4. The Possibilities of Artificial Intelligence in Education According to Karsenti (2019), AI has 26 contributions to education, namely: 1) personalized learning; 2) increased academic success; 3) automatic correction of certain school assignments, thus freeing up time for teachers to work on other tasks, but in this sense the human contribution is still important; 4) continuous assessment of students; 5) teachers can personalize their courses to the limit; 6) intelligent tutoring platforms for distance learning; 7) new ways of interacting with information; 8) educational feedback; 9) personalized learning content; 10) increased opportunities for students to interact; 11) more interaction between students and academic content; 12) better teaching through facilitation rather than content transformation, i.e., as a teacher’s assistant; 13) help with homework; 14) more learning, as students are able to interact with their own learning; 15) more learning, as AI can personalize exercises to make learning more meaningful and fun; 16) immersive or virtual environments; 17) dropout prevention; 18) more accessible and engaging distance learning; 19) learner autonomy, a key mission for educators; 20) better classroom management; 21) gamification potential and games contribute to learner engagement; and 22) more efficient administrative processing. In addition, according to Tejawiani, Sucahyo, & Sopian (2023), Maufidhoh & Maghfirah (2023), and Pardamean, Suparyanto, Anugrahana, Anugraheni and Sudigyo (2022), it has been shown that Artificial Intelligence (AI) can increase students’ enthusiasm in the teaching-learning process, enhance their creativity and improve their performance. 231. Introduction to Artificial Intelligence in Education 1.5. Use of Artificial Intelligence As we use AI, it will be discovered that there are still many problems to overcome in applying it to various processes. In this sense, the most critical question that educational institutions must address is what to teach students in this technology-based society and the many disruptive technologies that will alter how people work. Thus, students must understand that increasingly repetitive and routine work will eventually be mechanized and performed by robots, Artificial Intelligence and automation. However, jobs will always require creativity, intellect and emotional intelligence. Allam et al. (2023) point out that, at present, many institutions do not teach students the skills needed for their future careers. Alam and Hasan (2024) present a list of the current use of Artificial Intelligence in Education: 1. Artificial Intelligence is recently being used to teach knowledge and skills by assessing their skill level and creating guided instruction to make them proficient. 2. Artificial Intelligence is now being used to manage classroom audio-visual devices. 3. AI is now being used to help students learn another language. There are hundreds of languages that work with Artificial Intelligence. 4. AI is very important for preparing lesson plans. Lesson planning communicates to students what they will learn and how they will be assessed. 5. Artificial Intelligence is currently used in chatbots to help students. 6. Artificial Intelligence is currently used to teach students to program. 7. Artificial Intelligence is currently used to facilitate and manage educational games. 8. Artificial Intelligence is currently used to power interactive games that teach children basic needs. 24 The Education Revolution through Artificial Intelligence Acknowledgements This action was financed by the VI Research and Transfer Plan of the University of Seville (VI PPIT-US). It is part of the project entitled Development of Skills in the Production of Educational Videos with Artificial Intelligence for Teaching: An Initiative for Initial Teacher Training (VIDIA-EDU)” within the 4th Teaching Plan of the University of Seville (Spain). Call for Support for Teaching Coordination and Innovation (ref. 221). Call 2023/2024. References Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionising education with AI: Exploring the transformative potential of ChatGPT. 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