The main goal of this study was to conduct a systematic review of the use of Artificial Intelligence in Education (AIEd) within K-12 settings from 2011 to 2021, examining both the affordances and challenges associated with AI in these educational contexts.
Methods: The researchers employed a mixed-methods systematic review methodology using PRISMA protocols. They analyzed 169 peer-reviewed studies published between 2011 and 2021. The review included both quantitative aggregate data analysis and qualitative grounded theory coding to identify trends, affordances, and challenges in AIEd.
Key Findings:
- Educational Disciplines: Over 50% of AIEd research was conducted in science (26%) and mathematics (25%).
- Educational Levels: Studies were evenly distributed across high school (36%), elementary (35%), and middle school (29%).
- Research Purposes: Most studies (88%) focused on student learning with AI as a secondary factor.
- Affordances: Three main themes emerged: Pedagogy (e.g., personalized learning, gaming), Administration (e.g., prediction tools), and Subject Content Tools (e.g., language learning).
- Challenges: Identified challenges include negative perceptions of AI, lack of technology skills among teachers and students, ethical concerns, and technological limitations.
Implications: The findings contribute to understanding how AI can enhance pedagogical practices, streamline administrative tasks, and support subject-specific learning. However, addressing the identified challenges is crucial for effective integration of AI in K-12 education.
Limitations: The study is limited by its focus on English-language publications and research conducted from 2011 to 2021. It may not capture all global perspectives or earlier developments in AIEd.
Future Directions: Future research should explore AI's role in diverse subjects like art and history, investigate its potential in educational management systems, and include qualitative studies to provide deeper insights into AIEd applications.
Title and Authors: "Affordances and Challenges of Artificial Intelligence in K-12 Education: A Systematic Review" by Helen Crompton, Mildred V. Jones, and Diane Burke.
Published On: September, 2024
Published By: Journal of Research on Technology in Education