The field of AI-driven education is rapidly evolving, with a growing focus on the development of innovative tools and platforms to support teaching and learning. Recent research has highlighted the potential of AI to enhance student outcomes, improve teacher efficiency, and increase access to high-quality education. However, concerns around the ethics of AI use in education are also gaining prominence, with studies examining the risks and consequences of AI-driven systems, including issues related to bias, fairness, and transparency. Notably, some papers have explored the use of AI in promoting critical thinking, creativity, and problem-solving skills, while others have investigated the potential of AI to support marginalized communities and promote social justice. Overall, the field is moving towards a more nuanced understanding of the complex interplay between AI, education, and society. Noteworthy papers include 'AI Generated Child Sexual Abuse Material - What's the Harm?' which provides a critical examination of the risks associated with AI-generated CSAM, and 'TriQuest: An AI Copilot-Powered Platform for Interdisciplinary Curriculum Design' which presents a novel platform for empowering teacher professional development with intelligent technologies.
Advances in AI-Driven Education and Ethics
Sources
AI Generated Child Sexual Abuse Material - What's the Harm?
Excited, Skeptical, or Worried? A Multi-Institutional Study of Student Views on Generative AI in Computing Education
TriQuest:An AI Copilot-Powered Platform for Interdisciplinary Curriculum Design
Can an AI-Powered Presentation Platform Based On The Game "Just a Minute" Be Used To Improve Students' Public Speaking Skills?
A Survey of LLM-Based Applications in Programming Education: Balancing Automation and Human Oversight
Teaching with AI: A Systematic Review of Chatbots, Generative Tools, and Tutoring Systems in Programming Education
Beyond the Benefits: A Systematic Review of the Harms and Consequences of Generative AI in Computing Education
Design Process of a Self Adaptive Smart Serious Games Ecosystem
Observing Without Doing: Pseudo-Apprenticeship Patterns in Student LLM Use
LLM-Driven Rubric-Based Assessment of Algebraic Competence in Multi-Stage Block Coding Tasks with Design and Field Evaluation
Requirements for Game-Based Learning Design Framework for Information System Integration in the Context of Post-Merger Integration
"Grillz on a hijabi": Intersectional Identities in Fostering Critical AI Literacy
Investigating Students' Preferences for AI Roles in Mathematical Modelling: Evidence from a Randomized Controlled Trial
LLM Company Policies and Policy Implications in Software Organizations
Emotionally Vulnerable Subtype of Internet Gaming Disorder: Measuring and Exploring the Pathology of Problematic Generative AI Use
Early Results from Teaching Modelling for Software Comprehension in New-Hire Onboarding
AI for Abolition? A Participatory Design Approach