Open AccessA proposal to measure the impact of automated response systems on meeting student learning outcomes
Author(s) -
Josiah Koh,
Michael Cowling,
Meena Jha,
Kwong Nui Sim
Publication year - 2021
Language(s) - English
Resource type - Conference proceedings
DOI - 10.14742/ascilite2021.0120
Subject(s) - realm , computer science , work (physics) , instant , measure (data warehouse) , mathematics education , artificial intelligence , knowledge management , human–computer interaction , psychology , engineering , mechanical engineering , physics , quantum mechanics , database , political science , law
With the advancement of Artificial Intelligence (AI), much has been made of the use of AI in education. Central to that is the idea of an Automated Response System (ARS). Current adoption of ARS’s in education has been mainly in the realm of administrative tasks but is likely to move into the support of teaching. ARS can be used as a supplement for teaching as it provides instant feedback, and 24/7 support. Having a highly accessible, 24/7 ARS can help relieve some of the burdens placed on teachers, especially in a post COVID-19 environment, where teachers expect work to intensify, rather than simplify. In this paper we present a work-in-progress that proposes what features an ARS for education should have, how these would be useful and how these features help teachers assist students meet their learning outcomes in a holistic manner.