政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/153693
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113656/144643 (79%)
造訪人次 : 51748254      線上人數 : 592
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋
    政大機構典藏 > 教育學院 > 期刊論文 >  Item 140.119/153693


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/153693


    題名: Activity theory-based ecosystem for Artificial Intelligence in Education (AIED)
    作者: 莊俊儒
    Ching, Gregory S.;Uden, Lorna
    貢獻者: 教育學院
    關鍵詞: artificial intelligence in education;activity theory;learner and task relationship;ecosystem
    日期: 2024-05
    上傳時間: 2024-09-10 13:20:54 (UTC+8)
    摘要: The integration of Artificial Intelligence in Education (AIED) stands as a pivotal trend in education, yet comprehensive design frameworks remain a subject of ongoing exploration. While many AIED studies are still in their early stages of development and implementation, the uncertainties and challenges surrounding the ethical and responsible use of AI in education persist. Anchoring on the Activity Theory, this paper proposes a conceptual framework, aiming to construct a sustainable ecosystem for AIED design within the dynamic landscape in all levels of education. Within the constructs of Activity Theory, this framework endeavors to scrutinize the intricate relationship between individuals (learners), their learning activities, and the broader socio-cultural context wherein these activities unfold. Moreover, the paper advocates for collaborative agreements among educators, learners, and educational institutions as essential pillars in the design and implementation of AIED systems tailored for education. In essence, this conceptual paper serves as a theoretical proposition, utilizing Activity Theory as a lens to envisage an adaptive and ethically responsible AIED ecosystem specifically crafted to address the nuanced dynamics inherent in all levels of education. It urges designers to meticulously consider the interplay between learners, educators, technology, and the socio-cultural fabric when devising strategies for fostering effective, inclusive, and engaging learning experiences.
    關聯: International Journal of Research Studies in Education, Vol.13, No.5, pp.41-54
    資料類型: article
    DOI 連結: https://doi.org/10.5861/ijrse.2024.24000
    DOI: 10.5861/ijrse.2024.24000
    顯示於類別:[教育學院] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    index.html0KbHTML82檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋