Artificial Intelligence in Education, Bridging Community Gap: A Phenomenological Approach

Oluwaseyi Opesemowo

doi:10.24310/ijne.14.2024.20505

作者

Oluwaseyi Opesemowo University of Johannesburg 南非

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https://doi.org/10.24310/ijne.14.2024.20505

关键词:

学习支持, 素质教育, 数据隐私, 现象学方法, 人工智能

摘要

人工智能（AI）与教育的结合具有变革潜力，可以弥合现有的社区差距，特别是在边缘化和资源不足的社区。本研究探讨了人工智能技术改善教育的可及性、质量和公平性，从而促进包容性社区发展的多种途径。尼日利亚资源匮乏和资源不足社区之间的教育差距是一个亟待解决的问题，其主要原因是资金不平等、不安全、腐败、资源分配和教师短缺。这种差距影响了学习成绩，限制了资源不足社区学生未来的发展机会。本研究深入探讨了人工智能驱动的弥合数字鸿沟的举措，例如在服务不足、获得优质教育机会有限的社区部署人工智能驱动的教育工具，这迫在眉睫。通过利用人工智能，本研究强调了通过提供量身定制的学习体验来实现教育民主化的潜力，这些学习体验可以适应尼日利亚不同地理位置学生的不同需求。本研究的主要目的是采用现象学方法，通过教育领域的人工智能弥合社区之间的现有差距。定性研究采用了现象学方法。研究对象包括尼日利亚的所有中学教师。15 名来自资源匮乏社区的公立学校教师构成了研究样本，他们是根据可获得性有目的地抽取的。对定性数据进行了专题评估，研究中出现了三个主题（即学习支持、优质教育和基础设施不足）。研究结果表明，人工智能可以提供学习支持，提高教育质量。虽然人工智能有可能改善学习体验，但利益相关者必须尽快解决基础设施薄弱、不安全、腐败和阻碍教育中的社会互动等问题。研究得出结论，在资源不足的社区采用基于人工智能的技术将缩小社区差距，使所有学习者都能在竞争中处于有利地位，无论他们居住在哪里。

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