Systematic review of research on artificial intelligence applications in higher education – where are the educators?
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Date
2019
Authors
Zawacki-Richter, Olaf
Marín, Victoria I.
Bond, Melissa
Gouverneur, Franziska
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Abstract
According to various international reports, Artificial Intelligence in Education (AIEd) is
one of the currently emerging fields in educational technology. Whilst it has been
around for about 30 years, it is still unclear for educators how to make pedagogical
advantage of it on a broader scale, and how it can actually impact meaningfully on
teaching and learning in higher education. This paper seeks to provide an overview
of research on AI applications in higher education through a systematic review. Out
of 2656 initially identified publications for the period between 2007 and 2018, 146
articles were included for final synthesis, according to explicit inclusion and exclusion
criteria. The descriptive results show that most of the disciplines involved in AIEd
papers come from Computer Science and STEM, and that quantitative methods were
the most frequently used in empirical studies. The synthesis of results presents four
areas of AIEd applications in academic support services, and institutional and
administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3.
adaptive systems and personalisation, and 4. intelligent tutoring systems. The
conclusions reflect on the almost lack of critical reflection of challenges and risks of
AIEd, the weak connection to theoretical pedagogical perspectives, and the need for
further exploration of ethical and educational approaches in the application of AIEd
in higher education.
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International Journal of Educational Technology in Higher Education, 2019, vol. 16, a39