A recent investigation led by researchers in learning analytics highlights important factors regarding generative AI (GenAI) educational tools, emphasizing their design to aid, not supplant, human learning.
Published today in Nature Human Behaviour, this report details vital considerations for researchers, policymakers, and tech companies as they tailor GenAI to enhance human learning across various educational settings and workplaces.
Notable considerations involve grasping how to use GenAI to boost human learning while encouraging critical thinking and self-reflection, allowing humans to collaborate effectively with GenAI.
Professor Dragan Gasevic, Director of the Centre for Learning Analytics (CoLAM) at Monash University’s Faculty of Information Technology and the primary author of the study, noted that robust AI tools are poised to become essential in society, altering our learning, work, and daily lives. He believes GenAI technologies could influence every dimension of human education.
“Envision students debating with digital representations of Socrates to delve into ancient Greek philosophy, acquiring impressionist painting skills from a humanoid robot inspired by Claude Monet, or experiencing Einstein’s special theory of relativity in virtual environments,” Professor Gasevic remarked.
“This form of integration necessitates a twin approach to education: learning about GenAI and learning with it. This can be accomplished through the meticulous development of educational tools based on solid research, supported by collaborative efforts among educational institutions, technologists, and policymakers.”
The study indicated that assessment methods should recognize authentic knowledge and skill growth rather than rewarding AI-generated fabrications. It also highlighted the need for educators to receive assistance in navigating the evolving GenAI landscape and emphasized fostering human-AI interactions to optimize learning and avoid excessive dependence on GenAI.
Additionally, the paper stressed that policymakers and tech firms must maintain accountability, create suitable ethical guidelines, and ensure inclusivity in the regulation and design of GenAI educational tools.
While AI tools can enhance learning capabilities and experiences, they also introduce ethical concerns related to transparency, privacy, and fairness, and have already caused interruptions in assessment processes.
The study’s lead author and CoLAM Research Fellow Dr. Lixiang Yan stated that boosting AI literacy for both students and educators is crucial for effectively embedding AI into the learning process.
“We foresee a transformation in teachers’ roles, where GenAI alleviates the strain of disseminating knowledge, enabling educators to forge deeper connections with their students as mentors and guides,” Dr. Yan mentioned.
“Educational institutions need to commit to continuous professional development and support mechanisms to assist teachers in managing the stress and workload resulting from these new technologies.”
This research paper resulted from a collaboration between learning analytics specialists at Monash University’s CoLAM and scholars from the University of Luxembourg and Goethe-University Frankfurt.
The study received backing from the Australian Research Council, the Australian Government through the Digital Health CRC, the Defense Advanced Research Project Agency, and the Jacobs Foundation.
Besides earlier investigations into learning analytics, CoLAM experts are engaged in new initiatives aimed at developing tools for assessing human-AI collaborative writing, enhancing knowledge sharing for educators, and improving workplace learning for healthcare workers.
The researchers are also exploring a study with secondary students from 10 countries across four continents, employing innovative GenAI tools to explain and promote human skills in the AI era.
