Augmented sociomateriality: implications of artificial intelligence for the field of learning technology
Augmented sociomateriality: implications of artificial intelligence for the field of learning technology
复制标题
增强的社会物质性：人工智能对学习技术领域的影响
DOI：
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发表时间：
2022
影响因子：
2.2
通讯作者：
A. Johri
中科院分区：
文献类型：
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作者：
A. Johri
在过去的十年里，人们有意识地努力为学习技术的使用提供一个更理论化的解释。与此同时，人工智能（AI）的进步正在迅速融入学习技术，极大地改变了它们对教学和学习的支持。在本文中，我将讨论从理论角度来看，人工智能及其相关功能（如机器学习）的引入是否是一种新的发展，如果是，如何实现？我借鉴了学习的社会物质性的现有观点，并认为人工智能的使用确实是不同的，因为人工智能通过允许物质性具有以前主要与人类代理相关的特征来改变社会物质性，从而改变了社会物质组合的性质。在这种数据和算法驱动的基于人工智能的社会物质性中，表征和代理的能力发生了变化，从而修改了对认知至关重要的表征和关系实践。数据/算法、代表性/代理增强和关系/参与性实践的二元性在这个新的社会材料组合中串联起作用。如果不加以控制，这种新的组合很容易使技术本身编程的偏见永久化。因此，在使用人工智能驱动的学习技术之前，考虑其伦理和道德影响是很重要的。
There has been a conscious effort in the past decade to produce a more theoretical account of the use of technology for learning. At the same time, advances in artificial intelligence (AI) are being rapidly incorporated into learning technologies, significantly changing their affordances for teaching and learning. In this article I address the question of whether introduction of AI and associated features such as machine learning is a novel development from a theoretical perspective, and if so, how? I draw on the existing perspective of sociomateriality for learning and argue that the use of AI is indeed different because AI transforms sociomateriality by allowing materiality to take on characteristics previously associated primarily with a human agent, thereby shifting the nature of the sociomaterial assemblage. In this data and algorithm-driven AI-based sociomateriality, affordances for representation and agency change, thereby modifying representational and relational practices that are essential for cognition. The dualities of data/algorithm, representational/agentic augmentation, and relational/participatory practices act in tandem within this new sociomaterial assemblage. If left unchecked, this new assemblage is prone to perpetuate the biases programmed within the technology itself. Therefore, it is important to take ethical and moral implications of using AI-driven learning technologies into account before their use.
影响因子：
7.2
作者：
Hancock, Jeffrey T.;Naaman, Mor;Levy, Karen
通讯作者：
Levy, Karen