Designing for human–AI complementarity in K‐12 education
Designing for human–AI complementarity in K‐12 education
复制标题
K-12 教育中人类与人工智能互补性的设计
DOI：
10.1002/aaai.12058
复制
发表时间：
2022
期刊：
影响因子：
0.9
通讯作者：
Aleven, Vincent
中科院分区：
文献类型：
--
作者：
Holstein, Kenneth;Aleven, Vincent
最近的工作探索了人类和人工智能（AI）系统的互补优势如何有效地结合起来。然而，人类与人工智能伙伴关系的成功形式很少在现实世界中得到证明。我们介绍了Lumilo的迭代设计和评估，Lumilo是一款智能眼镜，可以帮助教师通过实时分析学生的学习、元认知和行为，在人工智能支持的课堂上帮助学生。在K-12教室进行的实地研究结果表明，当教师和人工智能导师在课堂上一起工作时，学生会学到更多。我们讨论了这项研究对人类-AI伙伴关系设计的影响。我们主张在这一领域采取更具参与性的研究和设计方法，让从业者和其他利益相关者深入、有意义地参与整个过程。此外，我们提倡理论建设和原则性的方法来研究人类在现实世界中的决策。
Recent work has explored how complementary strengths of humans and artificial intelligence (AI) systems might be productively combined. However, successful forms of human–AI partnership have rarely been demonstrated in real-world settings. We present the iterative design and evaluation of Lumilo, smart glasses that help teachers help their students in AI-supported classrooms by presenting real-time analytics about students’ learning, metacognition, and behavior. Results from a field study conducted in K-12 classrooms indicate that students learn more when teachers and AI tutors work together during class. We discuss implications of this research for the design of human–AI partnerships. We argue for more participatory approaches to research and design in this area, in which practitioners and other stakeholders are deeply, meaningfully involved throughout the process. Furthermore, we advocate for theory-building and for principled approaches to the study of human–AI decision-making in real-world contexts.