Artificial intelligence and human behavioral development: A perspective on new skills and competences acquisition for the educational context
Artificial intelligence and human behavioral development: A perspective on new skills and competences acquisition for the educational context
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DOI：
10.1016/j.chb.2023.107903
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发表时间：
2023-08
期刊：
影响因子：
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通讯作者：
M. Benvenuti;A. Cangelosi;A. Weinberger;E. Mazzoni;M. Benassi;Mattia Barbaresi;M. Orsoni
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文献类型：
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作者：
M. Benvenuti;A. Cangelosi;A. Weinberger;E. Mazzoni;M. Benassi;Mattia Barbaresi;M. Orsoni
尽管非常重视将21世纪的技能纳入教育框架，特别是在小学一级，但最近的学术著作表明，不同国家和地区在落实这些技能方面存在很大差异，这表明需要专门针对初等教育开展进一步研究。欧洲的Digicomp框架和21世纪技能的迹象概述了包括教师和学生在内的所有公民所需的终身学习的关键能力。从这个角度来看，教育在确保公民获得所需技能方面起着至关重要的作用。欧洲共同框架的目标是明确的：启动从知识文化向能力文化的过渡。如今，技术进步允许研究人员从更定制、更参与式教育的角度创建和组合不同的框架，一些例子来自虚拟现实(VR)和增强现实(AR)的实施，游戏化和人工智能的结合，或者智能家教系统(ITS)的发展，以促进和创造更个性化的学习和教学。根据这些前提，在本文中，我们希望指出新的研究反思和视角，以帮助研究人员、教师、教育工作者(进而也包括学生)反思新技术(例如，人工智能、机器人导师)的引入，以及这些技术如何影响人类行为发展，以及教育背景下新技能和能力(特别是：创造力、批判性思维、问题解决和计算思维)的获得。这项分析提出了一个视角，即创造力、批判性思维和问题解决如何有效地促进计算思维，以及人工智能(AI)如何在学校和教育背景下成为帮助教师培养创造力、批判性思维和解决问题的工具。
Despite the significant emphasis placed on incorporating 21st century skills into the educational framework, particularly at the primary level, recent scholarly works indicate considerable variation in the implementation of these skills across different countries and regions, suggesting a demand for further research specifically focusing on primary education. The indications of the Digicomp framework and 21st-century skills in Europe have outlined the key competences for lifelong learning needed for all citizens, including teachers and students. In this perspective, Education plays a fundamental role in ensuring that citizens acquire the required skills. The objective in the common European framework is clear: to initiate a transition from the culture of knowledge to the culture of competence. Nowadays, technological advancement allows the researchers to create and combine different frameworks with the perspective of an even more tailored, and engaged education, some examples derived from the implementation of Virtual Reality (VR) and Augmented Reality (AR), in the combination of Gamification and AI, or the development of Intelligent Tutoring Systems (ITS) to foster and create an even more personalized learning and teaching. Following these premises, in this paper, we want to point out new research reflections and perspectives that could help researchers, teachers, educators (and consequently students) to reflect on the introduction of new technologies (e.g., artificial intelligence, robot tutors) and on how these can affect on human behavioral development and on the acquisition of new skills and competences (Specifically: Creativity, Critical Thinking, Problem Solving, and Computational Thinking) for the educational context. The analysis carried on, suggests a perspective on how creativity, critical thinking, and problem-solving can be effective in promoting computational thinking, and how Artificial Intelligence (AI) could be an aid instrument to teachers in the fostering of creativity, critical thinking, and problem-solving in schools and educational contexts.