CHAPTER 2

REVIEW OF RELATED LITERATURE

This covers ideas, concepts, information, and experiences that may be directly or
indirectly relevant to the current research. Conceptual literature and research
literature are the two categories used to categorize the review of related literature and
studies.

CONCEPTUAL LITERATURE

According to Hindawi Wireless Communication and Mobile Commuting

( 2022) Artificial intelligence has entered an unprecedented period of rapid
growth and is completely changing all aspects of life. The state needed a
comprehensive curriculum, but how to get the way to artificial
intelligence+curriculum is still not discussed in the curriculum. In view of this,
this article combines artificial intelligence to promote research on teaching
reform, which is aimed at encouraging the implementation of artificial
intelligence education and promoting the development of cognitive and
pedagogical skills. This object uses the query analysis method to collect the
data and analyzes the data based on the distribution technology and the new
technological process. It concludes that in life, teachers know more about
common artificial intelligence products, such as sound aids , graphics, identity,
fingerprint recognition, and smart home. Among teachers using artificial
intelligence products, the most frequently used is mobile APP teaching,
followed by teachers’ online training platforms. Some teachers use automatic
correction assignment systems in teaching, with the help of intelligent
classrooms, robotic assistants, and other major future teaching intelligent
products. The impact of artificial intelligence on teachers themselves is
reducing the teaching workload and improving information literacy. Of course,
there are very few teachers who think that artificial intelligence has little or no
relationship with teacher professional development. Teachers recognize the role
of artificial intelligence. 52.1% of teachers think that artificial intelligence is
very helpful to the professional development of teachers. 32.3% of teachers
think that artificial intelligence is more helpful to their professional
development. 12.5% of teachers recognize artificial intelligence. In general, only
3.1% of teachers believe that artificial intelligence is not helpful to their
professional development.

The University of Botswana believe the emerging technologies have the potential to
address many of the pressures they have from various corners regarding quality and
access to as well as delivery of education, and it is moving towards technology
adoption. Given this changing scenario and technology’s increasing impact on
education, the Researcher wants to argue that our biggest challenge for educators in
this century is Chapter 2: Theoretical framework and literature review 73 to stay
current with the emerging communication technologies and on how best to tap its
potential in different professions to benefit the future generations. There is also a
growing body of evidence (e.g., Bell and Garofalo, 2005; Johnson, 2000; Salinas, 2008;
Nix, DeBella, Gierhart, Gill, Harader, Richerson, and Tomlinson, 2004; Owston, 2000)
that traditional classroom instruction can be enhanced through the use of web-based
multimedia and communication tools. The fact that technology can play an integral
part in the constructivist learning environment is being increasingly recognised by all
stake holders in HE. Several researchers (Meyer, 1998; Bitter and Pierson, 2002;
Dalgarno, 2001; Forster and Taylor, 2000; Nanjappa and Grant, 2003) agree that
technology plays a crucial role in facilitating constructivist approaches. The focus of
both constructivism and technology are on the creation of engaging and collaborative
learning environments. Lunenberg, (1998, p. 75) argues that constructivism and the
integration of computer technology in the curriculum offer real promise for improving
the achievement of all learners in the core subject areas. According to them, there is a
mutualistic Chapter 2: Theoretical framework and literature review 78 relationship
between computer technology and constructivism, each one benefiting from the other
through developing constructivist course modules using technology as cognitive tools
or mind tools and thus, providing enhanced opportunities for more authentic content,
learning activities and assessments, and student interaction with content, classmates
and teachers enriching possibilities for knowledge construction. This relationship
promotes an increased level of motivation, knowledge construction and the
development of social and communication skills among learners (Scheepers, 2000).

Atiye Karimzadehfini’s team proposed that based on the current situation of the
application of artificial intelligence technology in education and the development of the
classroom teaching behavior analysis method and based on the “data acquisition and
storage,” “behavior modeling and computing,” and “intelligent services,” three
functional modules are the core intelligent analysis model of classroom teaching
behaviors, and the effectiveness of the analysis model is verified by using classroom
ST behavior analysis as an example. The application of experimental results in
teaching practice has been recognized by teachers. The experimental results can
provide support for teachers’ teaching reflection, professional development of teachers,
and teaching management. According to the feedback from teachers in the application
process, a targeted behavior recognition model optimization strategy is also proposed
[11, 12]. Cath et al. discussed the application of artificial intelligence in teaching needs
analysis, learner characteristic analysis, teaching program design, and establishment
of an evaluation system and summarized the benefits of artificial intelligence in the
teaching design process [13]. Davis proposed that the combination of dot matrix
recognition technology and educational artificial intelligence can perfectly protect the
writing behaviors and habits of teachers and students, provide technical support and
innovative ideas for the integration of information-based teaching in paper and pen
classrooms, and promote intelligent educational information in education and
teaching [14].

 According to the report, experts anticipate AI in education to grow by 43% in

the period 2018–2022, although the Horizon Report 2019 Higher Education
Edition (Educause, 2019) predicts that AI applications related to teaching and
learning are projected to grow even more significantly than this. Contact
North, a major Canadian non-profit online learning society, concludes that
“there is little doubt that the [AI] technology is inexorably linked to the future
of higher education” (Contact North, 2018, p. 5). With heavy investments by
private companies such as Google, which acquired European AI start-up Deep
Mind for $400 million, and also non-profit public-private partnerships such
as the German Research Centre for Artificial IntelligenceFootnote1 (DFKI), it is very
likely that this wave of interest will soon have a significant impact on higher
education institutions (Popenici & Kerr, 2017). The Technical University of
Eindhoven in the Netherlands, for example, recently announced that they will
launch an Artificial Intelligence Systems Institute with 50 new professorships
for education and research in AI.

Russel and Norvig (2010) remind us in their leading textbook on artificial

intelligence, “All AI researchers should be concerned with the ethical
implications of their work” (p. 1020). Thus, we would like to explore what kind
of fresh ethical implications and risks are reflected by the authors in the field
of AI enhanced education. The aim of this article is to provide an overview for
educators of research on AI applications in higher education. Given the
dynamic development in recent years, and the growing interest of educators in
this field, a review of the literature on AI in higher education is warranted.
Baker and Smith (2019) provide a broad definition of AI: “Computers which
perform cognitive tasks, usually associated with human minds, particularly
learning and problem-solving” (p. 10). They explain that AI does not describe
a single technology. It is an umbrella term to describe a range of technologies
and methods, such as machine learning, natural language processing, data
mining, neural networks or an algorithm.

AI and machine learning are often mentioned in the same breath. Machine
learning is a method of AI for supervised and unsupervised classification and
profiling, for example to predict the likelihood of a student to drop out from a
course or being admitted to a program, or to identify topics in written
assignments. Popenici and Kerr (2017) define machine learning “as a subfield
of artificial intelligence that includes software able to recognise patterns, make
predictions, and apply newly discovered patterns to situations that were not
included or covered by their initial design” 

hen and Do (2014) point out that “the accurate prediction of students’
academic performance is of importance for making admission decisions as
well as providing better educational services” (p. 18). Four studies aimed to
predict whether or not a prospective student would be admitted to university.
For example, Acikkar and Akay (2009) selected candidates for a School of
Physical Education and Sports in Turkey based on a physical ability test, their
scores in the National Selection and Placement Examination, and their
graduation grade point average (GPA). They used the support vector machine
(SVM) technique to classify the students and where able to predict admission
decisions on a level of accuracy of 97.17% in 2006 and 90.51% in 2007. SVM
was also applied by Andris, Cowen, and Wittenbach (2013) to find spatial
patterns that might favour prospective college students from certain
geographic regions in the USA. Feng, Zhou, and Liu (2011) analysed
enrolment data from 25 Chinese provinces as the training data to predict
registration rates in other provinces using an artificial neural network (ANN)
model. Machine learning methods and ANN are also used to predict student
course selection behaviour to support course planning. Kardan, Sadeghi,
Ghidary, and Sani (2013) investigated factors influencing student course
selection, such as course and instructor characteristics, workload, mode of
delivery and examination time, to develop a model to predict course selection
with an ANN in two Computer Engineering and Information Technology
Masters programs. In another paper from the same author team, a decision
support system for course offerings was proposed (Kardan & Sadeghi, 2013).
Overall, the research shows that admission decisions can be predicted at high
levels of accuracy, so that an AI solution could relieves the administrative staff
and allows them to focus on the more difficult cases.
Research literature

Despite the great potentials of AI-enabled learning supports, the pervasive use
of technology in education does not guarantee teachers’ ability to deploy
technology in classrooms, nor does it ensure the quality of teaching (Mercader
and Gairín, 2020) since teachers are not yet fully prepared to implement AI-
based education (United Nations Educational, Scientific and Cultural
Organization [UNESCO], 2019). Moreover, scholars have claimed that the
successful implementation of new instructional technologies is closely related
to the attitudes of the teachers who lead the lesson (Fernández-Batanero et al.,
2021). Despite decades of professional development about educational
technology integration, a great number of teachers still view the
implementation of technology in the classroom negatively and are not inclined
to use it (Prensky, 2008; Kaban and Ergul, 2020; Istenic et al., 2021). Instead,
they continue using the same materials and teaching methodologies, rejecting
the application of anything that might bring negative outcomes (Tallvid, 2016).
Moreover, anxiety brought about by using new technologies can act as a
burden (Zimmerman, 2006) and hinder teachers’ efforts to introduce
technology on-site (Hébert et al., 2021).

In view of this, teachers need to learn not only how to use technology but also
how to successfully integrate it into their curricula. Also, in order to be open to
integrating advanced technology into their lessons, teachers need to understand the
importance of educational technology and the affordances that it can bring to
instruction. Furthermore, when it comes to AI, a great number of teachers and school
officials have not yet experienced AI-based learning support and might simply recognize
it as slightly more advanced educational technology. Consequently, before the successful
application of an AI support system into education and an evaluation of its effectiveness,
teachers should first utilize it themselves so that they can fully understand how it can
scaffold STEM learning, in particular, scientific writing.