This book investigates how artificial intelligence (AI) will impact the educational, cognitive, social, and psychological processes of teaching and learning in diverse ways across different educational levels. It focuses on a variety of key areas of enquiry, such as:
Learner motivation, engagement, self-esteem, self-efficacy, self-regulation, critical and reflective thinking, and learning outcomes.
The psychological impact of AI on teachers (e.g. changes in job roles, professional identity, work motivation, job satisfaction, and work-life balance).
The ethical considerations of using AI in education (e.g. issues of privacy, bias, and safety).
Emotional intelligence in AI-based teaching and learning.
The impact of human-computer interaction on cognition, memory, and mental health.
Cognitive and self-directed learning in adult, lifelong, and inclusive education.
Humanization of AI in education.
Technology fatigue and technostress in education.
This book serves as a reference for various stakeholders in the field of education and assists them in understanding the impact of AI on both teachers and learners.
Readers who wish to learn more about this topic can refer to 'Artificial Intelligence and Human Agency in Education: Volume Two'.
Table of Contents:
The Impact of Artificial Intelligence on Information Security and Risk Perceptions: A Survey Study in China and Its Implications for the Education Sector.- Cognitive AI's Transformative Impact on Self-Regulated Learning in eLearning Environments.- Cultivating Cognitive Justice in AI-Enhanced Education: Harnessing Intelligent Tutoring Systems and Navigating Ethical Horizons.- Artificial Intelligence-Based Customer Churn Prediction for Smart Business in Education Sector.- Artificial Intelligence and Educational Planning: Enhancing Strategies Through Intelligent Social Experiment.- The potential of artificial intelligence to personalize learning within the evolving landscape of open distance learning.- Exploring the Use of Smartphones to Teach Students with Visual Impairments in Adverse Circumstances: A Case Study in Ghana.- Teacher Educators’ Perceptions, Readiness and Use of Generative AI in Enhancing Learning in Universities.- Revolutionizing Pedagogy: The Transformative Influence of Artificial Intelligence on Educators' Practices.- Ethics and privacy in AI-education: Prospects and challenges in higher education.- Navigating the Digital Shift: An Analysis of the Psychological Impact of AI Adoption on Lecturers’ Job Security in Zimbabwe.- Artificial Intelligence (AI) and Human Mind: Struggles and Strengths in the Education Sector.
About the Author :
Dr. Michael Agyemang Adarkwah is a Research Associate at the Institute for Education and Culture, at the Chair of Adult Education, Friedrich Schiller University Jena, Germany. His habilitation is on the application and implication of learning technologies, specifically generative artificial intelligence (GenAI), in adult education in this artificial intelligence (AI) era with a focus on challenges, policy, and best practices He was a Postdoctoral Researcher at Smart Learning Institute, Beijing Normal University (BNU), China. His research interests are teaching and learning, leadership and management, assessment, digitalisation, computers and education, adult education, special education, online learning, and healthcare education. He has edited three Springer books on Design in Education, Educational Robotics, and AI in Education (AIED). He is an Editor of the book series Assessment of Educational Technology (AET) at Routledge. He is an Associate Editor for SN Social Sciences, the Journal of Applied Learning and Teaching (JALT), and the Journal of University Teaching and Learning Practice (JUTLP). He is a Senior Editor for Frontiers of Digital Education and an editorial board member for the Discover Education journal.
Dr. Samuel Amponsah is a Professor and head of the Distance Education Department at the University of Ghana. Dr. Amponsah's scholarship gained international recognition when he served as a fellow of the Global Challenges Research Fund and completed the digital fellowship programme at Liverpool John Moores University in the United Kingdom in 2020. He completed a postdoctoral fellowship at the American University in Cairo (Egypt) in 2022, sponsored by BECH-Africa and the Andrew W. Mellon Foundation. In 2021, the University of South Africa appointed him as an Adjunct Associate Professor. Dr. Amponsah has also been a visiting lecturer at Birmingham Christian College in the UK since 2022. His research interests include adult learning, inclusive education and open distance learning.
Dr. Ronghuai Huang is Professor of Education at Beijing Normal University and holds multiple prestigious roles in the field. He is currently Co-Dean of Smart Learning Institute of Beijing Normal University, Director of the National Engineering Research Center of Cyberlearning and Intelligent Technology, and Director of the Educational Informatization Strategy Research Base in Beijing, under the Ministry of Education of the People's Republic of China. Additionally, he serves as UNESCO Chair on Artificial Intelligence in Education. He has extensive expertise in educational informatization, smart learning environments, technology-supported innovative teaching, and artificial intelligence in education.
Dr. Michael Thomas is a Professor of Education and Social Justice and Director of the Liverpool Institute for Research in Education (LIFE Institute) in the School of Education at Liverpool John Moores University in England. His primary research focus is digital education and social justice across a range of sectors from higher education to schools, both in the UK and internationally, and his current research projects explore inequalities related to gender, social class, and disabilities through the lens of United Nations' Sustainable Development Goals in Africa. He is the founder of four book series and has published widely with over forty authored monographs, edited volumes, and special issues in journals. His book series include Digital Education and Learning (Palgrave) and Advances in Digital Language Learning and Teaching (Bloomsbury). He is a Principal Fellow of the Higher Education Academy and honorary research professor at the University of South Africa.
