Where does AI-driven Education, in the Chinese Context and Beyond, go next?
Author:
Publisher
Springer Science and Business Media LLC
Subject
Computational Theory and Mathematics,Education
Link
https://link.springer.com/content/pdf/10.1007/s40593-023-00341-6.pdf
Reference33 articles.
1. Alonso-Secades, V., López-Rivero, A. J., Martín-Merino-Acera, M., Ruiz-García, M. J., & Arranz-García, O. (2022). Designing an Intelligent Virtual Educational System to Improve the Efficiency of Primary Education in Developing Countries. Electronics, 2022, 11, 1487. https://doi.org/10.3390/electronics11091487
2. Andrejevic, M., & Selwyn, N. (2020). Facial recognition technology in schools: Critical questions and concerns. Learning Media and Technology, 45(2), 115–128. https://doi.org/10.1080/17439884.2020.1686014.
3. Boulay, B. D. (2011). Towards a Motivationally Intelligent Pedagogy: How should an Intelligent Tutor Respond to the unmotivated or the demotivated?.In:R. Calvo, & S. D’Mello (Eds.), Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol3. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-9625-1_4
4. Conole, G., Laat, M., Dillon.T., & Darby, J. (2018). ‘Disruptivetechnologies’, ‘pedagogicalinnovation’: What’s new? Findings fromanin-depth study of students’ use and perception of technology, Computers & Education, 50(2), 511–524. https://www.sciencedirect.com/science/article/abs/pii/S036013150700111X
5. Cuban, L. (2001). Oversold and underused: Computers in the Classroom. Cambridge, MA: Harvard University Press.
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