Literature review of the reciprocal value of artificial and human intelligence in early childhood education

Datos Bibliográficos

ID21744153
AutoresLucrezia Crescenzi-Lanna (0000-0003-2825-0477, Universitat de Vic - Universitat Central de Catalunya, autor de correspondencia)
Año2023
Volumen55
Número1
Páginas21-33
Fecha de publicación2023-01-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Research on Technology in Education (JOURNAL)
Identificadores de la revistaISSN: 1539-1523 • E-ISSN: 1945-0818
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2022.2128480
OpenAlexW4303453872
IdiomaEN
Citas recibidas5
Referencias citadas52

This paper presents a systematic literature review of artificial intelligence (AI)-supported teaching and learning in early childhood. The focus is on human–machine cooperation in education. International evidence and associated problems with the reciprocal contributions of humans and machines are presented and discussed, as well as future horizons regarding AI research in early education. Also, the ethical implications of applying machine learning, deep learning and learning analytics in early childhood education are considered. The method adopted has five steps: identification of the research, evaluation and selection of the literature, data extraction, synthesis, and results. The results shown that AI applications still present limitations in terms of the challenges encountered in early childhood education and data privacy and protection policies

Analytics · Data science · Early childhood education · Machine learning · Pedagogy · Reciprocal · Advanced Malware Detection Techniques · Computational Physics and Python Applications · Computer Science · Context-Aware Activity Recognition Systems · Psychology · Artificial Intelligence