Where are the Professors in this Systematic Study of AI's Potential Uses in Universities?

Abstract

A number of recent studies have identified Artificial Intelligence in Education (AIEd) as a promising new area of educational technology. Although it has been available for over 30 years, educators still don't completely understand how to use it for pedagogical purposes and how it might significantly affect higher education teaching and learning. This paper's overarching goal is to provide a thorough evaluation of the literature on artificial intelligence (AI) and its potential uses in academic settings. The final synthesis includes 146 articles out of 2656 papers initially found for the period between 2007 and 2018, based on specific inclusion and exclusion criteria. According to the descriptive statistics, the majority of the fields represented in AIEd publications are STEM (science, technology, engineering, and mathematics), and quantitative approaches were most commonly employed in empirical investigations. In terms of academic support services and administrative and institutional services, the findings synthesis identifies four areas of AIEd applications: 1. learning, 2. evaluation and assessment, 3. personalization and adaptive systems, and 4. AI-powered instructional platforms. The findings highlight the following issues: the dearth of critical analysis of AIEd's hazards and difficulties; the tenuous relationship to theoretical pedagogical viewpoints; and the necessity for more investigation into educational and ethical methods pertaining to AIEd's implementation in universities.