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Procedia Computer Science 136 (2018) 16–24
7th International Young Scientist Conference on Computational Science

Artificial Intelligence
7th International trends
Young inConference
Scientist education: a narrativeScience
on Computational overview
Artificial Intelligence
a
trends in education:
b
a narrative overview
c
Maud Chassignol , Aleksandr Khoroshavin , Alexandra Klimova *,
c
and Anna Bilyatdinova
a
Maud Chassignol
a
, Aleksandr Khoroshavin , Alexandra Klimovac*,
b
ISEN-Toulon,
Toulon, Place George Pompidou, 83000 Toulon, France
b
and Anna Bilyatdinovac
Herzen State Pedagogical University of Russia,
Russia 48, Embankment river Moyka, 191186 Saint Petersburg, Russia
c
ITMO University, 49, Kronverksky, 197101 Saint Petersburg,
Peter Russia
a
ISEN-Toulon,
Toulon, Place George Pompidou, 83000 Toulon, France
b
Herzen State Pedagogical University of Russia,
Russia 48, Embankment river Moyka, 191186 Saint Petersburg, Russia
Abstract c
ITMO University, 49, Kronverksky, 197101 Saint Petersburg,
Peter Russia

Digital technologies have already become an internal part of our life. They change the way we are looking for information,
how we communicate with each other, even how we behave. This transformation applies to many areas, including education.
Abstract e The
main objective of this article is to identify prospective impact of artificial technologies to the study process and to predict predi
possible changes
Digital in educational
technologies landscape.
have already become In presented
an internalliterature review
part of our life. we considered
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change the categories: customize
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how innovative teaching
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with each technology
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education.Having
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willto reshape
resh
predi
predict
educationchanges
possible landscape.
in educational landscape. In presented literature review we considered four categories: customized customize educational
content, innovative teaching methods, technology enhanced assessment, communication between student and lecturer. Having
reviewed publications on the subject we present here a possible picture of how the Artificial Intelligence (AI) will reshape resh
© 2018 The
education Authors. Published by Elsevier B.V.
landscape.
This is an open access article under the CC BY-NC NC-ND license (http://creativecommons.org/licenses/by-nc nc-nd/3.0/)
© 2018 The Authors. Published by Elsevier B.V.
Peer-review
review under responsibility of the scientific committee of the 7th International Young Scientist Conference on
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/3.0/)
Computational
© 2018 Theunder
Peer-review Authors.
Science.
Publishedofby
responsibility theElsevier
scientificB.V.
committee of the 7th International Young Scientist Conference on Computational Science.
This is an open access article under the CC BY-NC NC-ND license (http://creativecommons.org/licenses/by-nc nc-nd/3.0/)
Peer-review
review
Keywords: underIntelligence;
Artificial responsibility of the
Education; scientific
Machine committee
learning; Technologyof the 7th
Enhanced International Young Scientist Conference on
Learning
Computational Science.

Keywords: Artificial Intelligence; Education; Machine learning; Technology Enhanced Learning

* Corresponding author. Tel.: +79111578226

E-mail address: alexandra.klimova@corp.ifmo.ru

1877-0509© 2018 The

* Corresponding Authors.
author. Published by Elsevier B.V.
Tel.: +79111578226
ThisE-mail
is an open access
address: article under the CC BY-NC-ND
alexandra.klimova@corp.ifmo.ru ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/)
(
Peer-review
review under responsibility of the scientific committee of the 7th International Young Scientist Conference on Computational Science.
1877-0509© 2018 The Authors. Published by Elsevier B.V.
This is an open access article under the CC BY-NC-ND ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/)
(
Peer-review
review under responsibility of the scientific committee of the 7th International Young Scientist Conference on Computational Science.

1877-0509 © 2018 The Authors. Published by Elsevier B.V.

This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/3.0/)
Peer-review under responsibility of the scientific committee of the 7th International Young Scientist Conference on Computational Science.
10.1016/j.procs.2018.08.233
 Maud Chassignol et al. / Procedia Computer Science 136 (2018) 16–24 17
2 Author name / Procedia Computer Science 00 (2018) 000–000

1. Introduction

We have to admit that digital technologies have already become an internal part of our everyday life. They
change the way we are looking for information, how we communicate with each other, even how we behave. As a
consequence, the educational landscape has also begun to change. Indeed, more and more educational programs
incorporate digital culture into the curriculum. For example, in France, even primary schools provide some courses
about internet technologies, while high school students must pass an exam proving their computer skills. Moreover,
many educational facilities have Leaning Management Systems (LMS) installed such as Moodle [1].
These changes affected not only educational curriculum. In recent years more and more different interactive
educational technologies are becoming popular. Students use tablets instead of copybooks, teachers utilize different
learning platforms such as Google Classroom, Edmodo, Power School, Moodle. There are a large number of
Massive Open Online Courses (MOOCs) for the online study such as coursera.com. The growing amount of
activate users of MOOCs courses shows that the electronic and distance learning methodologies are appreciated by
the society. And some of the courses can give students a real opportunity to get official degree of some distinct and
very respectable university. At the same time, we can observe recent advances of Virtual Reality (VR), Augmented
Reality (AR) and Artificial Intelligence (AI) and its application to educational process. For example, in
neurosurgery, VR technologies already have a serious impact - 3D Oculus Surgical Theater is used for simulating
surgery process of removing brain tumors (figure 1). Many AR education-specific apps can be used for studying
highly abstract subjects - AR app Elements 4D is designed understanding atomic structures of chemical elements.
There are many definitions of AI that currently could be found in the literature. According to [2], “Artificial
Intelligence is that activity devoted to making machines intelligent, and intelligence is that quality that enables an
entity to function appropriately and with foresight in its environment”. Some another key definition of this
technology presented in [3]:
• AI is “the field of computer science dedicated to solving cognitive problems commonly associated with
human intelligence, such as learning, problem-solving, and pattern recognition.”
• AI is “the theory and development of computer systems able to perform tasks normally requiring human
intelligence, such as visual perception, speech recognition, decision-making, and translation between languages.”
Many projects dealing with AI are being launched all over the world. Gartner, in its annual report on emerging
technologies, presented information describing AI arrival on the market as a promising technology. According to
report, “the ability to use AI to enhance decision making, reinvent business models and ecosystems, and remake the
customer experience will drive the payoff for digital initiatives through 2025". They also showed that 59% of
organizations are likely to implement AI strategies, as well as others have already made progress in piloting or
adopting AI solutions. That could be referred to different domains including education.
On the other hand, it should be mentioned that the big reason why companies and the whole market wants to
use AI in theirs works – because it is profitable, since it means less human resources, less salaries payments. This is
one of the main concerns over AI usage as an employee. Even Stephen Hawking [4] and Elon Musk [5] have
warned of AI’s threats recently.
As for the education sector, it can’t be a big concern, since it always said that the necessary part of effective
studying is an interaction with the human – social interaction.
Indeed, educational sector is considerably affected by AI. Report [6], which presents an investigation of how
AI influence on people and society, claims that “AI applications are in wide use by educators and learners today,
with some variation between K-12 and university settings” including such tools and technologies as teaching
robots, intelligent tutoring systems, and adaptive learning systems. We can also mention such AI applications as
adaptive skill building, scheduling, career education and many others.
The objective of this paper is to identify the impact of the AI on the education and present a broad perspective
on this topic. It also addresses how the AI can help to decrypt student difficulties and understand how to help them,
to improve the imagination of a collectivity and to design a new educational experience.

2. Methodology

While choosing out of different types of literature reviews, we decided to concentrate on non-expert narrative
overview as it will better help us to achieve our major goal – give a broad picture of the educational landscape in the
18 Maud Chassignol et al. / Procedia Computer Science 136 (2018) 16–24
Author name / Procedia Computer Science 00 (2018) 000–000 3

context of AI applications. Main research questions that we put to themselves are:

2.1. Overview strategy:
In this paper, we used the methodology of writing narrative overviews described by [7].
In order to find literature for the current overview, we used electronic databases as the most efficient way to
begin literature search, in particular, ScienceDirect, GoogleScholar, and Emerald. While looking for other locations
that are appropriate for finding the information we need, we considered also some scientific journals, which scope
lies in the field of Artificial Intelligence and education, such as
• International Journal of Artificial Intelligence in Education
• Computers and Education
• Computers and Human Behaviour
As AI is emerging technology, we also include some information from magazines, journals, and newspapers
such as Forbes, AI Magazine, Gartner, Times, and governmental reports.
Keywords used for the searching process were as follows: Artificial Intelligence, Intelligent Tutoring System,
Education, Gaps in Learning, On-Line Classroom, Technology Enhanced Learning.
Regarding exclusion and inclusion criteria, we considered English language papers published since 2012,
pertinent to the focused purpose of the study.
2.2. Description of Model Framework for a narrative overview
In order to make an adequate presentation of the literature findings, we propose the following model framework
of the educational landscape. This model is presented in figure 1.
We consider four major parts of the educational process that could be affected by AI:
• Content
• Teaching methods
• Assessment
• Communication.
Term Content refers to the body of knowledge and information that teachers teach and that students are
expected to learn in a given subject or content area. In this paper, we consider that it may include both educational
content and its customization. Teaching methods represent different principles and methods used by teachers to
enable student learning. These strategies are determined partly on the subject matter to be taught and partly by the
nature of the learner. This part is very interesting and important as namely teaching methods are currently affected
by new technologies. Assessment refers to the wide variety of methods or tools that educators use to evaluate,
measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of
students. With the development of MOOCs, there is an increasing necessity with technology-enhanced assessment
tools. Those three parts join different elements of the learning process. We also added there Communication part as
essential for student-teacher interaction. It is also referred to MOOCs, traditional classes with many students and
multidisciplinary courses.

Content
Content and teaching methods:
• Customize education content
d
Communication • Personalized learning
Teaching • Educational robots
Assessment
Methods Assessment:
• Simplifying in MOOC assessment
g
• Identifying gaps in learning
Communication:
• Intelligent tutoring systems

Figure 1 – Model Framework

 Maud Chassignol et al. / Procedia Computer Science 136 (2018) 16–24 19
4 Author name / Procedia Computer Science 00 (2018) 000–000

The following section of the paper present Results and Discussion of findings in accordance with the framework
described.

3. Trends and opportunities

This section presents an overview of the state of the art in AI as a promising technology to support educational
process. We searched information manually and classified findings in accordance with categories from Figure 1.

3.1. Communication: using intelligent tutoring systems for appropriate feedback

Giving an effective and targeted feedback to students is one of the most important responsibilities of the class
teacher or lecturer [2]. However, it could be quite difficult with the large number of students in the class. Therefore,
many universities implement interactive learning environments (ILE) in order to improve quality of feedbacks and
mentoring. ILE – is a complex term that implies using a combination of e-learning techniques and technologies
(learning management systems (LMS), for example) and interactive learning approaches in order to achieve a
constant learning scenario in a life of a student. The main idea of interactive learning environment is to teach a
student how to gain knowledge and deeper understanding of a subject based on his prior experience with the subject.
Ideas of interactive learning constantly evolve and the branch of LMS evolution that goes in connection with AI is
intelligent tutoring system (ITS).Moreover, it is believed that “using intelligent tutoring systems (ITS) results in
greater achievement than participating in traditional classroom instruction and studying printed materials” [3].
History of those systems dates back to 1970s [6], when Jaime Carbonell assumed that a computer could act not
only as a tool but as a teacher. ITS could provide tutoring in many disciplines including physics [7], mathematics
[8], [9], language [10], [11], computer science [2], [12], medicine [13], and others. Mahmoud et al.[10] describes
many examples of different tutoring systems including The AutoTutor [14], Why2-Atlas [7], Beetle II System [7],
[15]etc. Table 1 presents some more ITS and area of their applications.

Table 1. Examples of ITS

# ITS Discipline Target audience
1 ActiveMath [16] Mathematics School students
2 Beetle II System [15] Computational linguistics School students
3 EER-Tutor [17] Computer Science University students
4 MATHia Mathematics Middle and high school students
5 SHERLOCK [18] Electrical Science and Engineering Air Force technicians
6 The AutoTutor [14] Computer science College students
7 Why2-Atlas [7] Physics University students
8 COMET [19] Medicine University students
9 VIPER [20] Medicine University students

Their main idea is to capture data about students’ replies, and apply them “to model students’ knowledge,
motivation or emotion and adapt instruction to individual needs” [21]. Koedinger et al. [12] described their main
functions: Select, Evaluate, Suggest, and Update, “which are supported by cognitive model and individual student
model components”. Many ITS apply machine learning techniques, neural networks and self-training algorithms
[22].
VanLehn [23] explained that there are two types of computer tutors, namely Computer-Based Instruction (CBI)
and Intelligent Tutoring System (ITS). In the first type of tutors, student needs to write only an answer and then get
a feedback from the lecturer. ITS allow student enter information for each step of the process as if they were
working on the problem on paper. System will give a feedback based on all the students’ answers. Therefore, the
main difference between those two systems is that ITS has a capability to interact with students at the step-level,
rather than simply give a feedback after completion the task [3].
According to [8], there are several different approaches and conceptual frameworks regarding ITS. For
example, the main idea of Carnegie learning’s adaptive control of thought–rational (ACT-R) is to model the
processes of human cognition and these tutors are based on the analysis of subject area production rules. ALEKS’
knowledge space theory (KST) tries to mimic the ability of an expert teacher to assess a student’s knowledge state.
“KST is not a theory of human cognition; rather, it is a theory that informed the creation of a computer based
20 Maud Chassignol et al. / Procedia Computer Science 136 (2018) 16–24
Author name / Procedia Computer Science 00 (2018) 000–000 5

assessment procedure that provides an accurate and continuously updated assessment of student knowledge” [8].
The paper provides analysis of these two approaches and came to conclusion of their effectiveness. Effectiveness of
such systems is also described in [23] and [24], while Vaessen et al. in [25] presents different strategies of how
students can use ITS with the better performance.
To sum up, ITS is able to imitate the human teachers' actions “to implement one-toone personalized teaching to
some extent, is an effective tool for training the ability of problem solving” [2].But it is also important to not forget
that currently correlation between interaction with AI and a real teacher is yet unknown. How much impact brings to
learning the real human talk? The proper conclusion can be made only after wide spread of ITS on all major
studying levels, after collecting long-term statistics within student groups.

3.2. Assessment as a way to track students’ performance

This procedure has been partly described in the section 3.1. ITS may be used as a tutor who is answering
routing questions regarding assignments or study schedule. At the same time, it helps to identify learning gaps in
students’ performance. Basically, the instructor (teacher) evaluates a sample set of student responses, and the ITS
creates a computer model incorporating rules it inferred about the instructor’s grading decisions. After that this
model can be used to grade other students’ assignments.
One of the examples is technology-enhanced learning activities using tablets in classrooms as it is developed in
METAH lab in Grenoble [26]. This system allows controlling each step students take in a class. It may support
classes in mathematics, physics, biology and other domain areas. Students use tablets while solving tasks and doing
assignments and teacher is able to control and assess them.
Application of such kind of systems also helps to avoid stress, accompanying students during exam period.
Authors of the article [27] have developed an Intelligent Pupil Analysis (IPA) System, which is superior to the
traditional pupil analysis research. It integrates of pupil analysis with subsystems of decision support, recommender
and intelligent tutoring systems and innovative Models of the Model-base. Another example described in [28] and
provided multiple analysis tools to analyze student performance, progress and potentials.
Technique, which is normally used for early identification of students failure, is Educational Data Mining
(EDM) [29]. Authors of the paper proved that EDM techniques are “sufficiently effective to early identify students'
academic failures, and then they are useful to provide educators or teachers with relevant information to help
decisions”. Beside classical Data Mining methods, EDM also researches psychology metrics to get better
understanding of student behavior. This particular “psychology mining” methods help divide students by groups of
Myers-Briggs Type Indicator [30] .

Table 2. Myers-Briggs Type Indicator

Preferences of the student Explanation (on what accents)

Extraversion - Introversion thought-orientation
Sensing - Intuition action-orientation
Thinking - Feeling decision making basis
Judging - Perception decision preparation kind

The strengths of AI assessment are efficiency, consistency in applying the same criteria across students, and
immediate and detailed feedback on performance.

3.3. Teaching methods: from personalized learning to educational robots

One of the challenges while teaching students is that everyone has a different pace of learning and
understanding of instructions. As a consequence, those who are already ahead of the material could easily be bored,
while others might be completely lost in new terms and phenomena. Artificial Intelligence provides a possibility to
avoid this problem, namely, by personalized learning [31], [32]. Personalized learning is an approach that “tailors
educational content to the unique needs of individual students” [33], and helps to design educational content for
each students’ needs, pace of learning, and knowledge level. This approach helps to avoid students’ failures during
exams and support them through study period. It is normally believed that personalized education is mainly applied
to K-12 education, however, a large number of higher education institutions started to implement it into their
 Maud Chassignol et al. / Procedia Computer Science 136 (2018) 16–24 21
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teaching practices. According to [33], Ohio State University together with some other institutions are already
piloting this technology and tend to achieve the rate of 20% for number of adaptive programs by 2019.
It can be outlined that personalized learning methods can be also combined with gamification techniques in
order to get even higher quality of education. Especially, gamification elements such as leader boards and points can
be helpful to record students’ progress and solving the problem of balancing pupils speed of understanding new
academic material.
Table 3 presents different personalized learning tools.

Table 3. Examples of personalized learning platforms and tools

# Tool title Objective Target audience

1 Knewton [34] Analytics-based platform that makes recommendations to College and University Students
students in real-time based on their learning style, and caters
content to their individual needs
2 Highlight [35] cloud-based personalized learning platform that tracks student College and University Students
progress across multiple content providers
3 Immersive reader Learning tool designed to support students with dyslexia and Students with dyslexia and
[36] dysgraphia in the classroom, but can support anyone who wants dysgraphia
to make reading on their device easier
4 Watson Education Cloud service solution that helps teachers deliver personalized College and University Students
Classroom [37] learning to improve student outcomes by gaining the data to
understand students' needs and personalize learning activities
5 Cerego [38] Algorithms-based platform that assesses individual memory Companies and Universities
retention and creates an optimal schedule for efficiently-guided
learning
Personalized learning also has some criticism. Alfie Kohn, an American author and lecturer in the areas
of education, parenting, and human behavior, says "certain forms of technology can be used to support progressive
education", Kohn wrote, "...meaningful (and truly personal) learning never requires technology. Therefore, if an idea
like personalization is presented from the start as entailing software or a screen, we ought to be extremely sceptical
about who really benefits" [39].
All other criticism basically goes about the whole idea that a highly motivated student doesn’t even need a
personalized learning system, since this student discovers all important information that is required for his studying
by himself. The popularity of the term personalized learning nowadays goes not from the pupils requests but from
the companies who want to sell software.
Some decades ago robots were creatures from science fiction movies and novels, but by today they have already
became a reality. AI-enable robotics is an emerging and fast-developing technology, even though it is still relatively
new scientific area. Educational domain is one of the fields, which applied robots for working process [40], [41].
Table 3 presents several examples of robots that are used to teach children of different ages (from four years old).
The reason of their popularity could be easily explained by child-friendly interface, attractiveness and availability.
Robots can teach children to programming, robotics, mathematics, logic, problem-solving and even biology. It is
achieved through hands-on experience, sometimes by using some modern approaches. One of the examples is
Cubelets, which represents a kit of up to 20 blocs. Each block represents a different robot, so that combinations of
them allow creating a variety of capabilities and uses.
The same criticism considering human-interaction can be applied here, especially the AI robot replacement for
a teacher can lead to not good result for child’s understanding of social mechanisms. All students have different
learning curves. A good teacher must attempt to deliver information in a way that resonates with every student.
Some students may have behavioural or psychological problems that inhibit or complicate that process. Some of the
kids may have parents who are too involved, or not involved enough, in their education. How AI teachers will be
able to hand such situations?
Interesting example of robot with social skills is NAO, designed by French firm Aldebaran Robotics. This robot
with AI is used as a teaching instrument for kids with autism. Developments like this one, can also help in
understanding the origins and mechanism of the Uncanny Valley. Robots like NAO can help design robots that do
not trigger any negative reactions.
22 Author name / Procedia
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Table 4. Examples of educational robots

# Tool title Objective Target audience

1 Cubelets [42]
2 Ozorobot [43]
3 PLEO [44]
4 Root [45]
5 NAO [46]
6 L2TOR [47]
7 mBot [48]
Set of robots that teach children to robotics, coding, and design Children 4+
thinking through assembling robot blocks
Ozorobot STEM program: teach subjects like programming, math School children
and science in classrooms, after-school clubs or at home
Robot dinosaur that helps children learn biology by teaching the Children at different school level
robot to react to different aspects of the environment
A robot that helps children learn how to code Children at different school level
A humanoid robot that helps children with autism to improve Children with autism
their social interaction
A humanoid robot that helps learn second language Children 4+
A robot kit that helps children learn about different aspects of Children at different school
robotics, such as electronics, assembly, and programming level

4. Conclusions

The paper describes the impact of the Artificial Intelligence on the education and presents a perspective on this
topic. It also addresses how the AI can help to decrypt student difficulties and understand how to help them, to
improve the imagination of a collectivity and to design a new educational experience.
After conducting the overview of existing solutions and possibilities, the main conclusion is clear. If we compare
our learning environment, we will not see many differences from our previous experience. However, educational
landscape is changing and reshaping by AI even though AI will not replace completely our traditional educational
system. In fact, it is wrong trying fully replace social interaction by the AI. It should be added to the traditional
studying process as it was done with gamification and currently happening with VR and AR technologies.
First of all, implementation of AI technology is giving many opportunities for development of massive open
online courses. Assessment of a large number of assignments, detection of learning and teaching gaps would not be
a problem anymore with implementation of intelligent systems. Moreover, measuring learning progress is becoming
more and more effective. At the same time these intelligent assessment systems can skip some correct but rare
unique solutions, since the system make decision based on the massive statistic. It means that assessment systems
based on AI can’t be absolutely true in every possible situation without a human mentor.
Another important point is that in fact, intelligent tutoring systems create a digital profile of a student and provide
him with a personal tutor. That again should increase productivity inside a classroom and out of it. Moreover, such
digital portfolios of learned subjects and topics can be great help for employers.
Personalized learning environment not only improves a quality of educational process, it also gives an
opportunity for schoolchildren and students with difficulties such as dyslexia or other health issues to study more
effective. It will also help to adopt educational content to students’ needs developing more individualized study
plans.
From the overview it is clear that AI tools are already implemented in many parts of educational process
including content development, teaching methods, student assessment, and communication between teacher and
students.
This work contributes to existing knowledge on this domain and will be interesting to professionals in the field of
technology enhanced learning, lecturers, students and people who cares about state of the art of our education.

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