AI in education: Pedagogical and ethical analysis of the implementation of ASSISTments in the school environment

Georgios A. Bazoukis 1, Spyros T. Halkidis 2 * , Evangelos Pepes 3, Pantelis Venardos 4
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1 Fifth High School of Veria, Veria, GREECE
2 Computational Methodologies and Operations Research Laboratory, Department of Applied Informatics, University of Macedonia, Thessaloniki GR-54636, GREECE
3 Christian Pedagogy School of Social Theology & Christian Culture A.U.Th. GR-54124, Thessaloniki, GREECE
4 Educational Consultant Directorate of Secondary Education of West Thessaloniki, Thessaloniki, GREECE
* Corresponding Author
EUR J SCI MATH ED, Volume 12, Issue 4, pp. 428-451. https://doi.org/10.30935/scimath/14902
Published Online: 01 August 2024, Published: 01 October 2024
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ABSTRACT

The problem behind our research that was investigated was the evaluation of an artificial intelligence in education tool, namely ASSISTments by seventy one science and technology students in a small city. The objective was to find to what extent the students assimilate this tool. The data collection and instrumentation were done by the tool itself. The data analysis methods used were pie charts based on the answers of the students to questions examining the level of acceptance of the tool by them as well as linear regression investigating the relation between the students’ grades and the level of acceptance of the tool by them. The main research results show a high level of acceptance of ASSISTments by them. Additionally, pedagogical implications of the use of ASSISTments were examined.
Keywords: derivatives, AI in education, intelligent tutoring systems

CITATION

Bazoukis, G. A., Halkidis, S. T., Pepes, E., & Venardos, P. (2024). AI in education: Pedagogical and ethical analysis of the implementation of ASSISTments in the school environment. European Journal of Science and Mathematics Education, 12(4), 428-451. https://doi.org/10.30935/scimath/14902

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