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The Use of Artificial Intelligence for Personalized Learning: Teacher Perspective

Authors:
Trym Simensen Nerem
Simen Frogner Hellesnes
Yavuz Inal
Carlos Vicient Monllaó

Keywords: Artificial Intelligence; Generative AI; Personalized Learning; Adapted Education; Reading Comprehension.

Abstract:
This study aimed to explore teachers' current practices around the personalization of education for students with reading comprehension challenges. We also delved into their experiences and opinions on using artificial intelligence in this regard. Interviews with teachers from various schools and varying degrees of experience were the primary data. Study results showed that insufficient time and resources were the most prominent challenges for teachers, followed by the number of different levels and needs they had to adapt to. Teachers were positive about using artificial intelligence and had used it before, but very few of them had tried integrating artificial intelligence to provide personalized education. The most prominent critique was a lack of trust in the accuracy of texts generated with artificial intelligence. Misuse of artificial intelligence by educators and students (e.g., cheating) was reported as a fear, prompting a discussion on the importance of educating everyone on the proper use of technology in the ecosystem. Overall, teachers see artificial intelligence as an opportunity to mitigate their ongoing challenges regarding personalized education and augment students’ engagement by tailoring learning experiences to each student’s needs, preferences, and learning styles.

Pages: 129 to 134

Copyright: Copyright (c) IARIA, 2024

Publication date: May 26, 2024

Published in: conference

ISSN: 2308-4138

ISBN: 978-1-68558-163-3

Location: Barcelona, Spain

Dates: from May 26, 2024 to May 30, 2024