Definition of reflection characteristics of educational process participants with artificial intelligence application

Abstract

Problem statement . Artificial intelligence (AI) conversational tools like chat-bots, virtual assistants and dialog trainers begin to apply in education. However, its efficiency wasn't explored because of novelty and lack of related application experience. In this research an approach to conversations based on AI is considered as means to define reflection of educational process participants. And definition results of reflection are compared between an AI conversational tool and an expert's assessment in the educational process. Methodology . Opportunities of conversational simulations based on AI were analysed for reflection assessment. Behavioural markers of reflection in communication were developed as well as assessment procedures in online mode with AI simulations and in offline mode with an expert assessment. Research was provided as a part of the volunteer’s competition. There were 65 participants of the research, students of schools and universities. Statistical processing of the results was performed using Pearson's criteria. Results. Weak correlation was detected between AI and expert assessment. Conclusion. Suggestions were offered about AI assessment improvement for increasing assessment precision of reflection of educational process participants from the methodological point of view as well as from AI algorithms development.

About the authors

Vadim V. Grinshkun

RUDN University

Email: vadim@grinshkun.ru
ORCID iD: 0000-0002-8204-9179

Academician of the Russian Academy of Education, Doctor of Pedagogy, Professor, Professor of the Department of Information Technologies in Continuous Education

6 Mikluho-Maklaya St, Moscow, 117198, Russian Federation

Sofya I. Dreytser

Moscow City University; LLC “Cerevrum”

Author for correspondence.
Email: dreitsersi562@mgpu.ru
ORCID iD: 0000-0001-8549-1627

PhD student, Institute of Digital Education, Moscow City University; instructional designer, LLC “Cerevrum”

4 2-y Selskokhozyaistvennyi Proyezd, Moscow, 129226, Russian Federation; 42 Bolshoy Bulvar, bldg 1, Moscow, 121205, Russian Federation

References

  1. Dobrica VP, Goryushkin EI. The use of an intelligent adaptive platform in education. Auditorium. 2019;(1):1-7. (In Russ.)
  2. Krechetov IA, Romanenko VV. Artificial intelligence in education: the implementation of adaptive learning based on educational analytics. Modern Education: Improving the Competitiveness of Universities: Proceedings of the International Scientific and Methodological Conference. 2021;(2):77-84 (In Russ.)
  3. Chetyrbok PV, Shostak MA. Adaptive learning using artificial intelligence in distance education. In: Makoveichuk KA. (ed.) Information Systems and Technologies in Modeling and Management: Proceedings of the V International Scientific and Practical Conference (Yalta, 20-22 May 2020). Yalta: Arial Publ.; 2020. p. 461-464 (In Russ.)
  4. Prokhorova MP, Mineeva OA, Blagodinova VV. Studying the attitude of university students to the digitalization of education. World of Science. Pedagogy and Psychology. 2020;8(2):1-9. (In Russ.)
  5. Starichenko, B.E. Digitalization of education: realities and problems. Pedagogical Education in Russia. 2020;(4):16-26. (In Russ.)
  6. Alekseev NG. Designing the conditions for the development of reflective thinking (Ph.D. thesis). Moscow; 2002. (In Russ.)
  7. Karpov AV. Psychology of reflexive mechanisms of activity. Moscow: Institute of Psychology; 2004. (In Russ.)
  8. Shchedrovitsky GP. Communication, activity, reflection. Study of Verbal and Mental Activity. Almaty: Kazakhstan Pedagogical Institute; 1974. p. 12-28 (In Russ.)
  9. Drigas A, Mitsea E. The 8 pillars of metacognition. International Journal of Emerging Technologies in Learning. 2020;15(21):162-178. http://doi.org/10.3991/ijet.v15i21.14907
  10. Sizikova TE. Meta-model of reflection within the framework of meta-ontology. Siberian Journal of Psychology. 2018;(68):1-26. (In Russ.)
  11. Alekseev NG. Design and reflective thinking. Development of Personality. 2002;(2):85-102. (In Russ.)
  12. Obidina TV. The development of reflection and the manifestation of conformal tendencies in interpersonal relations among modern boys and girls. World of Science. Pedagogy and Psychology. 2018;(5):1-8. (In Russ.)
  13. Anistrenko TG. Social reflection: a transdisciplinary approach. Humanitarian, Socio-Economic and Social Sciences. 2016;(8-9):1-9. (In Russ.)
  14. Anikina VG, Lagutin AV. The Reflexive aspect of the perception of each other by the subjects of the conflict. Psychological Science and Education. 2022;27(1):104-120. (In Russ.) http://doi.org/10.17759/pse.2022270109
  15. Fisher R, Ury W. Getting to yes: negotiating agreement without giving. Moscow; 1992. (In Russ.)
  16. Khasan BI, Sergomanov PA. Psychology of conflict and negotiations. Moscow: Academiya Publ.; 2004. (In Russ.)
  17. Koval MV, Dontsov AI. Psychological features of manifestation of reflection during negotiations. Bulletin of TSU. 2008;(11):188-191. (In Russ.)
  18. González-Calatayud V, Prendes-Espinosa P, Roig-Vila R. Artificial intelligence for student assessment: a systematic review. Applied Sciences. 2021;11(12):5467 http://doi.org/10.3390/app11125467
  19. Vysotskaya P, Zabelina S, Kuleshova J, Pinchuk I. Using the capabilities of artificial intelligence in the development of reflection skills. E3S Web of Conferences. 2020;210(2):22035. http://doi.org/10.1051/e3sconf/202021022035
  20. Ryzhova NE. Assessment center. Step by step. Development and implementation navigator. Accent Graphics Communications; 2015. (In Russ.)
  21. Spencer LM, Spencer SM. Competencies at work. Moscow: Hippo Publ.; 2005. (In Russ.)

Copyright (c) 2023 Grinshkun V.V., Dreytser S.I.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies