The affordances of artificial intelligence-based tools for supporting 21st-century skills: A systematic review of empirical research in higher education.
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| Title: | The affordances of artificial intelligence-based tools for supporting 21st-century skills: A systematic review of empirical research in higher education. |
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| Authors: | Celik, Ismail1 ismail.celik@oulu.fi, Gedrimiene, Egle1, Siklander, Signe1, Muukkonen, Hanni1 |
| Source: | Australasian Journal of Educational Technology. 2024, Vol. 40 Issue 3, p1-20. 20p. |
| Subject Terms: | *Artificial intelligence, *Higher education research, *Critical thinking, *Intelligent tutoring systems, Information & communication technologies, Web databases, Chatbots |
| Abstract: | Twenty-first-century skills should be integrated into higher education to prepare students for complex working-life challenges. Artificial intelligence (AI)-powered tools have the potential to optimise skill development among higher education students. Therefore, it is important to conceptualise relevant affordances of AI systems for 21st-century skills development in higher education. This study aimed to present an overview of journal articles published in the Web of Science database that specifically addressed the affordances of AI-based tools for 21st-century skills development. Four distinct categories of AI-based tools (intelligent tutoring systems, chatbots, AI-powered dashboards and automated grading systems) were identified as capable of promoting six main 21st-century skills (collaboration, communication, creativity, critical thinking, information and communication technology and problem-solving). The review revealed that the utilisation of AI-based tools might contribute to the simultaneous development of multiple 21st-century skills (e.g., collaboration and critical thinking). The results showed that adaptive feedback from AI plays a significant role as a facilitator in the development of 21st-century skills. Furthermore, the utilisation of diverse functional AI affordances (e.g., prediction and profiling) might contribute to the development of various skills. AI-based technologies appeared to target the 21st-century skills of problem-solving and its subskills the most. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180875694 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The affordances of artificial intelligence-based tools for supporting 21st-century skills: A systematic review of empirical research in higher education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Celik%2C+Ismail%22">Celik, Ismail</searchLink><relatesTo>1</relatesTo><i> ismail.celik@oulu.fi</i><br /><searchLink fieldCode="AR" term="%22Gedrimiene%2C+Egle%22">Gedrimiene, Egle</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Siklander%2C+Signe%22">Siklander, Signe</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Muukkonen%2C+Hanni%22">Muukkonen, Hanni</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2024, Vol. 40 Issue 3, p1-20. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education+research%22">Higher education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligent+tutoring+systems%22">Intelligent tutoring systems</searchLink><br /><searchLink fieldCode="DE" term="%22Information+%26+communication+technologies%22">Information & communication technologies</searchLink><br /><searchLink fieldCode="DE" term="%22Web+databases%22">Web databases</searchLink><br /><searchLink fieldCode="DE" term="%22Chatbots%22">Chatbots</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Twenty-first-century skills should be integrated into higher education to prepare students for complex working-life challenges. Artificial intelligence (AI)-powered tools have the potential to optimise skill development among higher education students. Therefore, it is important to conceptualise relevant affordances of AI systems for 21st-century skills development in higher education. This study aimed to present an overview of journal articles published in the Web of Science database that specifically addressed the affordances of AI-based tools for 21st-century skills development. Four distinct categories of AI-based tools (intelligent tutoring systems, chatbots, AI-powered dashboards and automated grading systems) were identified as capable of promoting six main 21st-century skills (collaboration, communication, creativity, critical thinking, information and communication technology and problem-solving). The review revealed that the utilisation of AI-based tools might contribute to the simultaneous development of multiple 21st-century skills (e.g., collaboration and critical thinking). The results showed that adaptive feedback from AI plays a significant role as a facilitator in the development of 21st-century skills. Furthermore, the utilisation of diverse functional AI affordances (e.g., prediction and profiling) might contribute to the development of various skills. AI-based technologies appeared to target the 21st-century skills of problem-solving and its subskills the most. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14742/ajet.9609 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1 Subjects: – SubjectFull: Artificial intelligence Type: general – SubjectFull: Higher education research Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Intelligent tutoring systems Type: general – SubjectFull: Information & communication technologies Type: general – SubjectFull: Web databases Type: general – SubjectFull: Chatbots Type: general Titles: – TitleFull: The affordances of artificial intelligence-based tools for supporting 21st-century skills: A systematic review of empirical research in higher education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Celik, Ismail – PersonEntity: Name: NameFull: Gedrimiene, Egle – PersonEntity: Name: NameFull: Siklander, Signe – PersonEntity: Name: NameFull: Muukkonen, Hanni IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 40 – Type: issue Value: 3 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
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