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1. A Manifesto for a Pro-Actively Responsible AI in Education

Author

Porayska-Pomsta, Kaska

Subjects
Computer Science - Computers and Society, Computer Science - Artificial Intelligence, K.3
Abstract

This paper examines the historical foundations, current practices, and emerging challenges for Artificial Intelligence in Education (AIED) within broader AI practices. It highlights AIED's unique and rich potential for contributing to the current AI policy and practices, especially in the context of responsible AI. It also discusses the key gaps in the AIED field, which need to be addressed by the community to elevate the field from a cottage industry to the level where it will deservedly be seen as key to advancin AI research and practical applications. The paper offers a five-point manifesto aimed to revitalise AIED' contributions to education and broader AI community, suggesting enhanced interdisciplinary collaboration, a broadened understanding of AI's impact on human functioning, and commitment to setting agendas for human-centred educational innovations.This approach positions AIED to significantly influence educational technologies to achieve genuine positive impact across diverse societal segments., Comment: 8 pages

Published
2024
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2. The Ethics of AI in Education

Author

Porayska-Pomsta, Kaska, Holmes, Wayne, and Nemorin, Selena

Subjects
Computer Science - Computers and Society, Computer Science - Artificial Intelligence
Abstract

The transition of Artificial Intelligence (AI) from a lab-based science to live human contexts brings into sharp focus many historic, socio-cultural biases, inequalities, and moral dilemmas. Many questions that have been raised regarding the broader ethics of AI are also relevant for AI in Education (AIED). AIED raises further specific challenges related to the impact of its technologies on users, how such technologies might be used to reinforce or alter the way that we learn and teach, and what we, as a society and individuals, value as outcomes of education. This chapter discusses key ethical dimensions of AI and contextualises them within AIED design and engineering practices to draw connections between the AIED systems we build, the questions about human learning and development we ask, the ethics of the pedagogies we use, and the considerations of values that we promote in and through AIED within a wider socio-technical system.

Published
2024
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3. From Algorithm Worship to the Art of Human Learning: Insights from 50-year journey of AI in Education

Author

Porayska-Pomsta, Kaska

Subjects
Computer Science - Computers and Society, Computer Science - Artificial Intelligence
Abstract

Current discourse surrounding Artificial Intelligence (AI) oscillates between hope and apprehension, painting a future where AI reshapes every facet of human life, including Education. This paper delves into the complexities of AI's role in Education, addressing the mixed messages that have both enthused and alarmed educators, policymakers, and the public. It explores the promises that AI holds for enhancing learning through personalisation at scale, against the backdrop of concerns about ethical implications, the devaluation of non-STEM subjects, and the potential transformative impact on our neurocognitive and socio-emotional functioning. Drawing on recent research and global discourse, the paper seeks to unpack the reasons behind the vagueness of current discussions on AI in Education (AIED) and the implications of this ambiguity for future educational practices and policies. By highlighting insights from educational research and synthesising evidence-based best practices in AIED, the aim is to provide a clearer understanding of how AI technologies can be aligned with the fundamental principles of learning and teaching, and explore what concrete actions may need to be prioritised now to truly enhance learning experiences and outcomes for all in the future., Comment: 12 pages; opinion piece

Published
2024

4. Toward Ethical AIED

Author

Porayska-Pomsta, Kaska and Holmes, Wayne

Subjects
Computer Science - Computers and Society, Computer Science - Artificial Intelligence
Abstract

This paper presents the key conclusions to the forthcoming edited book on The Ethics of Artificial Intelligence in Education: Practices, Challenges and Debates (August 2022, Routlege). As well as highlighting the key contributions to the book, it discusses the key questions and the grand challenges for the field of AI in Education (AIED)in the context of ethics and ethical practices within the field. The book itself presents diverse perspectives from outside and from within the AIED as a way of achieving a broad perspective in the key ethical issues for AIED and a deep understanding of work conducted to date by the AIED community., Comment: 11 pages; concluding chapter from the forthcoming book to be printed by Routledge in August 2022

Published
2022

6. Scrutable AIED

Author

Kay, Judy, primary, Kummerfeld, Bob, additional, Conati, Cristina, additional, Porayska-Pomsta, Kaśka, additional, and Holstein, Ken, additional

Published
2023
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9. AI in Education needs interpretable machine learning: Lessons from Open Learner Modelling

Author

Conati, Cristina, Porayska-Pomsta, Kaska, and Mavrikis, Manolis

Subjects
Computer Science - Artificial Intelligence, Computer Science - Computers and Society
Abstract

Interpretability of the underlying AI representations is a key raison d'\^{e}tre for Open Learner Modelling (OLM) -- a branch of Intelligent Tutoring Systems (ITS) research. OLMs provide tools for 'opening' up the AI models of learners' cognition and emotions for the purpose of supporting human learning and teaching. Over thirty years of research in ITS (also known as AI in Education) produced important work, which informs about how AI can be used in Education to best effects and, through the OLM research, what are the necessary considerations to make it interpretable and explainable for the benefit of learning. We argue that this work can provide a valuable starting point for a framework of interpretable AI, and as such is of relevance to the application of both knowledge-based and machine learning systems in other high-stakes contexts, beyond education., Comment: presented at 2018 ICML Workshop on Human Interpretability in Machine Learning (WHI 2018), Stockholm, Sweden

Published
2018

14. The Exploration of Feeling of Difficulty Using Eye-Tracking and Skin Conductance Response

Author

Ching-En, Chou, Porayska-Pomsta, Kaska, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Bittencourt, Ig Ibert, editor, Cukurova, Mutlu, editor, Muldner, Kasia, editor, Luckin, Rose, editor, and Millán, Eva, editor

Published
2020
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15. Using Eye-Tracking and Click-Stream Data to Design Adaptive Training of Children’s Inhibitory Control in a Maths and Science Game

Author

The UnLocke Project Team, Gauthier, Andrea, Porayska-Pomsta, Kaśka, Mareschal, Denis, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Bittencourt, Ig Ibert, editor, Cukurova, Mutlu, editor, Muldner, Kasia, editor, Luckin, Rose, editor, and Millán, Eva, editor

Published
2020
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16. Leveraging Non-cognitive Student Self-reports to Predict Learning Outcomes

Author

Porayska-Pomsta, Kaśka, Mavrikis, Manolis, Cukurova, Mutlu, Margeti, Maria, Samani, Tej, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, Penstein Rosé, Carolyn, editor, Martínez-Maldonado, Roberto, editor, Hoppe, H. Ulrich, editor, Luckin, Rose, editor, Mavrikis, Manolis, editor, Porayska-Pomsta, Kaska, editor, McLaren, Bruce, editor, and du Boulay, Benedict, editor

Published
2018
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17. Adolescents’ Self-regulation During Job Interviews Through an AI Coaching Environment

Author

Porayska-Pomsta, Kaśka, Chryssafidou, Evi, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, Penstein Rosé, Carolyn, editor, Martínez-Maldonado, Roberto, editor, Hoppe, H. Ulrich, editor, Luckin, Rose, editor, Mavrikis, Manolis, editor, Porayska-Pomsta, Kaska, editor, McLaren, Bruce, editor, and du Boulay, Benedict, editor

Published
2018
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18. 'I live in extremes': A qualitative investigation of Autistic adults' experiences of inertial rest and motion.

Author

Rapaport, Hannah, Clapham, Hayley, Adams, Jon, Lawson, Wenn, Porayska-Pomsta, Kaśka, and Pellicano, Elizabeth

Subjects
MOTION, TASK performance, RESEARCH funding, AUTISM, INTERVIEWING, THEMATIC analysis, RESEARCH methodology, PATIENTS' attitudes, ADULTS
Abstract

'Autistic inertia' is part of the Autistic community's everyday lexicon, yet the condition has received scant attention in the academic literature. The little attention it has received has focused on the disabling impact of 'inertial rest' (difficulty initiating tasks), with minimal exploration of the potential benefits of inertial motion (difficulty stopping tasks). Here, we sought to investigate Autistic people's phenomenological experiences of inertial rest and motion and to identify factors that might moderate Autistic inertia. Autistic and non-Autistic researchers conducted semi-structured interviews with 24 Autistic adults. We analysed the data using reflexive thematic analysis, adopting an inductive approach within an essentialist framework. Interviewees spoke in-depth of their inertial 'difficulties moving from one state to another' and described how these challenges pervade 'every single day'. While inertia was described as 'the single most disabling part of being Autistic', interviewees also described ways to respond to inertia, including taking pleasure in states of flow, whereby they could become completely absorbed in a task. While inertial difficulties are pervasive, our findings reveal the extreme nature of these task-switching difficulties for Autistic people. Our findings also contribute to a more holistic characterisation of inertia as both a disabling and enabling condition. 'Autistic inertia' is a term used by Autistic people to refer to difficulties with starting and stopping tasks. However, there has not been much research on Autistic inertia. The research that is available on Autistic inertia has mostly focused on the negative aspects of inertia, rather than on the possible benefits of needing to continue tasks. In this research, we wanted to understand more about Autistic people's experiences of inertia and to work out what things might influence these experiences. Autistic and non-Autistic researchers spoke in-depth to 24 Autistic adults. We identified four key ideas from people's responses. Autistic people spoke about their inertial 'difficulties moving from one state to another' and described how these challenges affected them 'every single day'. While they experienced inertia as 'the single most disabling part of being Autistic', people also described the positive aspects of inertia, including the joy they felt when completely immersed in a task. Our Autistic participants emphasised that inertial difficulties are experienced by everyone, the intensity of these task-switching difficulties might be especially challenging for Autistic people. Our findings also reveal how Autistic inertia can be seen both as a disabling and as an enabling condition. [ABSTRACT FROM AUTHOR]

Published
2024
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21. Interpreting social cues to generate credible affective reactions of virtual job interviewers

Author

Jones, Hazael, Sabouret, Nicolas, Damian, Ionut, Baur, Tobias, André, Elisabeth, Porayska-Pomsta, Kaśka, and Rizzo, Paola

Subjects
Computer Science - Artificial Intelligence, Computer Science - Computers and Society, I.6.5, J.4
Abstract

In this paper we describe a mechanism of generating credible affective reactions in a virtual recruiter during an interaction with a user. This is done using communicative performance computation based on the behaviours of the user as detected by a recognition module. The proposed software pipeline is part of the TARDIS system which aims to aid young job seekers in acquiring job interview related social skills. In this context, our system enables the virtual recruiter to realistically adapt and react to the user in real-time.

Published
2014

23. Bridging the Gap Between High and Low Performing Pupils Through Performance Learning Online Analysis and Curricula

Author

Samani, Tej, Porayska-Pomsta, Kaśka, Luckin, Rose, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, André, Elisabeth, editor, Baker, Ryan, editor, Hu, Xiangen, editor, Rodrigo, Ma. Mercedes T., editor, and du Boulay, Benedict, editor

Published
2017
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26. Who’s Afraid of Job Interviews? Definitely a Question for User Modelling

Author

Porayska-Pomsta, Kaśka, Rizzo, Paola, Damian, Ionut, Baur, Tobias, André, Elisabeth, Sabouret, Nicolas, Jones, Hazaël, Anderson, Keith, Chryssafidou, Evi, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Dimitrova, Vania, editor, Kuflik, Tsvi, editor, Chin, David, editor, Ricci, Francesco, editor, Dolog, Peter, editor, and Houben, Geert-Jan, editor

Published
2014
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27. Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science

Author

Wilkinson, Hannah R., Smid, Claire, Morris, Su, Farran, Emily K., Dumontheil, Iroise, Mayer, Sveta, Tolmie, Andrew, Bell, Derek, Porayska-Pomsta, Kaśka, Holmes, Wayne, Mareschal, Denis, and Thomas, Michael S. C.

Abstract

Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (n= 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p< .001, ηp2= .067) and STP (p< .01, ηp2= .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p< .05, ηp2= .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.

Published
2024
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30. Building Autonomous Social Partners for Autistic Children

Author

Bernardini, Sara, Porayska-Pomsta, Kaska, Smith, Tim J., Avramides, Katerina, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Goebel, Randy, editor, Siekmann, Jörg, editor, Wahlster, Wolfgang, editor, Nakano, Yukiko, editor, Neff, Michael, editor, Paiva, Ana, editor, and Walker, Marilyn, editor

Published
2012
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31. Social Communication between Virtual Characters and Children with Autism

Author

Alcorn, Alyssa, Pain, Helen, Rajendran, Gnanathusharan, Smith, Tim, Lemon, Oliver, Porayska-Pomsta, Kaska, Foster, Mary Ellen, Avramides, Katerina, Frauenberger, Christopher, Bernardini, Sara, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Nierstrasz, Oscar, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Sudan, Madhu, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Vardi, Moshe Y., Series editor, Weikum, Gerhard, Series editor, Goebel, Randy, editor, Siekmann, Jörg, editor, Wahlster, Wolfgang, editor, Biswas, Gautam, editor, Bull, Susan, editor, Kay, Judy, editor, and Mitrovic, Antonija, editor

Published
2011
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35. Modelling Users’ Affect in Job Interviews: Technological Demo

Author

Porayska-Pomsta, Kaśka, Anderson, Keith, Damian, Ionut, Baur, Tobias, André, Elisabeth, Bernardini, Sara, Rizzo, Paola, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Carberry, Sandra, editor, Weibelzahl, Stephan, editor, Micarelli, Alessandro, editor, and Semeraro, Giovanni, editor

Published
2013
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36. Providing Cognitive and Affective Scaffolding Through Teaching Strategies: Applying Linguistic Politeness to the Educational Context

Author

Porayska-Pomsta, Kaska, Pain, Helen, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Dough, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Lester, James C., editor, Vicari, Rosa Maria, editor, and Paraguaçu, Fábio, editor

Published
2004
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37. Modelling Politeness in Natural Language Generation

Author

Porayska-Pomsta, Kaśka, Mellish, Chris, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Dough, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Carbonell, Jaime G., editor, Siekmann, Jörg, editor, Belz, Anja, editor, Evans, Roger, editor, and Piwek, Paul, editor

Published
2004
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39. Using Eye-Tracking and Click-Stream Data to Design Adaptive Training of Children’s Inhibitory Control in a Maths and Science Game

Author

Gauthier, Andrea, Porayska-Pomsta, Kaśka, and Mareschal, Denis

Subjects
Counterintuitive reasoning, Adaptive support, Educational neuroscience, Inhibitory control, Game-based learning, Article
Abstract

Computerised educational neuroscience interventions that train within-domain inhibitory control (IC) can improve children’s counterintuitive reasoning. However, the HCI or adaptive design of such environments often receive less attention. Eye-tracking and click data were used to compare four versions of an IC-training game in terms of their HCI design and potential for supporting adaptive feedback. Our results provide insights for developing an adaptive system to scaffold pupils’ transition towards using IC in un-cued, self-regulated scenarios.

Published
2020

50. Affect in One-to-One Tutoring

Author

Pain, Helen, Porayska-Pomsta, Kaska, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Dough, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Ikeda, Mitsuru, editor, Ashley, Kevin D., editor, and Chan, Tak-Wai, editor

Published
2006
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