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- Convenors:
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Mohd Sameen Chishti
(NTNU)
Abir Lal Mazumder (University of Hyderabad, India)
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- Chair:
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Abhishek Dwivedi
(South Asian University)
Short Abstract:
The panel invites papers which explore change in the pattern and nature of learning that AI generated environments brings into pedagogical teaching. How do children, parents and teachers perceive this mode of learning.
Long Abstract:
This panel invites papers that explore the impact of AI-enabled immersive environments on child education from an anthropological perspective. We are particularly interested in papers that examine the following:
-How do AI-generated environments change the patterns and nature of learning?
-How do children and parents perceive this mode of learning?
-What are the pedagogical challenges for teachers in such a mode of teaching?
-Is this technology universal and does it warrant a major upheaval of the mode of enculturated learning in future?
Anthropology can offer a number of valuable insights into the impact of AI-enabled immersive environments on child education. For example, anthropologists can study how children from different cultures interact with AI-generated environments. They can also examine the social and cultural implications of this new technology for teaching and learning.
Anthropologists can also play an important role in ensuring that AI-enabled immersive learning is used in a responsible and ethical way. For example, anthropologists can help to develop guidelines for the use of AI in the classroom and can work with educators to ensure that AI-generated environments are inclusive and accessible to all children.
We encourage researchers from a variety of disciplines, including anthropology, education, psychology, and computer science, to submit papers to this panel. We believe that this panel will provide a valuable opportunity to explore the complex and important relationship between AI, education, and anthropology.
Accepted papers:
Session 1 Tuesday 25 June, 2024, -Kiptoch Ndiema (Kenyatta University)
Paper short abstract:
This study presents the controversial claim of how OpenAI’s ChatGpt can revolutionize ethnographic research. The paper analyzes its capabilities and limitations, it discusses the potential of AI to replace human ethnographers, argues incorporating AI tools while upholding ethical standards.
Paper long abstract:
This research paper discusses the advancement of technology that has led to conflict between artificial intelligence (Ai) and ethnography, examining the transformative impact of generative AI models like ChatGpt. It explores the capabilities and limitations of AI in regards to revolutionizing ethnographic research, as it challenges the traditional role of human ethnographers. Further, the influence on teaching ethnography is examined, depicting AI’s disruptive ability as a pedagogical tool that reshapes established norms. Case studies analyzed illustrate how integrating generative AI into teaching practices opens new avenues for students’ interaction with ethnographic principles. The study also advocates for ethical considerations such as eliminating bias and ensuring transparency as a guide for educators in responsible AI integration. In addition, the paper looks into a significant subject of the practical implications of AI as it enhances efficiency in ethnographic fieldwork, addressing both benefits and challenges. Besides, the research emphasizes on the need for a balanced approach, as it fosters for synthesis of human intuition and AI capabilities in ethnographic process. The paper rejects the notion of AI replacing human ethnographer, as it champions a symbiotic relationship that preserves interpretive depth and cultural sensitivity. Therefore, the discourse aims to guide educators, researchers, and practitioners on AI’s integration into ethnography while upholding the essential ethos of ethnographic inquiry.
Ravshish Kaur Kohli (Amity Institute of Forensic Sciences, Amity University)
Paper short abstract:
Artificial Intelligence (AI) is increasingly playing a significant role in transforming the education sector. This involves assessing features that facilitate collaborative learning, discussion forums, and knowledge sharing among learners from different cultural backgrounds.
Paper long abstract:
Artificial Intelligence (AI) is increasingly playing a significant role in transforming the education sector. This involves assessing features that facilitate collaborative learning, discussion forums, and knowledge sharing among learners from different cultural backgrounds. When examining the dimensions of Educational Technology (EdTech) platforms in the context of anthropology, it's important to consider various aspects that intersect with both technology and the study of human societies. Furthermore, AI can analyze students' learning patterns and tailor educational content to match their individual needs, pacing, and style. It can also provide instant feedback on assignments, helping students understand their mistakes and areas for improvement. This paper explores how EdTech platforms foster community engagement and social learning within the context of anthropology. AI tools can assist in cross-cultural research collaboration by analyzing data from various sources, identifying commonalities, and promoting a better understanding of educational practices worldwide. AI algorithms can generate educational content, quizzes, and exercises based on the curriculum and learning objectives. AI can be utilized to develop educational programs and tools that enhance cultural competency among educators, helping them understand and navigate the cultural backgrounds of their students. In addition, this paper explores features that facilitate cross-cultural collaboration and communication on EdTech platforms. This involves assessing the effectiveness of communication tools, virtual collaboration spaces, and ways in which technology supports global educational partnerships.