Literature Review

Throughout the literature review, it was clear that a framework on the ethics of artificial intelligence in education (AIED) is needed. Although the research focused on using AIED at an intermediate and high school level, a proposed framework can work across all grade levels. Key themes were drawn from the literature review, such as transparency, privacy, bias, responsibility, and autonomy.  Along with concerns, referenced articles provided many benefits and potential benefits to integrating AIED. The following briefly overviews the emergent themes used to identify a proposed solution.

In terms of challenges with AIED, much of the research included bias in the training data as a major concern (Baidoo-Anu & Owusu Ansah, 2023; Borenstein, 2021; Dimitriadou et Lanitis, 2023; Dwivedi et al., 2023; Holmes, 2022; van Dis et al., 2023; Zhai, 2022). The authors note the importance of recognizing potential biases as large language models  (LLM) use data from many online texts and sources. As most AI currently do not test for bias in data, this concern will remain at the forefront of the discussion on using AIED. A popular LLM, ChatGPT, acknowledges the inability to distinguish between these biases (ChatGPT, personal communication, April 1, 2023).  

Another common theme in the literature review on using AIED is the concern for transparency (Borenstein, 2021; Dimitriadou & Lanitis, 2023; Holmes, 2022; van Dis et al., 2023, Zhai, 2022). The articles highlight the need for clear consent, understanding of data collection and pedagogical purposes, and to address the privacy issue surrounding using AIED. Additionally, the articles raise important research questions about data collection, storage, and the responsibility of educators to protect student data.

Although our focus is on addressing the challenges of AIED and ensuring a framework available to assist stakeholders in navigating AIED effectively, the research provided a wealth of benefits to using AIED. Many articles highlight using AIED to personalize student tutoring or scaffolding (Baidoo-Anu & Owusu Ansah, 2023; Dimitriadou & Lanitis, 2023; Dwivedi et al., 2023, Kasnici et al., 2023; Tlili et al., 2023). Additional benefits to AIED are in task management, such as attendance, alertness, and grading (Baidoo-Anu & Owusu Ansah, 2023; Dimitriadou & Lanitis, 2023; Kasnici et al., 2023; Sok & Heng, 2023; University of Denver Office of Teaching and Learning, (n.d.); Zhai, 2022).  It is important to create a framework to navigate the use of AIED while continuing to allow the autonomy of the educator. 

After reviewing the literature on the subject, it is clear that there is a pressing need for a framework that defines the ethical considerations surrounding AIED. The review uncovered several key themes that must be addressed within the framework, including transparency, privacy, bias, responsibility, and autonomy. Despite some concerns, numerous articles emphasized the benefits and advantages of incorporating AIED into education. To tackle the ethical considerations related to using AIED in education, the themes that emerged from the literature review were used as a guide to propose a potential solution.