Ethical and Pedagogical Impacts of AI in Education

Artificial Intelligence is becoming pervasive in higher education. While these tools can provide customized intervention and feedback, they may cause ethical risks and sociotechnical implications. Current ethical discussions often focus on established technical issues and overlook further implications from students’ perspectives, which may increase their vulnerability. Taking a student-centered view, we apply the story completion method to understand students’ concerns about the future adoption of various analytics-based AI tools. 71 students elaborated on the provided story stems. A qualitative analysis of their stories reveals students’ perceptions that AIEd may disrupt aspects of the pedagogical landscape such as learner autonomy, learning environments and approaches, interactions and relationships, and pedagogical roles. This study provides an initial insight into student concerns about AIEd and a foundation for future research.