A Holistic Perspective on the AI-Education Nexus: A Science Mapping Study
This study examines how the relationship between artificial intelligence (AI) and education in scientific literature is evolving around common key concepts. For this purpose, the science mapping method was employed. Data were obtained from the Web of Science Core Collection. The search terms include...
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| Format: | Article |
| Language: | English |
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Tokat Gaziosmanpasa University
2024-11-01
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| Series: | Uluslararası Türk Eğitim Bilimleri Dergisi |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/en/download/article-file/4097383 |
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| Summary: | This study examines how the relationship between artificial intelligence (AI) and education in scientific literature is evolving around common key concepts. For this purpose, the science mapping method was employed. Data were obtained from the Web of Science Core Collection. The search terms included “artificial intelligence,” “education,” “instruction,” and “teaching,” as well as "OpenAI," "ChatGPT," and "Chatbot." Bibliographic data from 14,682 scientific documents were extracted, forming the dataset for this study. Analyses were conducted using the VOSviewer software tool, and co-occurrence analyses were performed on the data. These analyses produced both co-occurrence maps and detailed outputs. With the contribution of these outputs, the general and emerging concepts in the map were identified. The results indicate that the AI-education relationship is predominantly discussed in the context of instructional methods rather than as a technology or tool. In recent years, this discourse has particularly enriched and deepened in related fields, learning environments/contexts, issues/skills related to teaching and learning, and research. This richness supports the AI-education relationship from pedagogical integration, applicability, and ethics perspectives. Additionally, it strengthens the theoretical foundations of this relationship by linking it to educational technology and incorporating socio-psychological elements. However, there remains potential for further development in areas such as impact dynamics and human-AI collaboration |
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| ISSN: | 2148-2314 |