Artificial intelligence in higher education: the state of the field

This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the...

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Bibliographic Details
Published in:	International Journal of Educational Technology in Higher Education Vol. 20; no. 1; p. 22
Main Authors:	Crompton, Helen, Burke, Diane
Format:	Journal Article
Language:	English
Published:	Cham Springer International Publishing 01.12.2023 Springer Nature B.V SpringerOpen
Subjects:	Artificial Intelligence Assistants Coding College students Computer Appl. in Social and Behavioral Sciences Computer assisted language learning Computer Science Computers and Education Education Educational Technology Evaluation Higher Education Humanities Information Systems Applications (incl.Internet) Law Learning Research Article Researchers Scholarship Statistics for Social Sciences Students Systematic review Tests Trends Tutoring Undergraduate students Undergraduate study Vocabulary Vocabulary Development Vocabulary learning United States > US China AI Systematic review Higher education Artificial Intelligence
ISSN:	2365-9440, 2365-9440
Online Access:	Get full text
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Abstract	This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 and 2022, publications rose nearly two to three times the number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have emerged. The findings show that research was conducted in six of the seven continents of the world. The trend has shifted from the US to China leading in the number of publications. Another new trend is in the researcher affiliation as prior studies showed a lack of researchers from departments of education. This has now changed to be the most dominant department. Undergraduate students were the most studied students at 72%. Similar to the findings of other studies, language learning was the most common subject domain. This included writing, reading, and vocabulary acquisition. In examination of who the AIEd was intended for 72% of the studies focused on students, 17% instructors, and 11% managers. In answering the overarching question of how AIEd was used in HE, grounded coding was used. Five usage codes emerged from the data: (1) Assessment/Evaluation, (2) Predicting, (3) AI Assistant, (4) Intelligent Tutoring System (ITS), and (5) Managing Student Learning. This systematic review revealed gaps in the literature to be used as a springboard for future researchers, including new tools, such as Chat GPT. Highlights A systematic review examining AIEd in higher education (HE) up to the end of 2022. Unique findings in the switch from US to China in the most studies published. A two to threefold increase in studies published in 2021 and 2022 to prior years. AIEd was used for: Assessment/Evaluation, Predicting, AI Assistant, Intelligent Tutoring System, and Managing Student Learning.
AbstractList	This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 and 2022, publications rose nearly two to three times the number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have emerged. The findings show that research was conducted in six of the seven continents of the world. The trend has shifted from the US to China leading in the number of publications. Another new trend is in the researcher affiliation as prior studies showed a lack of researchers from departments of education. This has now changed to be the most dominant department. Undergraduate students were the most studied students at 72%. Similar to the findings of other studies, language learning was the most common subject domain. This included writing, reading, and vocabulary acquisition. In examination of who the AIEd was intended for 72% of the studies focused on students, 17% instructors, and 11% managers. In answering the overarching question of how AIEd was used in HE, grounded coding was used. Five usage codes emerged from the data: (1) Assessment/Evaluation, (2) Predicting, (3) AI Assistant, (4) Intelligent Tutoring System (ITS), and (5) Managing Student Learning. This systematic review revealed gaps in the literature to be used as a springboard for future researchers, including new tools, such as Chat GPT. This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 and 2022, publications rose nearly two to three times the number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have emerged. The findings show that research was conducted in six of the seven continents of the world. The trend has shifted from the US to China leading in the number of publications. Another new trend is in the researcher affiliation as prior studies showed a lack of researchers from departments of education. This has now changed to be the most dominant department. Undergraduate students were the most studied students at 72%. Similar to the findings of other studies, language learning was the most common subject domain. This included writing, reading, and vocabulary acquisition. In examination of who the AIEd was intended for 72% of the studies focused on students, 17% instructors, and 11% managers. In answering the overarching question of how AIEd was used in HE, grounded coding was used. Five usage codes emerged from the data: (1) Assessment/Evaluation, (2) Predicting, (3) AI Assistant, (4) Intelligent Tutoring System (ITS), and (5) Managing Student Learning. This systematic review revealed gaps in the literature to be used as a springboard for future researchers, including new tools, such as Chat GPT. Highlights A systematic review examining AIEd in higher education (HE) up to the end of 2022. Unique findings in the switch from US to China in the most studies published. A two to threefold increase in studies published in 2021 and 2022 to prior years. AIEd was used for: Assessment/Evaluation, Predicting, AI Assistant, Intelligent Tutoring System, and Managing Student Learning. This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 and 2022, publications rose nearly two to three times the number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have emerged. The findings show that research was conducted in six of the seven continents of the world. The trend has shifted from the US to China leading in the number of publications. Another new trend is in the researcher affiliation as prior studies showed a lack of researchers from departments of education. This has now changed to be the most dominant department. Undergraduate students were the most studied students at 72%. Similar to the findings of other studies, language learning was the most common subject domain. This included writing, reading, and vocabulary acquisition. In examination of who the AIEd was intended for 72% of the studies focused on students, 17% instructors, and 11% managers. In answering the overarching question of how AIEd was used in HE, grounded coding was used. Five usage codes emerged from the data: (1) Assessment/Evaluation, (2) Predicting, (3) AI Assistant, (4) Intelligent Tutoring System (ITS), and (5) Managing Student Learning. This systematic review revealed gaps in the literature to be used as a springboard for future researchers, including new tools, such as Chat GPT.HighlightsA systematic review examining AIEd in higher education (HE) up to the end of 2022.Unique findings in the switch from US to China in the most studies published.A two to threefold increase in studies published in 2021 and 2022 to prior years.AIEd was used for: Assessment/Evaluation, Predicting, AI Assistant, Intelligent Tutoring System, and Managing Student Learning. Abstract This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 and 2022, publications rose nearly two to three times the number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have emerged. The findings show that research was conducted in six of the seven continents of the world. The trend has shifted from the US to China leading in the number of publications. Another new trend is in the researcher affiliation as prior studies showed a lack of researchers from departments of education. This has now changed to be the most dominant department. Undergraduate students were the most studied students at 72%. Similar to the findings of other studies, language learning was the most common subject domain. This included writing, reading, and vocabulary acquisition. In examination of who the AIEd was intended for 72% of the studies focused on students, 17% instructors, and 11% managers. In answering the overarching question of how AIEd was used in HE, grounded coding was used. Five usage codes emerged from the data: (1) Assessment/Evaluation, (2) Predicting, (3) AI Assistant, (4) Intelligent Tutoring System (ITS), and (5) Managing Student Learning. This systematic review revealed gaps in the literature to be used as a springboard for future researchers, including new tools, such as Chat GPT.
ArticleNumber	22
Author	Burke, Diane Crompton, Helen
Author_xml	– sequence: 1 givenname: Helen orcidid: 0000-0002-1775-8219 surname: Crompton fullname: Crompton, Helen email: crompton@odu.edu organization: Department of Teaching and Learning, Old Dominion University, RIDIL, ODUGlobal – sequence: 2 givenname: Diane surname: Burke fullname: Burke, Diane organization: ODUGlobal
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Snippet	This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022.... Abstract This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to...
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SubjectTerms	Artificial Intelligence Assistants Coding College students Computer Appl. in Social and Behavioral Sciences Computer assisted language learning Computer Science Computers and Education Education Educational Technology Evaluation Higher Education Humanities Information Systems Applications (incl.Internet) Law Learning Research Article Researchers Scholarship Statistics for Social Sciences Students Systematic review Tests Trends Tutoring Undergraduate students Undergraduate study Vocabulary Vocabulary Development Vocabulary learning
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Title	Artificial intelligence in higher education: the state of the field
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