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Abstract: The progress made by artificial intelligence (AI) worldwide has led, through the Beijing Consensus, UNESCO to recommend to governments, in 2019, to include AI in educational policies and processes. While numerous studies inventory students' and teachers opinions on the use of AI in education (AIEd), this article differs by analysing the factors that influence the behavioural intention to use AI from the training stage of future primary and secondary teachers in Romania. Through exploratory quantitative research, carried out on a sample of 270 students from the Faculty of Education, Social Sciences and Psychology, the interaction of subjects with AI and the intention of integrating AIEd are followed using binary logistic regression. The analysis conducted shows that among the six variables of the model, the confidence in personal ability to use AI and the perception of a greater number of advantages have a positive and significant impact on the willingness to use AI in the educational process, more than being previously used, the knowledge level or student requirements. These findings are of particular importance for the revision of teacher training programmes and the development of educational policies that increase the confidence of future teachers in the ability to use AI, eliminating fears or misconceptions about AI.
Abstract: Artificial intelligence (AI) technologies have developed rapidly, and generative AI in particular challenges human creativity. Therefore, people's perspectives about this transformative change involving creativity and art must be examined. We investigated attitudes toward using AI in art from the perspective of self-determination theory. We used data from a two-wave survey of Finnish respondents aged 18–80 years (n = 828) to analyze within- and between-person effects using hybrid multilevel regression modelling. We measured positive attitudes toward using AI in (a) the art and culture field in general, (b) music, (c) visual arts, (d) detecting forged art, and (e) creating art. The main independent variables were the basic psychological needs (perceived relatedness, autonomy, and competence) in using new technologies. The results showed that participants were less positive toward using AI in the art and culture field in general compared to many other fields, such as medicine and building and real estate technology. Stronger relatedness had within- and between-person effects on positive attitudes on using AI in the art and culture field in general, as well as in music, visual arts, and creating art. Stronger autonomy had within- and between-person effects on positive attitudes on using AI in detecting forged art and creating art. The results indicate that human needs for relatedness and autonomy are important in attitudes toward using AI in art. Hence, positive personal experiences with the use of new technology are likely to affect how people perceive the introduction of AI to the art field, which has been considered the last human frontier in the technological world.
Abstract: Artificial intelligence (AI) in education (AIED) has evolved into a substantial body of literature with diverse perspectives. In this review paper, we seek insights into three critical questions: (1) What are the primary categories of AI applications explored in the education field? (2) What are the predominant research topics and their key findings? (3) What is the status of major research design elements, including guiding theories, methodologies, and research contexts? A bibliometric analysis of 2,223 research articles followed by a content analysis of selected 125 papers reveals a comprehensive conceptual structure of the existing literature. The extant AIED research spans a wide spectrum of applications, encompassing those for adaptive learning and personalized tutoring, intelligent assessment and management, profiling and prediction, and emerging products. Research topics delve into both the technical design of education systems and the examination of the adoption, impacts, and challenges associated with AIED. Furthermore, this review highlights the diverse range of theories applied in the AIED literature, the multidisciplinary nature of publication venues, and underexplored research areas. In sum, this research offers valuable insights for interested scholars to comprehend the current state of AIED research and identify future research opportunities in this dynamic field.
Abstract: This article synthesizes recent research connected to how cultural identity can determine responses to artificial intelligence. National differences in AI adoption imply that culturally-driven psychological differences may offer a nuanced understanding and interventions. Our review suggests that cultural identity shapes how individuals include AI in constructing the self in relation to others and determines the effect of AI on key decision-making processes. Individualists may be more prone to view AI as external to the self and interpret AI features to infringe upon their uniqueness, autonomy, and privacy. In contrast, collectivists may be more prone to view AI as an extension of the self and interpret AI features to facilitate conforming to consensus, respond to their environment, and protect privacy.
Abstract: Fandom as an interpretive community is the frontier for rich insights into the multi-layered interactions and practices between individual users, communities and intelligent machines. To understand the challenges and opportunities Artificial Intelligence (AI) presents to contemporary media and culture, we discuss how fans engage with AI, as fandom provides meaningful insights into interactions between individual technology users, the collective and machines. We propose rethinking participatory culture as human–community–machine interactions to understand the wider implications of AI to society and culture. We outline three emerging phenomena and potential consequences of fans’ engagement with AI: (1) fan labour made (un)easy, (2) parasocial interactions (un)familiarised and (3) realities (un)settled. Our conceptualisation transcends existing computer science research, which assumes technology users as isolated individuals and also fan studies, which largely focus on text-audience relationships and tend to take digital technologies for granted as the preconditions of fans’ creative and playful practices.
Abstract: The legislation of the European Union increasingly focuses on expanding the scope of works protected by intellectual property rights, including literary works, music, films, and phonograms. The breakthrough in artificial intelligence (AI) has contributed significantly to creating works of art with little or no human intervention. The article examines the current situation of EU copyright law and Vietnamese law regarding AI-generated works. The article concludes that EU law governs copyright for these works based on the extent of human contribution to the creation of the work. Meanwhile, Vietnamese law still needs to resolve the issue of intellectual property rights for works created by AI.
Abstract: This paper explores public attitudes towards the social impact of artificial intelligence in the European Union. The premises of the study are that the cultural dimensions, as outlined by Inglehart-Welzel, have an intricate relationship with the way people perceive technology. The analysis aims to explore how national-level data from the Eurobarometer aligns with culture and explain the relationship drawing on concepts derived from the sociology of technology. The results show that public attitudes towards AI are multifaceted and influenced by various cultural mechanisms, highlighting the importance of taking a holistic approach to the implementation and regulation of artificial intelligence. Our findings can guide policymakers, tech developers, and educators alike, in promoting, respecting, and shaping deep-rooted cultural beliefs and values among the European nations.
Abstract: This article explores the impact of integrating artificial intelligence (AI) into film editing, a field that has gradually adopted semi- and fully automated techniques, marking a turning point in film narrative and montage techniques. The study undertakes a systematic literature review and conducts fifteen semi-structured interviews with professional film editors in Spain to investigate how AI might transform workflows in film editing, in general, and documentary filmmaking, in particular. AI’s potential as a complementary tool in the management and organization of large volumes of material is discussed, while growing interest is highlighted in the development of more interactive, more dynamic interfaces. Finally, the study stresses the need for future research to broaden its current scope, further exploring the practical applications of AI-driven film editing and addressing both the ethical and creative concerns associated with its use.
Abstract: Although the empowerment of technology is of great value to society, little is known about its downstream effects on consumers' decisions. This research draws on the expectation–confirmation theory and autonomy in artificial intelligence (AI) and investigates how AI (vs. autonomous choice) has detrimental effects on consumer outcomes, creating an autonomy-technology tension — i.e., the conflict arising from AI technology diminishing consumers' autonomy in their choices. Four studies using a mixed-method approach reveal that the use of AI recommendations in streaming platforms creates an autonomy-technology tension that reduces consumers' performance expectancy, thus lowering their satisfaction. However, such effects are contingent on the nature of the AI recommendations. While a mismatch between AI recommendations and consumer preferences might backfire, AI's negative effect is mitigated when choices match consumers' preferences. We make significant theoretical and practical contributions to empirical research on consumers' sense of autonomy while interacting with AI.
Abstract: In light of fast‐growing popular, political and professional discourses around AI in education, this article outlines five broad areas of contention that merit closer attention in future discussion and decision‐making. These include: (1) taking care to focus on issues relating to 'actually existing' AI rather than the overselling of speculative AI technologies; (2) clearly foregrounding the limitations of AI in terms of modelling social contexts, and simulating human intelligence, reckoning, autonomy and emotions; (3) foregrounding the social harms associated with AI use; (4) acknowledging the value‐driven nature of claims around AI; and (5) paying closer attention to the environmental and ecological sustainability of continued AI development and implementation. Thus, in contrast to popular notions of AI as a neutral tool, the argument is made for engaging with the ongoing use of AI in education as a political action that has varying impacts on different groups of people in various educational contexts.
Abstract: Technologies based on artificial intelligence (AI) represent a crucial governance challenge for policymakers. This study contributes to the understanding of how states plan to govern AI with respect to the role they assume and to the way they develop AI in a responsible manner. In different policy instruments across 22 countries plus the European Union, there is considerable variation in how governments approach the governance of AI, both regarding the policy measures proposed and their focus on public responsibility. Analysing a set of policy instruments we find multiple modes of AI governance, with the major difference being between self-regulation-promoting and market-based approaches, and a combination of entrepreneurial and regulatory governance approaches. Our analysis also indicates that the approach to public responsibility is largely independent of the chosen policy mix of AI governance. Therefore, responsibility seems to be a cross-cutting issue that cannot be tied to a specific approach of states towards technology.
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