A Systematic Review on Artificial Intelligence in Supporting Teaching Practice
Lehong Shi, Ikseon Choi
Abstract
Abstract A burgeoning scholarly interest has emerged in exploring the roles of artificial intelligence (AI) in education. To enhance our understanding of how AI has supported and transformed teaching practices, we systematically reviewed the literature on AI in teaching studies according to the proposed three-dimensional framework. Through analyzing forty-four eligible studies, we categorized five types of AI applications in supporting teaching. Across various AI applications, we categorized three salient pedagogical roles of AI in supporting and enhancing teaching practices, namely (1) AI as an instructional partner, (2) AI as an evaluative partner, and (3) AI as a pedagogical decision partner. Furthermore, the technological characteristics of AI in teaching were identified, encompassing AI–teacher interactivity, AI automaticity, and AI autonomy, collectively constituting the distinctive profile of AI technology in teaching. By shedding light on the current research foci and identifying literature gaps of AI in supporting teaching practices, this study provides valuable insights on shaping and informing the discourse concerning AI’s transformative impact on instructional paradigms and pedagogical innovations.