A System to Ensure Information Trustworthiness in Artificial Intelligence Enhanced Higher Education
Ali Khan, Umair; Kauttonen, Janne; Aunimo, Lili; V Alamäki, Ari (2024)
Ali Khan, Umair
Kauttonen, Janne
Aunimo, Lili
V Alamäki, Ari
Informing Science Institute
2024
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2024070960900
https://urn.fi/URN:NBN:fi-fe2024070960900
Tiivistelmä
Aim/Purpose
The purpose of this paper is to address the challenges posed by disinformation in an educational context. The paper aims to review existing information assessment techniques, highlight their limitations, and propose a conceptual design for a multimodal, explainable information assessment system for higher education. The ultimate goal is to provide a roadmap for researchers that meets current requirements of information assessment in education.
Background
The background of this paper is rooted in the growing concern over disinformation, especially in higher education, where it can impact critical thinking and decision-making. The issue is exacerbated by the rise of AI-based analytics on social media and their use in educational settings. Existing information assessment techniques have limitations, requiring a more comprehensive AI-based approach that considers a wide range of data types and multiple dimensions of disinformation.
Methodology
Our approach involves an extensive literature review of current methods for information assessment, along with their limitations. We then establish theoretical foundations and design concepts for EMIAS based on AI techniques and knowledge graph theory.
Contribution
We introduce a comprehensive theoretical framework for an AI-based multi-modal information assessment system specifically designed for the education sector. It not only provides a novel approach to assessing information credibility but also proposes the use of explainable AI and a three-pronged approach to information evaluation, addressing a critical gap in the current literature. This
research also serves as a guide for educational institutions considering the deployment of advanced AI-based systems for information evaluation.
Findings
We uncover a critical need for robust information assessment systems in higher education to tackle disinformation. We propose an AI-based EMIAS system designed to evaluate the trustworthiness and quality of content while providing explanatory justifications. We underscore the challenges of integrating this system into educational infrastructures and emphasize its potential benefits, such as improved teaching quality and fostering critical thinking.
Recommendations for Practitioners
Implement the proposed EMIAS system to enhance the credibility of information in educational settings and foster critical thinking among students and teachers.
Recommendations for Researchers
Explore domain-specific adaptations of EMIAS, research on user feedback mechanisms, and investigate seamless integration techniques within existing academic infrastructure.
Impact on Society
This paper’s findings could strengthen academic integrity and foster a more informed society by improving the quality of information in education.
Future Research
Further research should investigate the practical implementation, effectiveness, and adaptation of EMIAS across various educational contexts.
The purpose of this paper is to address the challenges posed by disinformation in an educational context. The paper aims to review existing information assessment techniques, highlight their limitations, and propose a conceptual design for a multimodal, explainable information assessment system for higher education. The ultimate goal is to provide a roadmap for researchers that meets current requirements of information assessment in education.
Background
The background of this paper is rooted in the growing concern over disinformation, especially in higher education, where it can impact critical thinking and decision-making. The issue is exacerbated by the rise of AI-based analytics on social media and their use in educational settings. Existing information assessment techniques have limitations, requiring a more comprehensive AI-based approach that considers a wide range of data types and multiple dimensions of disinformation.
Methodology
Our approach involves an extensive literature review of current methods for information assessment, along with their limitations. We then establish theoretical foundations and design concepts for EMIAS based on AI techniques and knowledge graph theory.
Contribution
We introduce a comprehensive theoretical framework for an AI-based multi-modal information assessment system specifically designed for the education sector. It not only provides a novel approach to assessing information credibility but also proposes the use of explainable AI and a three-pronged approach to information evaluation, addressing a critical gap in the current literature. This
research also serves as a guide for educational institutions considering the deployment of advanced AI-based systems for information evaluation.
Findings
We uncover a critical need for robust information assessment systems in higher education to tackle disinformation. We propose an AI-based EMIAS system designed to evaluate the trustworthiness and quality of content while providing explanatory justifications. We underscore the challenges of integrating this system into educational infrastructures and emphasize its potential benefits, such as improved teaching quality and fostering critical thinking.
Recommendations for Practitioners
Implement the proposed EMIAS system to enhance the credibility of information in educational settings and foster critical thinking among students and teachers.
Recommendations for Researchers
Explore domain-specific adaptations of EMIAS, research on user feedback mechanisms, and investigate seamless integration techniques within existing academic infrastructure.
Impact on Society
This paper’s findings could strengthen academic integrity and foster a more informed society by improving the quality of information in education.
Future Research
Further research should investigate the practical implementation, effectiveness, and adaptation of EMIAS across various educational contexts.