04704ntm a22005897i 4500 000698539 CZ-PrVSE 20230604085439.0 m d cr n|||||||||| 230604s2023 xr fsbm 000 0 eng d NEZPRACOVANÝ IMPORT ABA006 cze ABA006 ABA006 rda Steinbartová, Kamila ISIS:135608 dis Etická evaluace umělé inteligence ve vysokoškolském vzdělávání na základě uživatelských zkušeností eng An Ethical Evaluation of Artificial Intelligence in Higher Education : A User-Experience Approach Kamila Steinbartová 2023 ?? stran : digital, PDF soubor Vedoucí práce: Ondřej Vadinský Diplomová práce (Ing.)—Vysoká škola ekonomická v Praze. Fakulta informatiky a statistiky, 2023 Obsahuje bibliografii Textový (vysokoškolská kvalifikační práce) Rok obhajoby 2023 As artificial intelligence (AI) technology becomes increasingly prevalent in higher education, there is a growing need to address the ethical implications of its use. This master's thesis takes a user-experience approach to evaluate the ethical implications of artificial intelligence in education (AIED), which encompasses a variety of AI-powered applications used in teaching and learning. The study employs a mixed-methods approach, combining qualitative and quantitative research techniques, to gain a comprehensive understanding of the student experience with AIED. A literature review and a pilot test including 10 semi-structured interviews identified the 13 most commonly used categories of AIED among university students, including grammar and spelling correctors, machine translators, paraphrasing tools, and language learning applications. The online survey conducted among 301 university students discovered that the majority of university students (77%) use AIED applications on a regular basis, highlighting the widespread use and present relevance of AIED in today’s higher education. Additionally, based on the results of the survey, the average adherence level of AIED to Aiken and Epstein's ten ethical principles was found to be 59%. Principle 1, which stresses the importance of designing AIED to encourage user motivation and prevent demoralization, exhibited the highest adherence rate of 69%. By contrast, principle 2, which focuses on promoting collaborative learning and human interaction through AIED, showed the lowest adherence rate of 44%. The respondents’ area of origin was found to have a significant impact, with Eastern European respondents reporting higher adherence means than those from North America. Furthermore, the study finds a statistically significant relationship between the frequency of use of intelligent grammar correctors and perceived adherence to the ethical principles, as respondents who regularly used grammar correctors had a higher adherence rating than those who did not. This study’s findings provide a stepping stone towards the development and enforcement of better ethics guidelines and practices for the development and use of AIED in higher education. Způsob přístupu: Internet kognitivní informatika [obor dipl. práce] diplomové práce fd132022 czenas master's theses eczenas artificial intelligence in education adherence to ethical principles ethical guidelines and practices higher education AI AIED Vadinský, Ondřej ISIS:43066 ths Sigmund, Tomáš vse2015871538 opn Vysoká škola ekonomická v Praze. Fakulta informatiky a statistiky kn20010709399 dgg https://insis.vse.cz/zp/78727/podrobnosti VŠKP v InSIS https://insis.vse.cz/zp/78727 Hlavní práce https://insis.vse.cz/zp/78727/posudek/vedouci Hodnocení vedoucího https://insis.vse.cz/zp/78727/posudek/oponent/77765 Oponentura https://insis.vse.cz/zp/78727/priloha/25778 Přiloha k práci https://insis.vse.cz/zp/78727/priloha/25779 Přiloha k práci https://insis.vse.cz/zp/78727/priloha/25780 Přiloha k práci https://insis.vse.cz/zp/78727/priloha/25781 Přiloha k práci https://insis.vse.cz/zp/78727/podrobnosti dc:identifier NEPOSILAT VSKP vse78727 230602 78727