The DOI matches its Crossref record; 64 of the 65 references it cites were found in a registry or an index.
Designing for Complementarity: Teacher and Student Needs for Orchestration Support in AI-Enhanced Classrooms
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“Indeed, a proliferation of studies has revealed the emergence of contrasting ethical themes relating to general AI and AIED, most of which are associated with the liability of data across settings, such as in higher education (Zawacki-Richter et al., 2019), K-12 (Holstein et al., 2019), schools (Luckin, 2017), and subjects (Hwang & Tu, 2021).”
From Ethical principles for artificial intelligence in education (2023) · cites this paper as Holstein et al., 2019
Citations
Cites
Contextual Design: Defining Customer-Centered Systems
Beyer, H. R., & Holtzblatt, K. (1997) · Cited by 2,748
Guidelines for Human-AI Interaction
Amershi, S., Weld, D., Vorvoreanu, M., Fourney, A., Nushi, B., Collisson, P., Suh, J., Iqbal, S., Bennett, P. N., Inkpen, K., et al. (2019) · Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3290605.3300233 · Cited by 2,439
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Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review
Kulik, J. A., & Fletcher, J. D. (2016) · Review of Educational Research · doi:10.3102/0034654315581420 · Cited by 930
Muller, M. J., & Kuhn, S. (1993) · Communications of the ACM · doi:10.1145/153571.255960 · Cited by 909
Intelligent tutoring systems and learning outcomes: A meta-analysis
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014) · Journal of Educational Psychology · doi:10.1037/a0037123 · Cited by 840
Cognitive Tutor: Applied research in mathematics education
RITTER, S., Anderson, J. R., Koedinger, K. R., & Corbett, A. T. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194060 · Cited by 512
Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher–AI Complementarity
Holstein, K., McLaren, B. M., & Aleven, V. A. W. M. M. (2019) · Journal of Learning Analytics · doi:10.18608/jla.2019.62.3 · Cited by 429
Self-citationStupid tutoring systems, intelligent humans
Baker, R. S. (2016) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-016-0105-0 · Cited by 425
Research works printed but not linked: 2
- Mulligan, D.K., King, J.: Bridging the gap between privacy and design. U. Pa. J. Const. L. 14, 989 (2011)
- Watters, A.: The Monsters of Education Technology. Smashwords Edition (2014)
Cited by
Sorted by citations
Ethics of AI in Education: Towards a Community-Wide Framework
Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B., Santos, O. C., Rodrigo, M. T., Cukurova, M., Bittencourt, I. I., et al. (2022) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-021-00239-1 · Cited by 1,437
“In addition, there remains limited research into what teachers and students actually want from AIED systems such as requirements around student agency and privacy about which teachers and students might not agree (Holstein et al. 2019).”
BackgroundSelf-citationEthical principles for artificial intelligence in education
Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B.-P. T. (2023) · Education and Information Technologies · doi:10.1007/s10639-022-11316-w · Cited by 1,228
“Indeed, a proliferation of studies has revealed the emergence of contrasting ethical themes relating to general AI and AIED, most of which are associated with the liability of data across settings, such as in higher education (Zawacki-Richter et al., 2019), K-12 (Holstein et al., 2019), schools (Luckin, 2017 ), and su…”
BackgroundAI literacy in K-12: a systematic literature review
Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023) · International Journal of STEM Education · doi:10.1186/s40594-023-00418-7 · Cited by 724
“, 2020), their opinions on the tools that support the teaching–learning process in AI (Holstein et al., 2019) and their teacher training in technologies (Cheung et al, 2018; Jaskie et al.”
BackgroundInfluentialMadaio, M. A., Stark, L., Wortman Vaughan, J., & Wallach, H. (2020) · Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3313831.3376445 · Cited by 436
Leading teachers' perspective on teacher-AI collaboration in education
Kim, J. (2024) · Education and Information Technologies · doi:10.1007/s10639-023-12109-5 · Cited by 376
Metadata
- Authors
- Holstein, K., McLaren, B. M., & Aleven, V.
- Affiliations
- Carnegie Mellon University (US)
- Corresponding author
- Holstein, Kenneth
- Venue
- Lecture Notes in Computer Science
- Publisher
- Springer International Publishing
- Published
- 2019
- Pages
- 157-171
- ISSN
- 0302-9743 (ISSN-L)
- 1611-3349
- OpenAlex
- W2952696298
- Cited by
- 189
- References
- 65
- Citations by year
- 2026: 46 · 2025: 45 · 2024: 29 · 2023: 21 · 2022: 21 · 2021: 14 · 2020: 12 · 2019: 1
- FWCI
- 4.59
- Type
- conference paper
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Lecture notes in computer science (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Education › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- human-AI collaboration, artificial intelligence in education, K-12 education, teacher needs, student needs, AI tutors, human tutoring, student motivation, emotional support, human-centered design
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