KHANACADEMY’S EXPERIENCE IN INTEGRATING ARTIFICIAL INTELLIGENCE INTO THE EDUCATIONAL PROCESS
DOI:
https://doi.org/10.69691/ax06a226Keywords:
AI, individualized education, Khanmigo, writing skills, digital game, surface learningAbstract
The integration of artificial intelligence (AI) into education has been a hotly debated topic, with many concerned that AI tools like ChatGPT could undermine academic integrity and undermine the learning experience for students. Critics worry that AI could undermine the educational system by making students rely too heavily on it to complete assignments. However, Khan Academy founder Sal Khan argues that AI could revolutionize education, providing every student with a personal tutor and every teacher with a high-level assistant. With the right safeguards, AI can benefit the learning process, not harm it.
References
Akpan, B. (2020). Mastery Learning—Benjamin Bloom. Springer Texts in Education, pp.149–162. doi:https://doi.org/10.1007/978-3-030-43620-9_11.
Aleven, V., Roll, I., McLaren, B.M. and Koedinger, K.R. (2010). Automated, Unobtrusive, Action-by-Action Assessment of Self-Regulation During Learning With an Intelligent Tutoring System. Educational Psychologist, 45(4), pp.224–233. doi:https://doi.org/10.1080/00461520.2010.517740
Arbert Lanchita (2024). Improving Math Achievement: Khan Academy Videos for Grade 7 at Spring Integrated School. https://www.researchgate.net/publication/381394057_Improving_Math_Achievement_Khan_Academy_Videos_for_Grade_7_at_Spring_Integrated_School.
Bender, E. M., Gebru, T., McMillan-Major, A., & Shmitchell, S. (2021). On the dangers of stochastic parrots: Can language models be too big? In Proceedings of the 2021 ACMconference on fairness, accountability, and transparency (pp. 610–623). Association for Computing Machinery.
Fryer, L. & Carpenter, R. (2006). Bots as language learning tools. Language Learning & Technology, 10, 8–14.
Han, Z. (2024). Chatgpt in and for second language acquisition: a call for systematic research. Studies in Second Language Acquisition, 1–6. https://doi.org/10.1017/S0272263124000111
Huang, W., Hew, K.F., & Fryer, L.K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot supported language learning. Computer Assisted Learning, 38, 237–257. https://doi.org/10.1111/jcal.12610.
Morrone, M. (2024). Why AI is no substitute for human teachers. https://www.axios.com/2024/08/15/ai-tutors-learning-education-khan-academy wharton?utm_
Pillay, T. (2024). Kristen DiCerbo. [online] TIME. https://time.com/7012801/kristen-dicerbo/?utm_
Salman “Sal” Khan (2016). Closing Keynote. doi:https://doi.org/10.1145/2851581.2912564.
Shamini Shetye (2024). An Evaluation of Khanmigo, a Generative AI Tool, as a Computer-Assisted Language Learning App. Studies in Applied Linguistics and TESOL, 24(1). doi:https://doi.org/10.52214/salt.v24i1.12869.
Zapata-Ros, M. (2013). The 2 Sigma Problem and Learning Using Technology. https://www.researchgate.net/publication/235955595_The_2_Sigma_Problem_and_Learning_Using_Technology.
Chapelle, C. A. (2017). Evaluation of technology and language learning. In C.A. Chapelle, & Sauro, S. (Eds.), The handbook of technology and second language teaching and learning. https://doi-org.ezproxy.cul.columbia.edu/10.1002/9781118914069.ch25
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Journal of Tamaddun Nuri
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
