Preface for the Special Issue on AI-Supported Education in Computer Science
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Preface for the Special Issue on AI-Supported Education in Computer Science Tiffany Barnes 1 & Kristy Boyer 1 & Sharon I-Han Hsiao 2 & Nguyen-Thinh Le 3 & Sergey Sosnovsky 4
Published online: 23 November 2016 # International Artificial Intelligence in Education Society 2016
Over the last two decades, Computer Science (CS) has emerged as a field of study et al.most all levels of education. Computer science has gone beyond an important skill required for a wide range of modern professions, to become an essential competence for everyday life. CS is a young domain that is still developing effective teaching traditions. CS is also a very dynamic domain, where technologies, skills and even subfields are constantly emerging and evolving, challenging CS education researchers to find ways to promote effective education even while its core concepts are being defined. The critical need to increase access to computer science education is highlighted by President Obama’ BCSforAll^ initiative to provide CS education for all K-12 children in the United States (Smith 2016). Because of the central importance of Computer
* Nguyen-Thinh Le [email protected] Tiffany Barnes [email protected] Kristy Boyer [email protected] Sharon I-Han Hsiao [email protected] Sergey Sosnovsky [email protected]
1
North Carolina State University, Raleigh, NC, USA
2
Arizona State University, Tempe, AZ, USA
3
Humboldt Universität zu Berlin, Berlin, Germany
4
German Research Center for Artificial Intelligence (DFKI), Saarbrücken, Germany
2
Int J Artif Intell Educ (2017) 27:1–4
Science to innovation, it is increasingly important to expand equitable access to CS education. One potential way to reach more people, more effectively lies with effective technology-enhanced learning and teaching approaches, and, especially those enhanced with Artificial Intelligence (AI) techniques. The field of AI-supported education (AIED) covers a wide spectrum of technologies and approaches. Dating back to the 1980’s, researchers in this community were interested in the association between education and AI, what mainly focused on knowledge representation, reasoning and learning (Self 2015, p.5). According to Russell and Norvig (2016), AI includes problem solving, representation and reasoning of certain/uncertain knowledge, machine learning, and communicating, perceiving and acting techniques for designing and developing intelligent agents. More recently, Pinkwart (2015) pointed out that various developments of technology (e.g., sensor technologies, graphics technologies, or cognitive architectures) strongly influence the on-going development of AIED. In this special issue, we broadly define BAI-supported education for Computer Science^ as any CS educational system or techniques supported by AI or technology. The papers published in this special issue address two challenging, and complementary, areas of AI-supported education in Computer Science: the implementation of innovative learning tools and the approaches to apply these tools in real
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