The Theory Framework of AIED： the Symmetric Hypothesis between Learner and Educational Resources ----an Interview with ITS Expert Professor Xiangen Hu
Xiangen Hu is a professor in the Department of Psychology， Department of Electrical and Computer Engineering and Computer Science Department at The University of Memphis ( UofM) and senior researcher at the Institute for Intelligent Systems (IIS) at the UofM and is professor， and he is the Dean of the School of Psychology at Central China Normal University ( CCNU) and a senior researcher in the Chinese Ministry of Education ^ s Key Laboratory of Adolescent Cyberpsychology and Behavior. His primary research areas include Mathematical Psychology， Research Design and Statistics y Cognitive Psychology， Artificial Intelligence^ AI) and Intelligent Tutoring System^ ITS). This article is based on the interview of Professor Hu Xiangen while attending the n Education Big Science Frontier Forum (///) - General Artificial Intelligence^AGI) Annual Conference in China＂. As a state-of-the-art technology that has attracted so much attention， Artificial Intelligence^AI) has been hotly discussed in the field of education. However，the technology is more concerned application problems but not theoretical issues. Thus， how can we fully utilize the advantages of AI to integrate it into education， rather than re-entering the hollow traps that come with the fashionable technologies such as cloud computing and big data^ Professor Hu believes that we should change some basic beliefs thoroughly. He proposes a new theory framework to beat the application of AIED ： the Symmetry Hypothesis of Learners and Educational Resources， that is， learners can be nurtured in the interaction of Educational Resources ( Teaching Content， Learning Environment，Interaction Mechanism and Learning Process) Optimization， while educational resources can also be improved in the same interaction. The theory framework examines the relationship between learners and learning resources from a brand-new perspective. It believes that educational resources are not only passively，rigidly，and statically involved in learning process，but are constantly adapting and dynamically improving themselves. Therefore，under the support of this theory framework， AI can be integrated with educational resources， making the rigid and boring online learning system have the role of “ personified-tion”，which greatly improves the effect of tutoring systems. Therefore，the framework has important academic and applied value.
|關鍵詞||人工智能、教育、教育资源、学习者、对称性假设、理论框架、artifical intelligence、education、educational resources、learner、symmetric hypothesis、theory framework、CSSCI|