AI-Driven Assessment of Students: Current Uses and Research Trends

Sánchez Prieto, José Carlos; Gamazo García, Adriana; Cruz-Benito, Juan; Therón Sánchez, Roberto; García Peñalvo, Francisco J.

doi:10.1007/978-3-030-50513-4_22

Título

AI-Driven Assessment of Students: Current Uses and Research Trends

Autor(es)

Sánchez Prieto, José Carlos

Gamazo García, Adriana

Cruz-Benito, Juan

Therón Sánchez, Roberto

García Peñalvo, Francisco J.

Palabras clave

Artificial intelligence

Education

Assessment

Algorithmic evaluation

Clasificación UNESCO

5312.04 Educación

1203.17 Informática

Fecha de publicación

2020

Citación

Sánchez-Prieto, J. C., Gamazo, A., Cruz-Benito, J., Therón, R., & García-Peñalvo, F. J. (2020). AI-Driven Assessment of Students: Current Uses and Research Trends. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Design, Experiences. 7th International Conference, LCT 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Copenhagen, Denmark, July 19–24, 2020, Proceedings, Part I (pp. 292-302). Springer Nature. https://doi.org/10.1007/978-3-030-50513-4_22. ISSN 0302-9743. ISSN 1611-3349 (electronic). ISBN 978-3-030-50512-7. ISBN 978-3-030-50513-4 (eBook).

Resumen

During the last decade, the use of AIs is being incorporated into the educational field whether to support the analysis of human behavior in teachinglearning contexts, as didactic resource combined with other technologies or as a tool for the assessment of the students. This proposal presents a Systematic Literature Review and mapping study on the use of AIs for the assessment of students that aims to provide a general overview of the state of the art and identify the current areas of research by answering 6 research questions related with the evolution of the field, and the geographic and thematic distribution of the studies. As a result of the selection process this study identified 20 papers focused on the research topic in the repositories SCOPUS and Web of Science from an initial amount of 129. The analysis of the papers allowed the identification of three main thematic categories: assessment of student behaviors, assessment of student sentiments and assessment of student achievement as well as several gaps in the literature and future research lines addressed in the discussion.

URI

https://hdl.handle.net/10366/148287

ISSN

0302-9743

DOI

10.1007/978-3-030-50513-4_22

Versión del editor

https://doi.org/10.1007/978-3-030-50513-4_22

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