1st Edition

Artificial Intelligence in STEM Education The Paradigmatic Shifts in Research, Education, and Technology

    460 Pages 113 B/W Illustrations
    by CRC Press

    Artificial intelligence (AI) opens new opportunities for STEM education in K-12, higher education, and professional education contexts. This book summarizes AI in education (AIED) with a particular focus on the research, practice, and technological paradigmatic shifts of AIED in recent years. 

    The 23 chapters in this edited collection track the paradigmatic shifts of AIED in STEM education, discussing how and why the paradigms have shifted, explaining how and in what ways AI techniques have ensured the shifts, and envisioning what directions next-generation AIED is heading in the new era. As a whole, the book illuminates the main paradigms of AI in STEM education, summarizes the AI-enhanced techniques and applications used to enable the paradigms, and discusses AI-enhanced teaching, learning, and design in STEM education. It provides an adapted educational policy so that practitioners can better facilitate the application of AI in STEM education. 

    This book is a must-read for researchers, educators, students, designers, and engineers who are interested in the opportunities and challenges of AI in STEM education.

    Section I: AI-Enhanced Adaptive, Personalized Learning

    1. Artificial intelligence in STEM education: current developments and future considerations

    Fan Ouyang, Pengcheng Jiao, Amir H. Alavi, Bruce M. McLaren

    2. Towards a deeper understanding of K-12 students' CT and engineering design processes

    Gautam Biswas, Nicole M Hutchins

    3. Intelligent science stations bring AI tutoring into the physical world

    Nesra Yannier, Scott E. Hudson, Kenneth R. Koedinger

    4. Adaptive Support for Representational Competencies during Technology-Based Problem Solving in STEM

    Martina A. Rau

    5. Teaching STEM subjects in non-STEM degrees: An adaptive learning model for teaching Statistics

    Daniela Pacella, Rosa Fabbricatore, Alfonso Iodice D’Enza, Carla Galluccio, Francesco Palumbo

    6. Removing barriers in self-paced online learning through designing intelligent learning dashboards

    Arta Faramand, Hongxin Yan, M. Ali Akber Dewan, Fuhua Lin

    Section II: AI-Enhanced Adaptive Learning Resources

    7. PASTEL: Evidence-based learning engineering methods to facilitate creation of adaptive online courseware

    Noboru Matsuda, Machi Shimmei, Prithviraj Chaudhuri, Dheeraj Makam, Raj Shrivastava, Jesse Wood, Peeyush Taneja

    8. A Technology-Enhanced Approach for Locating Timely and Relevant News Articles for Context-Based Science Education

    Jinnie Shin, Mark J. Gierl

    9. Adaptive learning profiles in the education domain

    Claudio Giovanni Demartini, Andrea Bosso, Giacomo Ciccarelli, Lorenzo Benussi, Flavio Renga

    Section III: AI-Supported Instructor Systems and Assessments for AI and STEM Education

    10. Teacher orchestration systems supported by AI: Theoretical possibilities and practical considerations

    Suraj Uttamchandani, Haesol Bae, Chen (Carrie) Feng, Krista Glazewski, Cindy E. Hmelo-Silver, Thomas Brush, Bradford Mott, James Lester

    11. The role of AI to support teacher learning and practice: A review and future directions

    Jennifer L. Chiu, James P. Bywater, Sarah Lilly

    12. Learning outcome modeling in computer-based assessments for learning

    Fu Chen, Chang Lu

    13. Designing automated writing evaluation systems for ambitious instruction and classroom integration

    Lindsay Clare Matsumura, Elaine L. Wang, Richard Correnti, Diane Litman

    Section IV: Learning Analytics and Educational Data Mining in AI and STEM Education

    14. Promoting STEM education through the use of learning analytics: A paradigm shift

    Shan Li, Susanne P. Lajoie

    15. Using learning analytics to understand students’ discourse and behaviors in STEM education

    Gaoxia Zhu, Wanli Xing, Vitaliy Popov, Yaoran Li, Charles Xie, Paul Horwitz

    16. Understanding the role of AI and learning analytics techniques in addressing task difficulties in STEM education

    Sadia Nawaz, Emad A. Alghamdi, Namrata Srivastava, Jason Lodge, Linda Corrin

    17. Learning analytics in a Web3D-based inquiry learning environment

    Guangtao Xu

    18. On machine learning methods for propensity score matching and weighting in educational data mining applications

    Juanjuan Fan, Joshua Beemer, Xi Yan, Richard A. Levine

    19. Situating AI (and Big Data) in the Learning Sciences: Moving toward large-scale learning sciences

    Danielle S. McNamara, Tracy Arner, Reese Butterfuss, Debshila Basu Mallick, Andrew S. Lan, Rod D. Roscoe, Henry L. Roediger III, Richard G. Baraniuk

    20. Linking Natural Language Use and Science Performance

    Scott Crossley, Danielle S. McNamara, Jennifer Dalsen, Craig G Anderson, Constance Steinkuehler  

    Section V: Other Topics in AI and STEM Education

    21. Quick Red Fox: An app supporting a new paradigm in qualitative research on AIED for STEM

    Stephen Hutt, Ryan S. Baker, Jaclyn Ocumpaugh, Anabil Munshi, J.M.A.L. Andres, Shamya Karumbaiah, Stefan Slater, Gautam Biswas, Luc Paquette, Nigel Bosch, Martin van Velsen

    22. A systematic review of AI applications in computer-supported collaborative learning in STEM education

    Jingwan Tang, Xiaofei Zhou, Xiaoyu Wan, Fan Ouyang

    23. Inclusion and equity as a paradigm shift for artificial intelligence in education

    Rod D. Roscoe, Shima Salehi, Nia Dowell, Marcelo Worsley, Chris Piech, Rose Luckin


    Dr. Fan Ouyang is a research professor in the College of Education at Zhejiang University. Dr. Ouyang holds a Ph.D. degree from the University of Minnesota. Her research interests are computer-supported collaborative learning, learning analytics and educational data mining, online and blended learning, and artificial intelligence in education. Dr. Ouyang has authored/coauthored more than 30 SSCI/SCI/EI papers and conference publications and worked as PI/co-PI on more than 10 research projects, supported by National Science Foundation of China (NSFC), Zhejiang Province Educational Reformation Research Project, Zhejiang Province Educational Science Planning and Research Project, Zhejiang University-UCL Strategic Partner Funds, etc.

    Dr. Pengcheng Jiao is a research professor in the Ocean College at the Zhejiang University, China. His multidisciplinary research integrates structures and materials, sensing, computing, networking, and robotics to create and enhance the smart ocean. His research interests include mechanical functional metamaterials, SHM and energy harvesting, marine soft robotics and AIEd. In recent years, he has authored/co-authored more than 100 peer-reviewed journal and conference publications and worked as PI/co-PI on more than 10 research projects. 

    Dr. Bruce M. McLaren is an Associate Research Professor at Carnegie Mellon University, current Secretary and Treasurer and past President of the International Artificial Intelligence in Education Society (2017-2019). McLaren is passionate about how technology can support education and has dedicated his work and research to projects that explore how students can learn with educational games, intelligent tutoring systems, e-learning principles, and collaborative learning. He holds a Ph.D. and M.S. in Intelligent Systems from the University of Pittsburgh, an M.S. in Computer Science from the University of Pittsburgh, and a B.S. in Computer Science (cum laude) from Millersville University. 

    Dr. Amir H. Alavi is an Assistant Professor in the Department of Civil and Environmental Engineering and Department of Bioengineering at the University of Pittsburgh. He holds a PhD degree in Civil Engineering from Michigan State University. His original and seminal contributions to developing and deploying advanced machine learning and bio-inspired computation techniques have established a road map for their broad applications in various engineering domains. He is among the Web of Science ESI's World Top 1% Scientific Minds in 2018, and the Stanford University list of Top 1% Scientists in the World in 2019 and 2020.