SUN'IY INTELEKTGA ASOSLANGAN AQILLI TA'LIM TIZIMLARINI LOYIHALASH VA PEDAGOGIK SAMARADORLIKNI TAHLIL QILISH
Keywords:
Kalit so'zlar: sun'iy intellekt, aqlli ta'lim tizimi, adaptiv o'qitish, pedagogik samaradorlik, mashinali o'rganishAbstract
Annotatsiya: Ushbu maqola sun'iy intellekt (SI) asosidagi aqlli ta'lim
tizimlarining (ATT) nazariy asoslarini, loyihalash tamoyillarini va pedagogik
samaradorligini tahlil etadi. SI-ta'lim integratsiyasining imkoniyatlari, cheklovlari va
istiqbollari o’rganilib umumiy tahliliy xulosalar berildi, ammo pedagogik
samaradorligi ko'p jihatdan tizim arxitekturasi, o'qituvchi kompetensiyasi va
institutsional kontekstga bog'liq ekanli izlanishimiz davomida ustuvor jihatligicha
qoldi.
References
Foydalanilgan Adabiyotlar:
1. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive
tutors: Lessons learned. *Journal of the Learning Sciences, 4*(2), 167–207.
https://doi.org/10.1207/s15327809jls0402_2
2. Baker, R., & Hawn, A. (2022). Algorithmic bias in education. *International
Journal of Artificial Intelligence in Education, 32*(4), 1052–1092.
https://doi.org/10.1007/s40593-021-00285-9
3. Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group
instruction as effective as one-to-one tutoring. *Educational Researcher, 13*(6), 4–
16. https://doi.org/10.3102/0013189X013006004
4. Brown, J. S., Burton, R. R., & Bell, A. G. (1975). SOPHIE: A sophisticated
instructional environment for teaching electronic troubleshooting. *BBN Report
No. 2790*. Bolt Beranek and Newman Inc.
5. Carbonell, J. R. (1970). AI in CAI: An artificial-intelligence approach to computer-
assisted instruction. *IEEE Transactions on Man-Machine Systems, 11*(4), 190–
202. https://doi.org/10.1109/TMMS.1970.299942
6. Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2020). Two decades of artificial
intelligence in education. *Educational Technology & Society, 25*(1), 28–47.
7. Corbett, A. T., & Anderson, J. R. (1995). Knowledge tracing: Modeling the
acquisition of procedural knowledge. *User Modeling and User-Adapted
Interaction, 4*(4), 253–278. https://doi.org/10.1007/BF01099821
8. Csikszentmihalyi, M. (1990). *Flow: The psychology of optimal experience*.
Harper & Row.
9. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and
future directions. In C. J. Bonk & C. R. Graham (Eds.), *The handbook of blended
learning: Global perspectives, local designs* (pp. 3–21). Pfeiffer Publishing.
10. Graesser, A. C., VanLehn, K., Rosé, C. P., Jordan, P. W., & Harter, D. (2001).
Intelligent tutoring systems with conversational dialogue. *AI Magazine, 22*(4),
39–51. https://doi.org/10.1609/aimag.v22i4.1591
11. Hattie, J., & Timperley, H. (2007). The power of feedback. *Review of Educational
Research, 77*(1), 81–112. https://doi.org/10.3102/003465430298487
12. Hiz, D., & Tanaka, J. W. (2020). Emotion recognition in educational artificial
intelligence systems: Current limitations and future pathways. *Computers &
Education: Artificial Intelligence, 1*, 100003.
https://doi.org/10.1016/j.caeai.2020.100003
13. Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum,
S. B., Santos, O. C., Rodrigo, M. T., Cukurova, M., Bittencourt, I. I., & Koedinger,
K. R. (2022). Ethics of AI in education: Towards a community-wide agenda.
*International Journal of Artificial Intelligence in Education, 32*(3), 504–526.