Human-centered artificial intelligence in education: Seeing the invisible through the visible

Stephen J.H. Yang*, Hiroaki Ogata, Tatsunori Matsui, Nian Shing Chen


研究成果: Article査読

33 被引用数 (Scopus)


The inevitable rise and development of artificial intelligence (AI) was not a sudden occurrence. The greater the effect that AI has on humans, the more pressing the need is for us to understand it. This paper addresses research on the use of AI to evaluate new design methods and tools that can be leveraged to advance AI research, education, policy, and practice to improve the human condition. AI has the potential to educate, train, and improve the performance of humans, making them better at their tasks and activities. The use of AI can enhance human welfare in numerous respects, such as through improving the productivity of food, health, water, education, and energy services. However, the misuse of AI due to algorithm bias and a lack of governance could inhibit human rights and result in employment, gender, and racial inequality. We envision that AI can evolve into human-centered AI (HAI), which refers to approaching AI from a human perspective by considering human conditions and contexts. Most current discussions on AI technology focus on how AI can enable human performance. However, we explore AI can also inhibit the human condition and advocate for an in-depth dialog between technology- and humanity-based researchers to improve understanding of HAI from various perspectives.

ジャーナルComputers and Education: Artificial Intelligence
出版ステータスPublished - 2021 1月

ASJC Scopus subject areas

  • 教育
  • 人工知能
  • コンピュータ サイエンスの応用


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