The rapid development of artificial intelligence (AI) has transformed how people teach and learn, fostering individualized and personalized learning. However, AI systems are not always successful, and their effectiveness varies according to how learners interact with the systems. This study aims to develop the conceptual model of learner-AI collaboration, which explains why some learners are better than others in carrying out a task with AI. A total of 30 students in a university, South Korea, were interviewed after conducting drawing and writing tasks with AI systems. The interviews were analyzed to develop the conceptual model of learner-AI collaboration that consisted of four components: learners, tasks, AI, and contexts. The conceptual model would provide meaningful insights to learners, educators, and AI developers.

Authors: Young Hoan Cho, Yun Shu Xie

Published in: London International Conference on Education (LICE-2023)

• Date of Conference: 13-15 November 2023
• DOI: 10.20533/LICE.2023.0017
• ISBN: 978-1-913572-66-2
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK