Digital Technologies, Artificial Intelligence and Education

The purpose of the study - the analysis of the essence of the components of artificial intelligence systems and their use in educational processes, as well as their impact on human cognitive abilities.

Research materials and methods - the analysis and systematization of information, as well as system-information modeling of processes that ensure the formation of competencies as a target result of educational activities within the framework of an integrated system of reproduction-the use of knowledge and human development. 

Results. An information model of the processes of perception and cognition occurring in consciousness is presented. Education is considered as a system of complex interrelated processes of activity for the formation of knowledge, skills, and competencies. Moreover, motives, incentives, and emotions play an important role in cognitive and educational activities.

Perception, understanding, and cognition are basically information processes characterized by stochasticity and directionality, which ensures transcending the known and synthesizing new knowledge. Explicit and implicit knowledge is represented as a set of models of reality, with varying degrees corresponding to this reality, obtained and used in various circumstances. From the point of view of the form of knowledge existence, in contrast to data, it is a set of facts that are systematized, attributed in accordance with the properties of the subject area, qualified in terms of consistency and identified. Attention is focused on the fact that data, information, knowledge are the role names of a specific information object (messages, records, thoughts, etc.) their common potentially effective component, having different purposes (storage/transmission; search/analysis/ synthesis; specific application) and, accordingly, different contexts (meta-components and methods).

The problems related to the information and cognitive features of the “digital” generation are discussed, as well as some properties of artificial intelligence systems that determine their unconstructive role in educational processes.

Conclusion. The use of digital media as an educational medium does not allow us to identify (and, consequently, develop) motives and incentives as a driving force for education. In addition, such an individual-oriented environment increases alienation from society, reduces the effectiveness of emotions and incentives for the development of volitional and organizational qualities. It is concluded that the features of the zoomers’ generation are not the laws of nature “in action” and not heredity, but the natural realization of the most important property of adaptability and learning, which actually ensured the accelerated development of humankind. Therefore, it is necessary to change the goals and values, and not to create technological “crutches”. The use of AI in education must be strictly limited and controlled, since it, replacing humans in the fundamental operations of thinking, will thereby contribute to the degradation of not only students, but also teachers, including in terms of human ability to memorize and choose, to create hypotheses and conclusions.

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