Potential Abstract: This study explores the intersectional relationships between learning objects and artificial intelligence in the context of organic science education. Drawing on critical perspectives from both artificial intelligence and education, we investigate how the integration of AI technologies with learning objects can enhance the organic learning experience for students. By examining the synergies between AI algorithms and educational content, we aim to shed light on how these technologies can be leveraged to promote deeper understanding and engagement in science education. Through a mixed-methods approach, including qualitative interviews with educators, quantitative analysis of student performance data, and design-based research on AI-enhanced learning objects, we seek to uncover the potential benefits and challenges of this innovative approach. Ultimately, this research contributes to the ongoing dialogue on the role of artificial intelligence in education and provides practical implications for the design and implementation of AI-driven learning tools in the field of organic science.
Potential References:
- A decolonial critical theory of artificial intelligence: intersectional egalitarianism, moral alignment, and AI governance
- Imagining intersectional ai
- TechnoBrainBodies-in-Cultures: An Intersectional Case
- Is the post-human a post-woman? Cyborgs, robots, artificial intelligence and the futures of gender: a case study
- Belief, Values, Bias, and Agency: Development of and Entanglement with “Artificial Intelligence”
