Cultural variations exist in emotion and other psychological topics of interest to AIED, so psychology research influencing AIED is likely WEIRD-imbalanced¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Affective experiences vary across cultures in antecedents, subjective experience, behavioral response, physiology and appraisal. → Blanchard 2015 q2 i? Cultural variations are also reported in decision making, reasoning, motivation, self-regulation, collaboration, competition, personal values and perception. → Blanchard 2015 (2)

Evidence¶

Blanchard 2015¶

Blanchard, E. G. (2015). Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities. Int J Artif Intell Educ 25. https://doi.org/10.1007/s40593-014-0027-7

q2 · i? · associational · r1

The review reports, citing Mesquita et al.'s literature review, that "convincingly demonstrated that there are cultural differences in the ecology of emotions"; it also lists cultural variations in affective antecedents, subjective experiences, behavioral response, physiological changes and appraisal.

"As a conclusion to their survey, Mesquita et al. claim that it is “convincingly demonstrated that there are cultural differences in the ecology of emotions” (p. 265)."

Blanchard 2015 (2)¶

Blanchard, E. G. (2015). Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities. Int J Artif Intell Educ 25. https://doi.org/10.1007/s40593-014-0027-7

q2 · i? · associational · r1

The article's synthesis of cited sources (Henrich et al. 2010a; TALIS 2009; Purdie and Hattie 1996, among others) states that "research has identified cultural variations in educational practices and teachers' beliefs" and in decision making, reasoning, motivation, self-regulation, collaboration, competition and personal values.

"research has identified cultural variations in educational practices and teachers’ beliefs (TALIS 2009), as well as in many other psychological topics of interest for the AIED research community, such as decision making, reasoning, moti- vation, self-regulation, collaboration, competition, personal values"

Discussion¶

Related Claims¶

• AIED research effort is imbalanced across learning contexts, with workplace, professional and continuing education far less studied than K-12 and higher education — related
• AIED conference authorship is strongly WEIRD-imbalanced, with 90% of first authors from WEIRD institutions and no African first authors — a narrower finding that bears on this claim
• School belonging research is geographically concentrated in WEIRD contexts, with entire world regions virtually absent from the evidence base — a narrower finding that bears on this claim
• Students in countries culturally more distant from the US (less WEIRD) endorse growth mindsets less, r(46) = -.47 — a narrower finding that bears on this claim
• AI systems are non-neutral socio-technical artifacts embedding cultural assumptions and power relations — related
• Algorithmic empathy is culturally fragile: emotional inference errors in socio-emotional AI can invalidate teachers' experiences, so systems require local validation and participatory design — related
• Top-tier psychology journals show extreme WEIRD dominance: 97% of first authors and 95% of samples — a narrower finding that bears on this claim