User-centered and participatory AIEd approaches engage users mainly in early design, limiting recognition of FATE issues arising in use¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article argues that participatory and co-design approaches tend to engage users primarily in early design stages, which can limit recognition and resolution of FATE-related issues that arise in practice and through use. → Bhimdiwala 2022

Evidence¶

Bhimdiwala 2022¶

Bhimdiwala, A., Neri, R. C., & Gomez, L. M. (2022). Advancing the Design and Implementation of Artificial Intelligence in Education through Continuous Improvement. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-021-00278-8

q1 · i? · theoretical · r3

Theoretical argument from the Current Landscape of FATE in AIEd section. The authors state these approaches engage users "primarily in early stages of the design process" and argue that FATE solutions will also require practice-related adaptations built on local expertise.

"this set of approaches tends to engage users primarily in early stages of the design process with the goal of using feedback to redesign the technology, which can limit our ability to recognize and address FATE-related issues that arise in practice and through use."

Discussion¶

Related Claims¶

• FATE issues in AIEd present themselves when users gain ownership and adapt systems to their local contexts — related
• Participatory design yields teacher ownership but carries tradeoffs and omits the learner — possibly the same claim (merge candidate)
• Waterfall-like design spaces are inadequate for AIEd because adaptable systems have untestable states — related