Application of Artificial Intelligence for Effective Teaching and Learning of Robotics Education in Schools
Chapter One
Purpose of Study
The main purpose of the study is to examine relevance entrepreneurship education in addressing unemployment challenges in Nigeria. Specifically, the objectives were to:
- Students’ perceptions on the causes of unemployment in Nigeria.
- Students’ perceptions on the effects of unemployment in Nigeria.
- Students’ perceptions on the need for entrepreneurship education in solving the problem of youth unemployment in Nigeria.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
The History of Artificial Intelligence Development
Artificial intelligence technology has long history which is actively and constantly changing and growing. Artificial intelligence is an interdisciplinary subject involving informatics, logic, cognition, thinking, systems science and biology (Hon, 2019). It has been in knowledge processing, pattern recognition, machine learning, natural language processing, game theory, automatic, automated programming, expert systems, knowledge bases, intelligent robots, and other fields have achieved practical results (Jackson, 2019). Artificial intelligence has undergone a long process of development and has a history of more than 70 years. The development process of artificial intelligence can be divided into several stages, in 1943an artificial neuron model was proposed, opening the era of artificial neuralnetwork research (Kandpal & Mehta. 2019). In 1956, the Dartmouth Conference was held, and the concept of artificial intelligence was proposed, which marked the birth of artificial intelligence (Luo, Meng & Cai, 2018). During this period, the trend of artificial intelligence research among international academicians increased and knowledge exchange was frequent. In the 1960s, as the main genre of Connectionism and Symbolism entered a depression, due to insufficient hardware capabilities, algorithmic defects, etc., artificial intelligence technology fell into a downturn (Boden, 2018). In the 1970s, the Back-propagation algorithm began to be studied, computer performance and computing power gradually improved and in general, the research and application of the expert system was moving forward with difficulty and artificial intelligence gradually began to make breakthroughs (Chakravarthy, 2019). In the 1980s, Back-propagation neural networks were widely recognized and algorithms based on artificial neural networks were advancing by leaps and bounds (Hinton & Salakhutdinov, 2006). The rapid improvement of computer hardware capabilities, coupled with the development of the Internet, reduces the computational cost of artificial intelligence which subsequently enters a stage of steady development. In 2006, Deep Learning was proposed, and artificial intelligence once again achieved breakthrough development (Deng & Yu, 2014). In the first decade of the 21st century, the development of Mobile Internet brought more application scenarios to artificial intelligence. In 2012, Deep Learning algorithms achieved breakthroughs in the field of voice and visual recognition (Zhou, Zhao, Wang & Liu, 2018). In 2016, AlphaGo defeated the World Go champion and sparked thinking about how artificial intelligence could change human society (Brunner, 2019).
The Application Aspects of Artificial Intelligence in Education
With the development of artificial intelligence technology, modern education will be combined with more technologies, such as speech semantic recognition, image recognition, Augmented Reality / Virtual Reality, machine learning, brain neuroscience, quantum computing, blockchain and so on. These technologies are collectively referred to as intelligent technologies and are consistently and rapidly integrated with the education industry. The intelligent upgrade of the education industry is in full swing. At present, more and more artificial intelligence education products have been applied to school education. (Yan, 2017). The typical scenarios of artificial intelligence education applications include intelligent tutor-assisted personalized teaching and learning, intelligent assistants such as educational robots, children’s partners at home, intelligent assessment, mining and intelligent analysis of educational data, learning analysis and learning, digital portraits, and etcetera.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to application of artificial Intelligence for Effective Teaching and Learning of Robotics Education in Schools. Ambrose Alli University, Ekpoma and university of Benin form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Application of Artificial Intelligence for Effective Teaching and Learning of Robotics Education in Schools. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an Application of Artificial Intelligence for Effective Teaching and Learning of Robotics Education in Schools
Summary
This study was on Application of Artificial Intelligence for Effective Teaching and Learning of Robotics Education in Schools. Three objectives were raised which included: Students’ perceptions on the causes of unemployment in Nigeria, Students’ perceptions on the effects of unemployment in Nigeria and Students’ perceptions on the need for entrepreneurship education in solving the problem of youth unemployment in Nigeria. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Ambrose Alli University, Ekpoma and university of Benin. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
it is found that artificial intelligence technology has been used in many different aspects in education, from promoting education innovation, assisting the teaching and learning processes, and managing smart campus life to providing useful information to the stakeholders. In the context of 21st century, the use of artificial intelligence technology in education is undeniable. Artificial intelligence technology is very much needed in the future to ensure effective teaching and learning process among teachers and students and will be indispensable for the betterment of the education system.
Recommendation
The use of AI in education is still relatively new, and there are concerns about data privacy and security, as well as the potential for AI to perpetuate bias and inequality. It is essential to develop ethical guidelines for the use of AI in education and ensure that students and teachers are properly trained on how to use these technologies safely and effectively
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