The intelligence of Artificial Intelligence to Distance Education. A critical clarification

Abstract

The paper focuses on the critical evaluation of the intelligence of Artificial Intelligence applications in distance education. This theoretical and philosophical paper sets out the argument that technological Artificial Intelligence systems in distance education do not possess intelligence; rather, they function solely as tools to assist human intelligence. It is therefore proposed that a conceptual shift be made, with the term “Artificial Intelligence” being replaced by the term “Assistant Intelligence”. Paper's reasoning is founded upon the phenomenological tradition espoused by Hubert Dreyfus and John Searle's Chinese Room thought experiment. It is argued that three fundamental characteristics of human intelligence are absent in the applications of artificial intelligence in distance education. These characteristics are: embodiment, contextuality and intentionality. Examples of such applications include Intelligent Tutoring Systems, Artificial Intelligence Discussion Facilitators, Large Language Models, Automated Assessment Systems and Proctoring Systems. It is imperative to provide critical clarification of the term “Artificial Intelligence” to prevent the replacement of human work in education by technology and to preserve the humanistic principles and values of the educational process.