Eureka! Institutional Repository

Artificial Intelligence (AI) is the scientific term that refers to those computer systems that have "human intelligence" capabilities. They collect and process data aiming the achievement of intelligent behavior, which includes learning, reasoning and decision making. At the same time, the collection of the above data is related to another emerging technology, that of the Internet of Things (Internet of Things - IoT). The Internet of Things is a fast growing network of a variety of different "connected things". Technologies that use Artificial Intelligence have been integrated into a wide range of human activities, including Education. Artificial Intelligence in Education (AIED) is the scientific field that focuses on teaching and learning systems that are "intelligent", systems that do not provide sterile knowledge, but are adapted to the individual needs, capabilities and behaviors of each learner. In addition, the use of IoT in education brings new opportunities and possibilities for improvement of both the teaching-learning process and the infrastructure of the educational institutions. The purpose of the master thesis is to identify the existing technologies of Artificial Intelligence and the Internet of Things in Education, to explore the benefits and risks arising from their integration into the educational process and ways to contribute to the future of education. In order to achieve the purpose of this work, it was divided into three thematic axes: a) In-depth bibliographic research and analysis of the scientific field "Artificial Intelligence in Education" b) In-depth bibliographic research and analysis of the scientific field "Internet of Things in Education" c) Experimentation and analysis of the results of the use of an existing tool that incorporates Artificial Intelligence technology in Education. Globally, research into learning and teaching systems involving AI technologies is in full development, providing many advantages over traditional learning models and learning outcomes. However, the use of AIED gives a worrying possibility of having a superficial and shallow approach, where teaching is replaced by automated solutions. Balancing the fine and sensitive line between the benefits of artificial intelligence technology in education and its negative ethical and practical dilemmas and impacts, AIED researchers should focus on its anthropocentric and pedagogical use in education.