The document explores the potential of computers to replace teachers by reviewing studies on digital technologies' impact on learning and discussing various perspectives on education. It concludes that while computers can support learning, they lack the emotional and social aspects necessary for effective teaching, making them insufficient as complete replacements for human educators. Significant insights including the importance of guidance in learning and the limitations of computer-based instruction against traditional teaching methods are highlighted.

1. Can computers replace
teachers?
Cesare Miglioli
Research Center for Statistics – GSEM – Université de Genève
Ignacio Monge
Sciences de l'éducation – Université de Genève
21st International Interdisciplinary Seminar
Netherhall House
London, January 5th 2019

2. Plan
A. Review of studies about the impact of
digital technologies on learning (Cesare)
B. Some reflections from different points of
view related to the question whether
computers can replace teachers (Ignacio)

3. Can Computers Replace Teachers ?
Cesare Miglioli
University of Geneva
IIS Netherhall House
5 January, 2019
Cesare Miglioli (University of Geneva) Can Computers Replace Teachers ? Netherhall, 5 Jan 2019 1 / 8

4. Overview
1 AI vs Teachers
Evidences
Remarks
2 Social Context for AI
Pedagogical Agents
MOOC Dropouts
Cesare Miglioli (University of Geneva) Can Computers Replace Teachers ? Netherhall, 5 Jan 2019 2 / 8

5. AI vs Teachers (du Boulay, 2016)
Meta-Reviews Comparison Studies MES SE
VanLehn (2011) Step based vs 1to1 HT 10 -0.21 0.19
Ma (2014) Step based vs 1to1 HT 5 -0.11 0.10
Step based vs Class 66 0.44 0.05
Nesbit (2014) Step based vs Class 11 0.67 0.09
Kulik (2016) Sub/Step based vs Class 63 0.65 0.07
Hu (2013) Step/answer based vs Class 26 0.09 0.01
Hu (2014) Step based vs 1to1 HT 3 -0.25 0.24
Step based vs Class 16 0.37 0.07
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6. Remarks
Findings: Class < AI Step < 1to1 HT
Statistical significance vs Scientific significance (moderate MES)
Domain of AI in education: STEM
Current formula: AI cognitive tutors + normal teaching
Applied nowadays in 3000 US schools for 0.5 million students
(Koedinger et al., 2016)
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7. Pedagogical Agents (Schroeder et al., 2013)
Overview: 43 studies and 3088 participants
Pedagogical agent based systems are more effective than non-agent
based (MES = 0.19) with respect to learning outcomes.
Text beats narration while animation is always a plus
Pedagogical agents are more effective for younger students (4-7 grade)
with respect to older students
Cesare Miglioli (University of Geneva) Can Computers Replace Teachers ? Netherhall, 5 Jan 2019 5 / 8

8. MOOC Dropouts (Onah et al., 2014)
Overview: MOOCs average completion rate is lower than 13%
Main dropout factors: no intention to complete, lack of time, course
difficulty, no support, lack of digital/learning skill, peer review, starting
late and false expectations.
University of Warwick course on Python:
Tutor supported MOOC (16.7% ) vs Traditional MOOC (2.5% ).
Participation in both MOOC is constantly decreasing as the course
advance.
Message: MOOC can not be presented as a potential teacher
replacement!
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9. B. Can computers replace teachers?
Some reflections
1. Different visions of the aim of (higher) education
2. Understanding teaching-learning as a
didactic contract
3. What makes the difference between persons and
computers?

10. B. Can computers replace teachers?
Some reflections
1. Different visions of the aim of (higher) education
2. Understanding teaching-learning as a contract
3. What makes the difference between persons and
computers?

11. 1. Different visions of the aim of (higher) education (1)
Taken from Prof. Antonio Loprieno's talk (President of the swiss academy of arts and sciences) in the
Swiss Inter- and Transdisciplonary Day - Ecole Polytechnique Fédérale de Lausanne - November 15th 2018

12. • If the final aim of (higher) education is to
achieve"Bildung" or "good citizenship", can
computers teach (lead to) this?
• The question seems to be deeply related to ETHICS
1. Different visions of the aim of (higher) education (2)
Adapted from Prof. Antonio Loprieno's talk
Humboldt's model
Emphasizes the importance of the
different fields of knowledge
=> an achieved education,
Bildung in german,
is entailed
by the disciplinary education
Newman's model
General education gradually
introduces students to social,
professional or scientific activities
=> general education
precedes
professional specialization

13. B. Can computers replace teachers?
Some reflections
1. Different visions of the aim of (higher) education
2. Understanding teaching-learning as a
didactic contract
3. What makes the difference between persons and
computers?

14. • The theory of joint action in didactics
(théorie de l'action conjointe en didactique) says that there is
a didactic contract between the teacher and the student(s)
=> there are reciprocal expectations between them
(Brousseau 1986)
• The idea of a contract may be seen as an entry point into a
hot issue in the field of didactics for the last decades, namely:
guided versus non-guided teaching approaches
(Kirschner et al. 2007)
2. Understanding teaching-learning as a contract (1)

15. • Theory of knowledge (Epistemology):
Through inductivism scientists come to general natural principles starting from
repeated observations
• Inductivism is a long and laborious process carried out by well-formed adults
with a rich long-term memory
• Non-guided or less guided teaching approaches advocate for an inductivist
kind of approach in learning:
Ø Inquiry learning
Ø Problem-based learning
Ø Discovery learning
Ø Constructivist learning
• Is inductivism really possible for students?
Can students discover alone the different science principles if you give them
the raw data?
(see Kirschner et al. 2006)
2. Understanding teaching-learning as a contract (2)

16. Exemple:
• A teacher is trying to get the students to the concept of boiling point of water
(at 100oC, the temperature does not increase anymore and all the energy
supplied to the system serves to bring water from the liquid to the gas state)
• Students heat water, measure its temperature, observe and plot temperature
over time.
• Conclusions from our observations of two classes (french and english speaking
teachers):
Ø it is not evident at all that students will be able to deduce alone the meaning of the
boiling point
Ø Students need teacher guidance
2. Understanding teaching-learning as a contract (3)

17. From the point of view of teaching and learning, the
existance of a didactic contract implicitly shows that
guidance is something fundamental when learning
=> one person, the teacher, guides one or several other
persons and tells them:
"THIS IS IMPORTANT, CRUCIAL, KEY…"
(for exemple, if we consider again the boiling point, when the
teacher insists on the importance of observing everything
that happens at 100oC)
2. Understanding teaching-learning as a contract (4)

18. • Leaving alone students to learn with computers may lead
to superficial learning, through adaptation to the computer
actions and reactions, but without fully and truly
understanding concepts, meanings and sense
• The developed concept of a didactic contract is not usable
as it is for learning with computers
• is a didactic contract possible between a person and a computer?
• a contract is only possible between two persons or group of
persons?
2. Understanding teaching-learning as a contract (5)

19. B. Can computers replace teachers?
Some reflections
1. Different visions of the aim of (higher) education
2. Understanding teaching-learning as a contract
3. What makes the difference between persons
and computers?

20. • The meanings that a person can transmit are far from being only
cognitive, they are associated or marked with
Ø emotions
Ø attitudes
Ø motivations
Ø intentions
Ø … ?
• Only another person can truly elevate the students by fostering socio-
emotional skills that will contribute to thier personal develoment as a
human being
• Only a person can bring other human beings to think out of the box
("out of the programme") or to creativity (what is creativity?)
3. What makes the difference between persons and computers?

21. Bibliographie
Brousseau, Guy (1986). Fondements et méthodes en didachque des
mathématiques. Recherches en didac@ques des mathématiques, 7(2), 33-
115.
Kirschner Paul , Sweller John & Clark Richard E. (2006). Why Minimal
Guidance During Instruction Does Not Work: An Analysis of the Failure of
Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based
Teaching, Educational Psychologist, 41:2, 75-86.

22. Questions? Open Discussion
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