使用推特数据对教育领域人工智能伦理的公众话语进行纵向分析
A Longitudinal Analysis of Public Discourse on AI Ethics in Education Using Twitter Data
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中文总结 AI 辅助
研究利用推特数据分析2019 - 2024年教育领域人工智能伦理的公众话语，通过BERT主题建模和SetFit情感分析，发现话语总体积极，负面集中特定争议，近期学术诚信等焦虑主导，为相关方提供公众期望理解以制定AI融入方法。
中文摘要 AI 辅助
人工智能（AI）和生成式人工智能（GenAI）迅速融入教育带来机遇的同时引发了伦理担忧。了解公众如何看待和辩论这些问题对教育工作者等很重要。社交媒体平台能捕捉公众反应。本研究分析2019 - 2024年推特上关于教育领域人工智能伦理的话语，尤其关注ChatGPT发布这一关键节点。通过基于BERT的主题建模和SetFit情感分析，发现话语总体积极，负面集中在特定伦理争议。近期对学术诚信等的焦虑主导讨论。公众话语务实且接受AI融入，同时呼吁伦理监督和机构问责。本研究为相关方提供基于实证的公众期望理解，以制定负责任的AI融入方法。
英文摘要
The rapid integration of artificial intelligence (AI) and generative AI (GenAI) into education presents significant opportunities to enhance teaching and learning, while raising ethical concerns about the responsible use of these technologies in educational settings. Understanding how the public perceives and debates these issues is increasingly important for educators, institutions, and policymakers seeking to integrate AI responsibly and equitably. Social media platforms, where such debates unfold frequently and at scale, offer a valuable lens for capturing large-scale, real-time public reactions to key developments as they emerge. In this study, we analyse five years (2019-2024) of discourse on Twitter (now X) to trace the evolving public conversation around AI ethics in education, paying particular attention to the release of ChatGPT as a pivotal moment that reshaped the nature and tone of that discourse. Using BERT-based topic modelling and SetFit sentiment analysis to identify dominant themes and track sentiment over time, we find that the discourse has been predominantly positive across the observation period, with negative sentiment concentrated around specific ethical controversies. More recently, anxieties about academic integrity and the broader implications of generative AI have come to dominate the conversation. Rather than reflecting a polarized debate, public discourse appears pragmatic and largely receptive to AI integration, though accompanied by growing calls for ethical oversight and institutional accountability. By providing a longitudinal account of public sentiment surrounding AI ethics in education, this study informs educators, institutions, and policymakers an empirically grounded understanding of public expectations, informing the development of responsible, transparent, and equitable approaches to AI integration across educational contexts.
发表机构
- George Mason University（乔治梅森大学）
- University of Virginia（弗吉尼亚大学）
机构由 AI 辅助整理，请以论文原文为准。
