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Title:
What the history of artificial intelligence can tell us about the future of education

Abstract:
The history of artificial intelligence goes back much further than commonly discussed and has been marked with periods of advancement in the capabilities of AI followed by periods of disappointment when AI failed to live up to the promises suggested by advancements. At the current moment of seemingly unlimited promise for AI, it is useful to look back on the history of artificial intelligence, and the impact of artificial intelligence in education. This interactive presentation is intended for individuals who have an interest in AI, but not much knowledge of how it works. In this talk, we will explore what it means to have human-like intelligence by examining the history of AI. We will also explore simple descriptions of the algorithms used by AI and to extent to which they represent human-like intelligence. We will explore the current state of some of the AI technology currently available to instructors and students, and discuss the implications for education.

Bio:
Dr. Jason Morphew is an assistant professor at Purdue University in Engineering Education. Dr. Morphew is affiliated with the Center for Advancing the Teaching and Learning of STEM and the INSPIRE research institute for Pre-College Engineering and SCALE. Dr. Morphew's research focuses on the application of principles of learning derived from cognitive science and the learning sciences to the design of technology-enhanced learning environments to examine student learning, interest, engagement, and metacognition in STEM. Professor Morphew has been recognized for his teaching in the First Year Engineering program and is currently the course curator for Transforming Ideas Into Innovation. Dr. Morphew earned his Ph.D. from the University of Illinois Urbana-Champaign in Educational Psychology from the Cognitive Science of Teaching and Learning Division. His dissertation examined self-regulated learning of engineering students enrolled in introductory physics courses. While at Illinois, he collaborated on research with colleagues in engineering education, mechanical engineering, computer science, physics education, human and computer interactions, as well as educational psychology, the learning sciences, and curriculum and instruction. Prior to pursing his doctorate, Professor Morphew was an instructor at Wichita Area Technical College in the math and chemistry departments, and taught math and science in middle school and high school where he combined scientific inquiry and engineering design to teach math and science.

Publications:
Collaborative Research: Understanding Cueing Gestures within Video Learning Environments for Statistics Education, Jason W. Morphew, PI ($799,943 of $1,499,943). Submitted to NSF CORE, October 2023. Recommended for funding March 2024. Funded September 1, 2024 – August 31, 2027. Award Number: 2400568

Le, P. V., Nissen, J. M., Tang, X., Zhang, Y., Mehrabi, A., Morphew, J. W., Chang, H. H., & Van Dusen, B. (2025). Applying cognitive diagnostic models to mechanics concept inventories. Physical Review Physics Education Research, 21, 010103. https://doi.org/10.1103/PhysRevPhysEducRes.21.010103