Westminster International University in Tashkent Academic English Semester 2 2024-2025

Seminar 3 Handout Literature Review (Part 1)

ACTIVITY 1 Studying Literature Review sample

Task B
• Work on your own and match the words with their definitions.

Word Definition

1. transdisciplinary A. Actions that make a process easier or more likely to occur.

2. facilitations B. Based on observation or experience rather than theory or pure

logic.

3. paradigms C. Able to adjust to new conditions.

4. intrinsic D. The action or process of forming a concept or idea.

5. pedagogical E. Typical examples or patterns of something; models.

6. explainable AI (XAI) F. Involving multiple disciplines or fields of study.

7. empirical G. Related to teaching or education.

8. conceptualisation H. Artificial intelligence systems that provide understandable

explanations for their decisions.

9. augmented reality I. Refers to something inherent or essential to the nature of a person

or thing

10. adaptive J. A technology that superimposes a computer-generated image on a

user's view of the real world.

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Westminster International University in Tashkent Academic English Semester 2 2024-2025

Task C
 Read the Literature Review on Artificial Intelligence in Business Education: Benefits
and Tools.
1. Literature Review
AI in education requires transdisciplinary skills to enhance the learning experience (Southworth
et al., 2023). AIEd aids teachers and students in educational processes (Hopcan et al., 2022) and
supports administrative tasks, educational services, assessments, and procedures.
1.1. Artificial intelligence in education for learners
AI systems in education significantly enhance learners’ involvement and performance (Zhang
and Aslan, 2021). Chiu et al. (2023) identified essential AI roles for learners: competency-based
task assignments, learner-machine discussions, feedback, and adaptive digital environments.
Zhang and Aslan (2021) added other AI facilitations, including engagement, enriched learning
resources, and intellectual stimuli. Southworth et al. (2023) highlight AIEd’s benefits, fostering
technical skills, creativity, critical thinking, and problem-solving abilities for students.
AIEd personalises learning experiences and communication to cater to individual needs and
abilities, enhancing efficiency (Hopcan et al., 2022; Southworth et al., 2023). Customised
learning materials are tailored based on students’ evaluations, addressing their strengths and
weaknesses (Hopcan et al., 2022). Li and Wang (2023) propose using advanced technology to
create a comfortable communication environment, fostering learner networks with increased
information accessibility for future generations.
Adapting learning experiences sustains student progress and engagement in virtual
environments, promoting skill development (Southworth et al., 2023). Interactivity and
participation substantially increase among students and teachers. Khosravi et al. (2022)
emphasise the significance of AI in various learning interfaces. For remote learners, AI offers a
crucial advantage through simulation cases on complex life topics challenging to address in
traditional settings (e.g., welfare system, losses, and violence) (Asakura et al., 2020).
1.2. Artificial intelligence in education for teachers
Crompton, Jones and Burke (2022) emphasise that AIEd builds upon previous learning theories,
facilitating teacher adoption of educational tools and integrating best practices to enhance
learning. AIEd benefits teachers and the teaching process through tailored content for individual
learners, at-risk or gifted students, learning predictive models, personalised educational
resources, improved classroom management, enhanced teaching across various subjects,
academic progress facilitation, and qualified development in pedagogical skills, human
behaviour, and interactions (Zhang and Aslan, 2021; Chiu et al., 2023).
AI unlocks new research potential in universities by expanding experimental and investigative
activities and disseminating study results (Li and Wang, 2023). Teachers can focus on complex
tasks as AI provides student support and answers (Southworth et al., 2023). Khosravi (2022)
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Westminster International University in Tashkent Academic English Semester 2 2024-2025

advocates integrating explainable AI (XAI) in education, prioritising human-centred design of

educational tools, assessing XAI implementation, and enhancing AIEd systems for reliability and
knowledge transfer support. Many teachers avoid AIEd due to a lack of understanding
(Crompton, Jones and Burke, 2022). To effectively integrate AI tools, teachers should update
their educational practices and embrace the challenges of technology in teaching (Skavronskaya,
Hadinejad and Cotterell, 2023). In the future, teachers can integrate into their pedagogical
approach aspects related to learners’ behaviour, such as emotions, attention, gestures, and
movement, with the support of AI technologies (Crescenzi-Lanna, 2023).
1.3. Artificial intelligence in business education and AI tools
AI-based education enhances entrepreneurial competencies and fosters creativity, benefiting
businesses (Nuseir, Basheer and Aljumah, 2020). While AI offers real support in business
scenarios for students, further conceptualisation of AI’s use in business and education is needed,
covering critical aspects like processes, activities, and actors (Yang et al., 2022).
AI tools have proven firmly and vastly helpful in various fields, in education or business
education. Amongst them, there are computer vision, prediction systems, data mining (Das et al.,
2015), intelligent learning or teaching systems, learning analytics (Ley et al., 2023), facial
recognition systems, voice or speech recognition systems, virtual laboratories, augmented reality,
virtual reality, hearing and sensing technologies, edge computing, virtual personalised assistants,
real-time analysis, AI chatbot, image recognition, personalised learning approach, academic
analytics, and adaptive learning method (al-Zyoud, 2020; Han, Park and Lee, 2022).
In summary, the literature review emphasizes the transformative role of artificial intelligence
(AI) in business education, showcasing its potential to enhance educational activities, personalize
learning experiences, and aid teachers. However, a significant gap exists in students' awareness
of AI's benefits in education, underscoring the need for increased understanding and
preparedness. Moving forward, this research explores how AI supports educational activities,
significant drivers, and tools for business education.

Adapted from: Surugiu, C., Grădinaru, C. and Surugiu, M. (2024). Artificial intelligence in business education: Benefits and
tools. Amfiteatru Economic, 26(65), 241-258. Available from: https://doi.org/10.24818/EA/2024/65/241

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Westminster International University in Tashkent Academic English Semester 2 2024-2025

ACTIVITY 3

Task A
Go back to the sample literature review on Artificial Intelligence in Business Education:
Benefits and Tools and fill in the table below using numbers for the sources in the list.

11 Skavronskaya, Hadinejad, and

1.Zhang and Aslan (2021) Cotterell (2023)
2. Chiu et al. (2023) 12 Crescenzi-Lanna (2023)
3.Southworth et al. (2023) 13 Al Braiki et al. (2020)
4 Hopcan et al. (2022) 14 Chassignol et al. (2018)
5 Li and Wang (2023) 15 Chen, Chen, and Lin (2020)
6 Khosravi et al. (2022) 16 Nuseir, Basheer, and Aljumah (2020)
7 Asakura et al. (2020) 17 Yang et al. (2022)
8 Ouyang and Jiao (2021) 18 Das et al. (2015)
9 Cope, Kalantzis, and Searsmith 19 Ley et al. (2023)
(2021) 20 al-Zyoud (2020)
10 Crompton, Jones, and Burke (2022) 21 Han, Park, and Lee (2022)

Theme Sources (author, year)

Homework:

• Find more relevant sources for the research topic and complete the table before you come to
Seminar 4 as you will need to use it for writing a literature review (a separate handout on
LMS).
• Watch a video on Finding Online Sources for Your Research Paper following the link:
https://www.youtube.com/watch?v=33lvmShrcOU .
• Bring your laptops.