Reconstructing Classroom Interaction Structures: Artificial Intelligence as a Discursive Actor in Educational Technology

Liyuan Ban

doi:10.54097/8211v611

Authors

Liyuan Ban

DOI:

https://doi.org/10.54097/8211v611

Keywords:

Classroom Discourse, Artificial Intelligence, Discursive Actor, IRE Model, Actor-Network Theory, Educational Technology.

Abstract

Given that an increase in the number of intelligent devices at home has prompted teachers to consider managing classroom interations swiftly now. Traditional discourse models usually assume that there will be a two-way interaction of Teacher-Student, which is hard to accommodate in terms of non-human participation. Therefore, this paper holds that the functions of artificial intelligence systems in class are discursive agents who can participate actively in reshaping interactional structures. Based on Actor-Network Theory (ANT) and Conversation Analysis (CA), combining with data from OECD PISA 2022, Stanford HAI (2024) and EdWeek Research Center (2023), an original human-AI-human (HAH) discourse triangle framework is proposed to explain the three-dimensional interactive model generated by AI-integrated classrooms. The findings indicate that the disruption of information release linearity; The generation of recursive inquiry loop: Redistributing discursive authority; Significantly impact teachers' agency and education equity.

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References

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