This foundational text examines the intersection of AI, psychology, and ethics, laying the groundwork for the importance of ethical considerations in the design and implementation of technologically supported education, decision support, and leadership training.
AI already affects our lives profoundly, in ways both mundane and sensational, obvious and opaque. Much academic and industrial effort has considered the implications of this AI revolution from technical and economic perspectives, but the more personal, humanistic impact of these changes has often been relegated to anecdotal evidence in service to a broader frame of reference. Offering a unique perspective on the emerging social relationships between people and AI agents and systems, Hampton and DeFalco present cutting-edge research from leading academics, professionals, and policy standards advocates on the psychological impact of the AI revolution. Structured into three parts, the book explores the history of data science, technology in education, and combatting machine learning bias, as well as future directions for the emerging field, bringing the research into the active consideration of those in positions of authority.
Exploring how AI can support expert, creative, and ethical decision making in both people and virtual human agents, this is essential reading for students, researchers, and professionals in AI, psychology, ethics, engineering education, and leadership, particularly military leadership.
Introduction Andrew J. Hampton and Jeanine A. DeFalco
Part 1: Surveying the AI Landscape
Law and Moral Philosophy to Center Human Dignity as an Indicator of Ethical
AI: Concerns, Cultural Touchpoints, Paths Forward Ozlem Ulgen
Flipping Rocks and Pointing Out the Bugs: Invisible Threats and Data Darian
DeFalco
Seeing the Forest and the Trees: AI Bias, Political Relativity, and the
Language of International Relations Leah C. Windsor
Part 2: AI in the Classroom
The Truth in Our Ideas Means the Power to Work: Implications of the
Intermediary of Information Technology in the Classroom COL James Ness, LTC
Lolita Burrell, & David Frey
Benefits and Potential Issues for Intelligent Tutoring Systems and
Pedagogical Agents Lishan Zhang, Xiangen Hu, Frank Andrasik, Shuo Feng
The Only Living Boy in Homeroom: How Virtual Classes and Agents Fundamentally
Change the Learning Experience Andrew J. Hampton, Donald M. Morrison, & Brent
Morgan
Part 3: Decisions, Decisions
J.A.R.V.I.S., What Should I Do Now? Human Virtual Agents as a Means to More
Ethical Decision-Making Jeanine A. DeFalco and John Hart
Ethical Frameworks for Cybersecurity: Applications for Human and Artificial
Agents. F. Jordan Richard Schoenherr and Robert Thomson
Deep Blue Wants You: Identifying and Addressing Sources of Bias in AI Systems
to Support Human Resources Decisions Aryn Pyke, F. Jordan Richard Schoenherr,
Robert Thomson
On the Shoulders of Giants: How the Social Sciences Can Help AI Navigate its
Ethical Dilemmas Arthur C. Graesser and John Sabatini
Andrew Hampton is an Assistant Professor of Psychology at Christian Brothers University, US. He has served as Project Manager on the pioneering hybrid tutor ElectronixTutor, Chair of the IEEE Standards Association working group for Adaptive Instructional Systems, and Project Co-leader for a novel form of conversation-based AI learning and engagement called TalkShop.
Jeanine A. DeFalco is a Research Scientist with the US Army Futures Command, Combat Capability Center in Orlando, Florida, US. She serves as Chair of the IEEE Standards Association working group for Recommended Practice for Ethically Aligned Design of Artificial Intelligence (AI) in Adaptive Instructional Systems. Dr. DeFalco is also an Adjunct Instructor at the University of Central Florida, and Pace University, US.
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