Analyzing US Federal Action on Artificial Intelligence Education Using a Process Governance Framework

Abstract

Governments, businesses, and researchers are paying increased attention to the application of artificial intelligence in education (AIEd) [7]. AIEd technologies pose potential challenges to privacy, equity, and intellectual property, as seen with the early effects of OpenAI's Chat-GPT in education. However, current AIEd research fails to evaluate existing policy through a holistic view of the development and design process. We use Chen and Ahn's process governance framework [4] to analyze current United States federal documents about the intersection of AI and education. BERT aids our analysis by quantifying sentence similarity between the documents and the process framework. We recommend that legislators focus on public values during goal-setting and student involvement throughout the process.

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