Too Good To Go is a service with a mobile application that connects customers to restaurants and stores that have surplus unsold food. The service covers major European cities, and in October 2020 started operations in North America. As part of the initiatives taken on the International Day of Awareness of Food Loss and Waste to reduce food loss and waste, the app is suggested alongside OLIO among many others. In 2023 Too Good To Go was the fastest-growing sustainable food app startup by number of downloads. As of August 2023, it claimed 164,000 businesses, serving 62 million users, have saved 155 million bags of food. As of March 2023, it claimed to have saved over 200 million meals. == History == The company was created in 2015 in Denmark by Thomas Bjørn Momsen, Klaus Bagge Pedersen, Adam Sigbrand and Brian Christensen. In 2017, Mette Lykke (co-founder of Endomondo) joined as CEO. In February 2019, the company raised an additional 6 million euros in a new round of investment. In August 2019, Too Good To Go was re-launched in Austria. In September 2019, Too Good To Go acquired the Spanish startup weSAVEeat and merged it into its own brand. In November 2019, the offer of Too Good To Go extended to plants through a partnership with the French retail plants company Jardiland. In December 2019, Too Good To Go partnered with the French grocery retail stores Intermarché, and donated 60K euros to the French charity Restaurants du Cœur. In October 2021, Bonnie Wright teamed up with Too Good To Go to drive the initiative to reduce food waste. == Corporate affairs == The key trends for the Danish entity Too Good To Go ApS are (as of the financial year ending December 31): == International expansion == As of March 2026 the company serves the European countries Austria, Belgium, Czechia, Denmark, the Faroe Islands, France, Germany, Ireland, Italy, the Netherlands, Norway, Poland, Portugal, Spain, Sweden, Switzerland, the United Kingdom. Outside of Europe the service is available in Australia, Canada, Japan, New Zealand and the United States. == Purpose == The purpose of Too Good To Go is to reduce food waste worldwide. It developed a mobile application that connects restaurants and stores that have unsold, surplus food, with customers who can then buy whatever food the outlet considers surplus to requirements—without being able to choose—at a much lower price than normal. The food on the app is priced at one-third its original price. The company claims this reduces the waste of food that would otherwise be discarded; food waste is a global problem that affects the environment. In three years active, the app reached more than 9.5 million users. As of 2022, more than 57.7 million users and 154,000 establishments have signed up, and 139 million meals have been collected. In 2019, the company had 350 employees in Europe. As of June 2023 the company was estimated to have 1,289 employees. == Use == Food outlets must notify the TGTG company about what they have available on each day, stating what sort of food they have (baked foods, meals, produce, vegan food), and the price for a 'surprise bag', whose contents they determine; the user cannot choose, but the original prices will be three or more times the TGTG price. Notification is made early based upon the quantity predicted to be left over, not at the end of a selling period. Users must register to use the service. A mobile phone with an Internet connection running Android or iOS is needed. The user runs the TGTG app, which lists outlets available within a chosen distance and time range. The customer can then order and pay for a 'surprise bag'. The supplier can cancel an order at any time if the expected surplus is not available—the purchaser is notified by text message—and the purchaser can cancel with two hours' notice. The phone must be taken to the food supplier in a specified pickup time window, often 30 or 60 minutes long, and the transaction is finalised by swiping the app—connected to the Internet—to confirm collection.
Jordan Antiquities Database and Information System
The Jordan Antiquities Database and Information System (JADIS) was a computer database of antiquities in Jordan, the first of its kind in the Arab world. It was established by the Department of Antiquities in 1990, in cooperation with the American Center for Oriental Research in Amman and sponsored by the United States Agency for International Development. JADIS was in use until 2002, when it was superseded by a new system, MEGA-J. Over 10,841 antiquities were registered in the database. An introduction and printed summary of the database was published by the Department of Antiquities in 1994, edited by Gaetano Palumbo.
Empirical risk minimization
In statistical learning theory, the principle of empirical risk minimization defines a family of learning algorithms based on evaluating performance over a known and fixed dataset. The core idea is based on an application of the law of large numbers; more specifically, we cannot know exactly how well a predictive algorithm will work in practice (i.e. the "true risk") because we do not know the true distribution of the data, but we can instead estimate and optimize the performance of the algorithm on a known set of training data. The performance over the known set of training data is referred to as the "empirical risk". == Background == The following situation is a general setting of many supervised learning problems. There are two spaces of objects X {\displaystyle X} and Y {\displaystyle Y} and we would like to learn a function h : X → Y {\displaystyle \ h:X\to Y} (often called hypothesis) which outputs an object y ∈ Y {\displaystyle y\in Y} , given x ∈ X {\displaystyle x\in X} . To do so, there is a training set of n {\displaystyle n} examples ( x 1 , y 1 ) , … , ( x n , y n ) {\displaystyle \ (x_{1},y_{1}),\ldots ,(x_{n},y_{n})} where x i ∈ X {\displaystyle x_{i}\in X} is an input and y i ∈ Y {\displaystyle y_{i}\in Y} is the corresponding response that is desired from h ( x i ) {\displaystyle h(x_{i})} . To put it more formally, assuming that there is a joint probability distribution P ( x , y ) {\displaystyle P(x,y)} over X {\displaystyle X} and Y {\displaystyle Y} , and that the training set consists of n {\displaystyle n} instances ( x 1 , y 1 ) , … , ( x n , y n ) {\displaystyle \ (x_{1},y_{1}),\ldots ,(x_{n},y_{n})} drawn i.i.d. from P ( x , y ) {\displaystyle P(x,y)} . The assumption of a joint probability distribution allows for the modelling of uncertainty in predictions (e.g. from noise in data) because y {\displaystyle y} is not a deterministic function of x {\displaystyle x} , but rather a random variable with conditional distribution P ( y | x ) {\displaystyle P(y|x)} for a fixed x {\displaystyle x} . It is also assumed that there is a non-negative real-valued loss function L ( y ^ , y ) {\displaystyle L({\hat {y}},y)} which measures how different the prediction y ^ {\displaystyle {\hat {y}}} of a hypothesis is from the true outcome y {\displaystyle y} . For classification tasks, these loss functions can be scoring rules. The risk associated with hypothesis h ( x ) {\displaystyle h(x)} is then defined as the expectation of the loss function: R ( h ) = E [ L ( h ( x ) , y ) ] = ∫ L ( h ( x ) , y ) d P ( x , y ) . {\displaystyle R(h)=\mathbf {E} [L(h(x),y)]=\int L(h(x),y)\,dP(x,y).} A loss function commonly used in theory is the 0-1 loss function: L ( y ^ , y ) = { 1 if y ^ ≠ y 0 if y ^ = y {\displaystyle L({\hat {y}},y)={\begin{cases}1&{\mbox{ if }}\quad {\hat {y}}\neq y\\0&{\mbox{ if }}\quad {\hat {y}}=y\end{cases}}} . The ultimate goal of a learning algorithm is to find a hypothesis h ∗ {\displaystyle h^{}} among a fixed class of functions H {\displaystyle {\mathcal {H}}} for which the risk R ( h ) {\displaystyle R(h)} is minimal: h ∗ = a r g m i n h ∈ H R ( h ) . {\displaystyle h^{}={\underset {h\in {\mathcal {H}}}{\operatorname {arg\,min} }}\,{R(h)}.} For classification problems, the Bayes classifier is defined to be the classifier minimizing the risk defined with the 0–1 loss function. == Formal definition == In general, the risk R ( h ) {\displaystyle R(h)} cannot be computed because the distribution P ( x , y ) {\displaystyle P(x,y)} is unknown to the learning algorithm. However, given a sample of iid training data points, we can compute an estimate, called the empirical risk, by computing the average of the loss function over the training set; more formally, computing the expectation with respect to the empirical measure: R emp ( h ) = 1 n ∑ i = 1 n L ( h ( x i ) , y i ) . {\displaystyle \!R_{\text{emp}}(h)={\frac {1}{n}}\sum _{i=1}^{n}L(h(x_{i}),y_{i}).} The empirical risk minimization principle states that the learning algorithm should choose a hypothesis h ^ {\displaystyle {\hat {h}}} which minimizes the empirical risk over the hypothesis class H {\displaystyle {\mathcal {H}}} : h ^ = a r g m i n h ∈ H R emp ( h ) . {\displaystyle {\hat {h}}={\underset {h\in {\mathcal {H}}}{\operatorname {arg\,min} }}\,R_{\text{emp}}(h).} Thus, the learning algorithm defined by the empirical risk minimization principle consists in solving the above optimization problem. == Properties == Guarantees for the performance of empirical risk minimization depend strongly on the function class selected as well as the distributional assumptions made. In general, distribution-free methods are too coarse, and do not lead to practical bounds. However, they are still useful in deriving asymptotic properties of learning algorithms, such as consistency. In particular, distribution-free bounds on the performance of empirical risk minimization given a fixed function class can be derived using bounds on the VC complexity of the function class. For simplicity, considering the case of binary classification tasks, it is possible to bound the probability of the selected classifier, ϕ n {\displaystyle \phi _{n}} being much worse than the best possible classifier ϕ ∗ {\displaystyle \phi ^{}} . Consider the risk L {\displaystyle L} defined over the hypothesis class C {\displaystyle {\mathcal {C}}} with growth function S ( C , n ) {\displaystyle {\mathcal {S}}({\mathcal {C}},n)} given a dataset of size n {\displaystyle n} . Then, for every ϵ > 0 {\displaystyle \epsilon >0} : P ( L ( ϕ n ) − L ( ϕ ∗ ) > ϵ ) ≤ 8 S ( C , n ) exp { − n ϵ 2 / 32 } {\displaystyle \mathbb {P} \left(L(\phi _{n})-L(\phi ^{})>\epsilon \right)\leq {\mathcal {8}}S({\mathcal {C}},n)\exp\{-n\epsilon ^{2}/32\}} Similar results hold for regression tasks. These results are often based on uniform laws of large numbers, which control the deviation of the empirical risk from the true risk, uniformly over the hypothesis class. === Impossibility results === It is also possible to show lower bounds on algorithm performance if no distributional assumptions are made. This is sometimes referred to as the No free lunch theorem. Even though a specific learning algorithm may provide the asymptotically optimal performance for any distribution, the finite sample performance is always poor for at least one data distribution. This means that no classifier can improve on the error for a given sample size for all distributions. Specifically, let ϵ > 0 {\displaystyle \epsilon >0} and consider a sample size n {\displaystyle n} and classification rule ϕ n {\displaystyle \phi _{n}} , there exists a distribution of ( X , Y ) {\displaystyle (X,Y)} with risk L ∗ = 0 {\displaystyle L^{}=0} (meaning that perfect prediction is possible) such that: E L n ≥ 1 / 2 − ϵ . {\displaystyle \mathbb {E} L_{n}\geq 1/2-\epsilon .} It is further possible to show that the convergence rate of a learning algorithm is poor for some distributions. Specifically, given a sequence of decreasing positive numbers a i {\displaystyle a_{i}} converging to zero, it is possible to find a distribution such that: E L n ≥ a i {\displaystyle \mathbb {E} L_{n}\geq a_{i}} for all n {\displaystyle n} . This result shows that universally good classification rules do not exist, in the sense that the rule must be low quality for at least one distribution. === Computational complexity === Empirical risk minimization for a classification problem with a 0-1 loss function is known to be an NP-hard problem even for a relatively simple class of functions such as linear classifiers. Nevertheless, it can be solved efficiently when the minimal empirical risk is zero, i.e., data is linearly separable. In practice, machine learning algorithms cope with this issue either by employing a convex approximation to the 0–1 loss function (like hinge loss for SVM), which is easier to optimize, or by imposing assumptions on the distribution P ( x , y ) {\displaystyle P(x,y)} (and thus stop being agnostic learning algorithms to which the above result applies). In the case of convexification, Zhang's lemma majors the excess risk of the original problem using the excess risk of the convexified problem. Minimizing the latter using convex optimization also allow to control the former. == Tilted empirical risk minimization == Tilted empirical risk minimization is a machine learning technique used to modify standard loss functions like squared error, by introducing a tilt parameter. This parameter dynamically adjusts the weight of data points during training, allowing the algorithm to focus on specific regions or characteristics of the data distribution. Tilted empirical risk minimization is particularly useful in scenarios with imbalanced data or when there is a need to emphasize errors in certain parts of the prediction space.
Grokking (machine learning)
In machine learning, grokking, or delayed generalization, is a phenomenon observed in some settings where a model abruptly transitions from overfitting (performing well only on training data) to generalizing (performing well on both training and test data), after many training iterations with little or no improvement on the held-out data. This contrasts with what is typically observed in machine learning, where generalization occurs gradually alongside improved performance on training data. == Origin == Grokking was introduced by OpenAI researcher Alethea Power and colleagues in the January 2022 paper "Grokking: Generalization Beyond Overfitting on Small Algorithmic Datasets". It is derived from the word grok coined by Robert Heinlein in his novel Stranger in a Strange Land. In ML research, "grokking" is not used as a synonym for "generalization"; rather, it names a sometimes-observed delayed‑generalization training phenomenon in which training and held‑out performance do not improve in tandem, and in which held‑out performance rises abruptly later. Authors also analyze the "grokking time", the epoch or step at which this transition occurs in those scenarios. == Interpretations == Grokking can be understood as a phase transition during the training process. In particular, recent work has shown that grokking may be due to a complexity phase transition in the model during training. While grokking has been thought of as largely a phenomenon of relatively shallow models, grokking has been observed in deep neural networks and non-neural models and is the subject of active research. One potential explanation is that the weight decay (a component of the loss function that penalizes higher values of the neural network parameters, also called regularization) slightly favors the general solution that involves lower weight values, but that is also harder to find. According to Neel Nanda, the process of learning the general solution may be gradual, even though the transition to the general solution occurs more suddenly later. Recent theories have hypothesized that grokking occurs when neural networks transition from a "lazy training" regime where the weights do not deviate far from initialization, to a "rich" regime where weights abruptly begin to move in task-relevant directions. Follow-up empirical and theoretical work has accumulated evidence in support of this perspective, and it offers a unifying view of earlier work as the transition from lazy to rich training dynamics is known to arise from properties of adaptive optimizers, weight decay, initial parameter weight norm, and more. This perspective is complementary to a unifying "pattern learning speeds" framework that links grokking and double descent; within this view, delayed generalization can arise across training time ("epoch‑wise") or across model size ("model‑wise"), and the authors report "model‑wise grokking".
Lynda Soderholm
Lynda Soderholm is a physical chemist at the U.S. Department of Energy's (DOE) Argonne National Laboratory with a specialty in f-block elements. She is a senior scientist and the lead of the Actinide, Geochemistry & Separation Sciences Theme within Argonne's Chemical Sciences and Engineering Division. Her specific role is the Separation Science group leader within Heavy Element Chemistry and Separation Science (HESS), directing basic research focused on low-energy methods for isolating lanthanide and actinide elements from complex mixtures. She has made fundamental contributions to understanding f-block chemistry and characterizing f-block elements. Soderholm became a Fellow of the American Association for the Advancement of Science (AAAS) in 2013, and is also an Argonne Distinguished Fellow. == Early life and education == Soderholm was awarded her PhD in 1982 by McMaster University under the direction of Prof John Greedan. Her dissertation focused on characterizing the structural and magnetic properties of a series of ternary f-ion oxides. After graduating, she was awarded a NATO postdoctoral fellow at the Centre national de la recherche scientifique in France from 1982 until 1985. After a short postdoctoral appointment as an Argonne postdoctoral fellow she was promoted to staff scientist the same year. Over several years, she moved up the ranks, becoming a senior chemist in 2001. She was also an adjunct professor at the University of Notre Dame from 2003 until 2007. In 2021, Soderholm was appointed interim Division Director for the Chemical Sciences and Engineering Division. == Career and research == === Uncovering structure of Yttrium-123 Superconductor === Early in her career, Soderholm focused on the characterizing the magnetic and electronic behavior of compounds containing f-ions (lanthanides and actinides) with a focus on high-Tc materials, compounds that are superconducting under usually high temperatures. She was part of the research group that first determined the structure of YBa2Cu3O7. Their discovery formed the foundation for the further developments in the broad field of superconductivity. === Understanding f-ion speciation in solution === Continuing her interest in the f-elements, Soderholm shifted her focus from solid-state materials to nanoparticles and solutions, taking advantage of advances in X-ray structural probes made available by synchrotron facilities. Building on her earlier work using neutron scattering, her team became the first to discover that plutonium exists in solution as tiny, well-defined nanoparticles. This work solved a longstanding problem in understanding transport of plutonium in the environment and resulted in the development of a new, patented approach to separating plutonium during nuclear reprocessing. === Using machine learning to evaluate molecular structures === Soderholm's more recent projects use machine learning to understand the influence of complex molecular structuring in solutions, in connection with low-energy processes for separation of f-block elements from complex mixtures. == Awards and honors == University of Chicago Board of Governors' Distinguished Performance Award, 2009. Fellow of the American Association for the Advancement of Science, 2013. Argonne Distinguished Fellow, 2016 DOE materials sciences research competition for Outstanding Scientific Accomplishments in Solid State Physics, 1987. == Select publications == Beno, M. A.; Soderholm, L.; Capone, D. W., II; Hinks, D. G.; Jorgensen, J. D.; Grace, J. D.; Schuller, I. K.; Segre, C. U.; Zhang, K., Structure of the single-phase high-temperature superconductor yttrium barium copper oxide (YBa2Cu3O7−δ). Appl. Phys. Lett. 1987, 51 (1), 57–9. Soderholm, L.; Zhang, K.; Hinks, D. G.; Beno, M. A.; Jorgensen, J. D.; Segre, C. U.; Schuller, I. K., Incorporation of praseodymium in YBa2Cu3O7−δ: electronic effects on superconductivity. Nature (London) 1987, 328 (6131), 604–5. Antonio, M. R.; Williams, C. W.; Soderholm, L., Berkelium redox speciation. Radiochim. Acta 2002, 90 (12), 851–856. Soderholm, L.; Skanthakumar, S.; Neuefeind, J., Determination of actinide speciation in solution using high-energy X-ray scattering. Anal. Bioanal. Chem. 2005, 383 (1), 48–55. Forbes, T. Z.; Burns, P. C.; Skanthakumar, S.; Soderholm, L., Synthesis, structure, and magnetism of Np2O5. J. Am. Chem. Soc. 2007, 129 (10), 2760–2761. Soderholm, L.; Almond, P. M.; Skanthakumar, S.; Wilson, R. E.; Burns, P. C., The structure of the plutonium oxide nanocluster [Pu38O56Cl54(H2O)8]14-. Angew. Chem., Int. Ed. 2008, 47 (2), 298–302. Jensen, M. P.; Gorman-Lewis, D.; Aryal, B.; Paunesku, T.; Vogt, S.; Rickert, P. G.; Seifert, S.; Lai, B.; Woloschak, G. E.; Soderholm, L., An iron-dependent and transferrin-mediated cellular uptake pathway for plutonium. Nat. Chem. Biol. 2011, 7 (8), 560–565. Wilson, R. E.; Skanthakumar, S.; Soderholm, L., Separation of Plutonium Oxide Nanoparticles and Colloids. Angew. Chem., Int. Ed. 2011, 50 (47), 11234–11237. Knope, K. E.; Soderholm, L., Solution and solid-state structural chemistry of actinide hydrates and their hydrolysis and condensation products. Chem. Rev. 2013, 113 (2), 944–994. Luo, G.; Bu, W.; Mihaylov, M.; Kuzmenko, I.; Schlossman, M. L.; Soderholm, L., X-ray reflectivity reveals a nonmonotonic ion-density profile perpendicular to the surface of ErCl3 aqueous solutions. J. Phys. Chem. C 2013, 117 (37), 19082–19090. Jin, G. B.; Lin, J.; Estes, S. L.; Skanthakumar, S.; Soderholm, L., Influence of countercation hydration enthalpies on the formation of molecular complexes: A thorium-nitrate example. J. Am. Chem. Soc. 2017, 139 (49), 18003–18008. == Patents == Solvent extraction system for plutonium colloids and other oxide nano-particles, (2016).
Nouvelle AI
Nouvelle artificial intelligence (Nouvelle AI) is an approach to artificial intelligence pioneered in the 1980s by Rodney Brooks, who was then part of MIT artificial intelligence laboratory. Nouvelle AI differs from classical AI by aiming to produce robots with intelligence levels similar to insects. Researchers believe that intelligence can emerge organically from simple behaviors as these intelligences interacted with the "real world", instead of using the constructed worlds which symbolic AIs typically needed to have programmed into them. == Motivation == The differences between nouvelle AI and symbolic AI are apparent in early robots Shakey and Freddy. These robots contained an internal model (or "representation") of their micro-worlds consisting of symbolic descriptions. As a result, this structure of symbols had to be renewed as the robot moved or the world changed. Shakey's planning programs assessed the program structure and broke it down into the necessary steps to complete the desired action. This level of computation required a large amount time to process, so Shakey typically performed its tasks very slowly. Symbolic AI researchers had long been plagued by the problem of updating, searching, and otherwise manipulating the symbolic worlds inside their AIs. A nouvelle system refers continuously to its sensors rather than to an internal model of the world. It processes the external world information it needs from the senses when it is required. As Brooks puts it, "the world is its own best model--always exactly up to date and complete in every detail." A central idea of nouvelle AI is that simple behaviors combine to form more complex behaviors over time. For example, simple behaviors can include elements like "move forward" and "avoid obstacles." A robot using nouvelle AI with simple behaviors like collision avoidance and moving toward a moving object could possibly come together to produce a more complex behavior like chasing a moving object. === The frame problem === The frame problem describes an issue with using first-order logic (FOL) to express facts about a robot in the world. Representing the state of a robot with traditional FOL requires the use of many axioms (symbolic language) to imply that things about an environment do not change arbitrarily. Nouvelle AI seeks to sidestep the frame problem by dispensing with filling the AI or robot with volumes of symbolic language and instead letting more complex behaviors emerge by combining simpler behavioral elements. === Embodiment === The goal of traditional AI was to build intelligences without bodies, which would only have been able to interact with the world via keyboard, screen, or printer. However, nouvelle AI attempts to build embodied intelligence situated in the real world. Brooks quotes approvingly from the brief sketches that Turing gave in 1948 and 1950 of the "situated" approach. Turing wrote of equipping a machine "with the best sense organs that money can buy" and teaching it "to understand and speak English" by a process that would "follow the normal teaching of a child." This approach was contrasted to the others where they focused on abstract activities such as playing chess. == Brooks' robots == === Insectoid robots === Brooks focused on building robots that acted like simple insects while simultaneously working to remove some traditional AI characteristics. He created insect-like robots, named Allen and Herbert after cognitive science and AI pioneers Allen Newell and Herbert A. Simon. Brooks's insectoid robots contained no internal models of the world. Herbert, for example, discarded a high volume of the information received from its sensors and never stored information for more than two seconds. ==== Allen ==== Allen had a ring of twelve ultrasonic sonars as its primary sensors and three independent behavior-producing modules. These modules were programmed to avoid both stationary and moving objects. With only this module activated, Allen stayed in the middle of a room until an object approached and then it ran away while avoiding obstacles in its way. ==== Herbert ==== Herbert used infrared sensors to avoid obstacles and a laser system to collect 3D data over a distance of about 12 feet. Herbert also carried a number of simple sensors in its "hand." The robot's testing ground was the real world environment of the busy offices and workspaces of the MIT AI lab where it searched for empty soda cans and carried them away, a seemingly goal-oriented activity that emerged as a result of 15 simple behavior units combining. As a parallel, Simon noted that an ant's complicated path is due to the structure of its environment rather than the depth of its thought processes. ==== Other insectoid robots ==== Other robots by Brooks' team were Genghis and Squirt. Genghis had six legs and was able to walk over rough terrain and follow a human. Squirt's behavior modules had it stay in dark corners until it heard a noise, then it would begin to follow the source of the noise. Brooks agreed that the level of nouvelle AI had come near the complexity of a real insect, which raised a question about whether or not insect level-behavior was and is a reasonable goal for nouvelle AI. === Humanoid robots === Brooks' own recent work has taken the opposite direction to that proposed by Von Neumann in the quotations "theorists who select the human nervous system as their model are unrealistically picking 'the most complicated object under the sun,' and that there is little advantage in selecting instead the ant, since any nervous system at all exhibits exceptional complexity." ==== Cog ==== In the 1990s, Brooks decided to pursue the goal of human-level intelligence and, with Lynn Andrea Stein, built a humanoid robot called Cog. Cog is a robot with an extensive collection of sensors, a face, and arms (among other features) that allow it to interact with the world and gather information and experience so as to assemble intelligence organically in the manner described above by Turing. The team believed that Cog would be able to learn and able to find a correlation between the sensory information it received and its actions, and to learn common sense knowledge on its own. As of 2003, all development of the project had ceased.
Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.