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.
Viaweb
Viaweb was a web-based application that allowed users to build and host their own online stores with little technical expertise using a web browser. The company was started in July 1995 by Paul Graham, Robert Morris (using the pseudonym "John McArtyem"), and Trevor Blackwell. Graham claims Viaweb was the first application service provider. Viaweb was also unusual for being partially written in the Lisp programming language. The software was originally called Webgen, but another company was using the same name, so the company renamed it to Viaweb, "because it worked via the Web". In 1998, Yahoo! Inc. bought Viaweb for 455,000 shares of Yahoo! capital stock, valued at about $49 million, and renamed it Yahoo! Store. Viaweb's example has been influential in Silicon Valley's entrepreneurial culture, largely due to Graham's widely read essays and his subsequent career as a successful venture capitalist.
Ganimal
A ganimal, also commonly referred to as GANimal, is a hybrid animal created with generative artificial intelligence systems, such as generative adversarial networks (GANs) or diffusion models. The concept was created for a website from the MIT Media Lab in 2020, where users could create ganimal images. 78,210 ganimals were generated from hybrid pairs of animal labels from BigGAN (G1) and 3,058,362,945 ganimals generated from blending G1 ganimals. The term ganimal is a portmanteau between the words GAN and animal. It is typically used to refer to a hybrid animal generated by interpolating between distinct species; the term can also refer to any AI-generated creatures that have not been identified in reality. The ganimal concept is similar to Artbreeder, an online website for blending images with AI. == Meet the Ganimals == Meet the Ganimals was an online platform from the MIT Media Lab that allowed visitors to generate, blend and curate ganimals. By June 2020, 44,791 ganimals had been generated, 8,547 ganimals bred, and 743 ganimals named by a total of 10,657 users. The site also had an educational component where visitors could play with blending and learn about AI. == Evolution and ganimal morphology == Because ganimals exist within an attention economy and evolve based on human preferences, charismatic megafauna (e.g. ganimals with cute, dog-like morphologies) become the most popular. However, social cues can increase the diversity of the ganimals ecosystem and lead to the success of unconventional ganimals, such as those without eyes or that live underwater. == The Barracuda Effect == Although there is typically no human morphology used to synthesize ganimals, creepy humanoid characters would emerge whenever animals were bred with a barracuda. This occurs because many pictures on the internet of barracudas include a human holding the fish up as a prized catch. This highlights a cultural form of algorithmic bias embedded in the training data of AI systems. == In popular culture == Ganimals have appeared in the Artificial Intelligence exhibition at the Vienna Technical Museum. They also appeared in the Ties That Cannot Be Unbound virtual exhibition at New Art City.
Kialo
Kialo is an online structured debate platform with argument maps in the form of debate trees. It is a collaborative reasoning tool for thoughtful discussion, understanding different points of view, and collaborative decision-making, showing arguments for and against claims underneath user-submitted theses or questions. The deliberative discourse platform is designed to present hundreds of supporting or opposing arguments in a dynamic argument tree and is streamlined for rational civil debate on topics such as philosophical questions, policy deliberations, entertainment, ethics, science questions, and unsolved problems or subjects of disagreement in general. Argument-boxes are structured into hierarchical branches where the root is the main thesis (or theses) of the debate, enabling deliberation and navigable debates between opposing perspectives. A debate is divided into Pro (supporting) and Con (refuting or devaluing) columns where registered users can add arguments and rate the impact on the weight or validity of the parent claim. The arguments are sorted according to the rating average. Its argument tree structure enables detailed scrutiny of claims at all levels of the tree and allows users to for example quickly understand why a decision was made or which of the aggregated arguments swayed it this way. Newcomers can join a debate at any time and look back at the structured discussion history, and then weigh in at the right place with their new argument or their comment on a specific argument. The design presets a structure on debates "that allows participants to easily see, process, and ultimately assess the many facets of competing claims". The word Kialo is Esperanto for "reason". The platform is the world's largest argument mapping and structured debate site. == Overview == Users can comment on every Pro or Con, for example for requesting sources or expansions. Recent activities of a debate are shown in a panel on the right side of the respective debate. Debates can be found through the search or on the Explore page through their descriptions and topic-tags. Mere comments that do not make a constructive point (a self-contained argument backed by reasoning) are not allowed and are picked up by other users and moderators. "Civil language and sensible observations from opposing perspectives" can be seen also in debates about controversial topics. The site by-design incentivizes fair, rigorous, open-minded dialogue. Contributors making claims often also write counterpoints to their own contribution. Claims need to be shorter than 500 characters and can link to external sources. Debate trees can also start off with multiple theses – such as different policy options or hypotheses. Claims can link to related debates or include segments of them. In the discussion tab of each claim, users can make edit proposals (e.g. for accuracy, improving sources, or changing scope), decide if the argument should be moved or copied to another branch, call for archiving a claim, and ask for extra evidence or clarification. Debates can grow large and complex for which a sunburst diagram visualization of the topology of the debate and the search functionality can be useful. Each debate also has a chat-box. In cases where e.g. a "Con" is a point against multiple in the "Pros", users – through moderators – can link these arguments at the respective places to avoid duplication of content and allowing a clean chain for people to understand which points are arguments against each other. Contributions of users are tracked, enabling a board of thought-leaders for every debate. Other gamification elements include a feature to thank users for their contributions. The "Perspectives" feature allows users to see 'Impact' ratings of supporters and opposers of a thesis as well as of the debate's moderators and individual contributors. It thereby enables participants to see a debate from other participants' perspectives and to sort by them. In Kialo Edu, this feature lets teachers view votes for a whole class, individuals, or supporters/opponents of a specific thesis. Users in both versions of Kialo can vote on the overall debate topic as well as on individual claims to express their perspectives or conclusions, with the rationale (i.e. the main causal arguments) why they voted on the veracity of the thesis as they did not being captured. Voting can be done by any registered user while navigating through any debate that has voting enabled or via using the Guided Voting wizard user interface that automatically walks through branches. As of 2021, Kialo doesn't have a mobile app. == Contents == A 2018 report stated the collaborative argument platform hosts more than 10,000 debates in various languages. It also hosts private debates. The website claims that it has over 18,000 public debates as of July 2023, as well as over 1 million votes and over 720,000 claims. Debates can be found via the site's internal search and up to six tags per debate. Preprint studies have scraped public debates on over 1.4K issues with over 130K statements as of October 2019 and 1628 debates, related to over 1120 categories, with 124,312 unique claims as of June 26, 2020. == Kialo Inc. == The site is run by Kialo Inc. It was founded by German-born entrepreneur and London School of Economics and Political Science graduate Errikos Pitsos in August 2017 and is based in Brooklyn and Berlin. According to a 2018 report, the site does not show advertisements and does not sell user's data. The for-profit company was founded in 2011, Pitsos began to develop the concept in 2012 and described various specifics of the system in 2014. In 2018, he stated that they intend to make money by selling the platform to companies as a deliberation and decision-making tool. The site is free to use for the public and in education. According to the site, as of 2023 Kialo.com is a non-revenue generating site with no ads and no reselling of user data. == Applications and adoption == === Adopted applications === Applications of its content or the platform in society include: Teachers and professors, especially in high schools – including the universities Harvard and Princeton, are using Kialo for class discussions and exercises in critical thinking and reasoning, as consolidating understanding of materials covered in recent classes, more useful and engaging learning experiences, for remote/e-learning, for clearing up misconceptions, teaching logical fallacies and rational argumentation, for academic dialogue, teaching media literacy, and for teaching to sufficiently reflect or research before posting online. Like for debaters of the main site, access for schools and universities is free. Kialo Edu is the custom version of Kialo specifically designed for classroom use where debates are private and locked to invited students. Kialo allows teachers to provide feedback to students on their ideas, argument structure, and research quality while it is left to other students to rate the impacts of their peers' arguments. Students can be allowed to contribute anonymously which may be useful for controversial issues as well as for safeguarding privacy in education. Students are or can be encouraged to back up their claims with evidence which can foster digital literacy and research skills. Students and teachers can use it to arrange their thoughts when structuring an essay or project. The site's name was decided on internally using the software. === Prototypical and theoretical applications === Potential, theoretical, prototypical or little-used applications include: Education Improving critical thinking skills of society at large as well as facilitating deep or efficient thinking and deepening research and debates where e.g. discussions are less shallow and the well-known or many arguments have already been made and in many cases aren't unreasonably over- or underrated. Pitsos claimed that "we're training students to be very good test-takers instead of critical thinkers", suggesting teaching people to think things through may be more important or neglected compared to essay writing skills. Many young people and adults are "submerged into a sea of dispersed information", "[b]rowsing and engaging in superficial thinking activities". Kialo could counteract this issue and help people develop good sane reasoning. Academia, R&D and policy Three scholars from three prestigious U.S. universities outlined possible benefits in this domain, including applications beyond higher education such as for academic communication. They suggest the debate platform could be used for structuring the communication of open peer-review by helping those giving feedback to "hone in on[sic] core arguments and pieces of evidence in an even more direct way" than annotated commenting. It could be used to evaluate extracted argument structures and sequences from raw texts, as in a Semantic Web for arguments. Such "argument mining", to which Kialo is the lar
Terminator (franchise)
Terminator is an American media franchise created by James Cameron and Gale Anne Hurd. It is considered to be of the cyberpunk subgenre of science fiction. The franchise primarily focuses on the events leading to a future post-apocalyptic war between a synthetic intelligence known as Skynet, and a surviving resistance of humans led by John Connor. In this future, Skynet uses an arsenal of cyborgs known as Terminators, designed to mimic humans and infiltrate the resistance. Much of the franchise takes place in time periods prior to the Skynet takeover, with both humans and Terminators using time travel to attempt to alter the past and change the outcome of the future. A prominent Terminator model throughout the films is the T-800, commonly known as "the Terminator", with instances of this model portrayed by Arnold Schwarzenegger. The franchise began with the 1984 film The Terminator, written and directed by Cameron, with Hurd as producer. They would return for the 1991 sequel Terminator 2: Judgment Day (or T2). Both films were critical and commercial successes. Terminator 3: Rise of the Machines (or T3) was released in 2003 to positive reviews, followed by Terminator Salvation in 2009 to more negative reviews. Salvation was intended as the first in a new trilogy, which was later scrapped after the film rights were sold. Cameron was consulted for the 2015 film Terminator Genisys, a reboot branching off from the timeline of the original film. It was negatively received and performed poorly at the box-office. Cameron had a larger role as a producer of the 2019 film Terminator: Dark Fate, a direct sequel to T2 that ignores the three preceding films. As with Salvation, both Genisys and Dark Fate were planned as first installments of new trilogies, with the plans scrapped each time due to the films' poor box-office performances. Outside of the theatrical films, Cameron co-directed T2-3D: Battle Across Time, a 1996 theme park film-based attraction. It was produced as the original sequel to T2 and reunited its main cast. A television series, Terminator: The Sarah Connor Chronicles, was developed without Cameron's involvement and aired for two seasons in 2008 and 2009. It was also produced as a T2 sequel, taking place in an alternate timeline that ignores the third film and subsequent events. Terminator Zero, an anime series, premiered in August 2024. The franchise has also inspired several lines of comic books since 1988, and numerous video games since 1991. By 2010, the franchise had generated $3 billion in revenue. == Themes and setting == The central theme of the franchise is the battle for survival between the nearly-extinct human race and the world-spanning, synthetic intelligence that is Skynet. Skynet is positioned in the first film, The Terminator (1984), as a U.S. strategic "Global Digital Defense Network" computer system by Cyberdyne Systems which becomes self-aware. Shortly after activation, Skynet seemingly perceives all humans as a threat to its existence and formulates a plan to systematically wipe out humanity itself. The system initiates a nuclear first strike against Russia, thereby ensuring a devastating second strike and a nuclear holocaust which wipes out much of humanity in the resulting nuclear war. In the post-apocalyptic aftermath, Skynet later builds up its own autonomous machine-based military capability which includes the Terminators used against individual human targets and thereafter proceeds to wage a persistent total war against the surviving elements of humanity, some of whom have militarily organized themselves into a Resistance. At some point in this future, Skynet develops the capability of time travel and both it and the Resistance seek to use this technology in order to win the war; either by altering or accelerating past events or by preventing the apocalyptic timeline. === Judgment Day === In the franchise, Judgment Day (a reference to the biblical Day of Judgment) is the date on which Skynet becomes self-aware, in which case its creators panic and attempt to deactivate the network. As a result, Skynet perceives humanity as a threat and attempts to exterminate them. Skynet launches an all-out nuclear attack on Russia in order to provoke a nuclear counter-strike against the United States, knowing this will eliminate its human enemies. Due to time travel and the consequent ability to change the future, several differing dates are given for Judgment Day. In Terminator 2: Judgment Day (1991), Sarah Connor states that Judgment Day will occur on August 29, 1997. However, this date is delayed following the attack on Cyberdyne Systems in the same film. Judgment Day has various different dates in different timelines of the subsequent films, as well as the television series, creating a multiverse of temporal phenomena. In Terminator 3: Rise of the Machines (2003) and Terminator Salvation (2009), Judgment Day was postponed to July 2003. In Terminator: The Sarah Connor Chronicles (2008–2009), the attack on Cyberdyne Systems in the second film delayed Judgment Day to April 21, 2011. In Terminator Genisys (2015), the fifth film in the franchise, Judgment Day was postponed to an unspecified day in October 2017, attributed to altered events in both the future and the past. Sarah and Kyle Reese travel through time to the year 2017 and seemingly defeat Skynet, but the system core, contained inside a subterranean blast shelter, survives unknown to them, thus further delaying, rather than preventing, Judgment Day. In Terminator: Dark Fate (2019), the direct sequel to Terminator 2: Judgment Day, a date is not given for the new Judgment Day though it is named as such by Grace. Since Grace is a ten-year-old in 2020 and shown as a teenager in the post-Judgment Day world in flash-forwards throughout the film, Judgment Day occurs sometime in the early 2020s in this timeline. == Franchise rights == Before the first film was created, director James Cameron sold the rights for $1 to Gale Anne Hurd, his future wife, who produced the film, under the strict provision that he be allowed to direct it. Hemdale Film Corporation also became a 50-percent owner of the franchise rights, until its share was sold in 1990 to Carolco Pictures, a company founded by Andrew G. Vajna and Mario Kassar. Terminator 2: Judgment Day was released a year later. Carolco filed for bankruptcy in 1995 and its library was subsequently acquired by StudioCanal, which continues to own the franchise today. However, the rights to future Terminator films were ultimately put up for auction. By that time, Cameron had become interested in making a Terminator 3 film. The rights were ultimately auctioned to Vajna in 1997, for $8 million. Vajna and Kassar spent another $8 million to purchase Hurd's half of the rights in 1998, becoming the full owners of the franchise. Hurd was initially opposed to the sale of the rights, while Cameron had lost interest in the franchise and a third film. After the 2003 release of Terminator 3: Rise of the Machines, the franchise rights were sold in 2007 for about $25 million to The Halcyon Company, which produced Terminator Salvation in 2009. Later that year, the company faced legal issues and filed for bankruptcy, putting the franchise rights up for sale. The rights were valued at about $70 million. In 2010, the rights were sold for $29.5 million to Pacificor, a hedge fund that was Halcyon's largest creditor. In 2012, the rights were sold to Megan Ellison and her production company Annapurna Pictures for less than $20 million, a lower price than what was previously offered. The low price was because of the possibility of Cameron regaining the rights in 2019, as a result of new North American copyright laws. Megan's brother David Ellison and Skydance Productions produced Terminator Genisys in 2015. Cameron worked together with David Ellison to produce the 2019 film Terminator: Dark Fate. As the film neared its release, Hurd filed to terminate a copyright grant made 35 years earlier. Under this move, Hurd would again become a 50-percent owner of the rights with Cameron and Skydance could lose the rights to make any additional Terminator films beginning in November 2020, unless a new deal is worked out. Skydance responded that it had a deal in place with Cameron and that it "controls the rights to the Terminator franchise for the foreseeable future". == Films == === The Terminator (1984) === The Terminator is a 1984 science fiction action film released by Orion Pictures, co-written and directed by James Cameron and starring Arnold Schwarzenegger, Linda Hamilton and Michael Biehn. It is the first work in the Terminator franchise. In the film, robots take over the world in the near future, directed by the artificial intelligence Skynet. With its sole mission to completely annihilate humanity, it develops android assassins called Terminators that outwardly appear human. A man named John Connor starts the Tech-Com resistance to fight the machi
Recursive transition network
A recursive transition network ("RTN") is a graph theoretical schematic used to represent the rules of a context-free grammar. RTNs have application to programming languages, natural language and lexical analysis. Any sentence that is constructed according to the rules of an RTN is said to be "well-formed". The structural elements of a well-formed sentence may also be well-formed sentences by themselves, or they may be simpler structures. This is why RTNs are described as recursive. == Notes and references ==
Mars Plus
Mars Plus is a 1994 science fiction novel by American writer Frederik Pohl and Thomas T. Thomas. It is the sequel to Pohl's 1976 novel Man Plus, which is about a cyborg, Roger Torraway, who is designed to operate in the harsh Martian environment, so that humans can start to colonize Mars. Mars Plus is set fifty years after the first novel. Young Demeter Coghlan travels to Mars, now settled by humans and cyborgs, and finds herself amidst a rebellion by the colonists. == Plot == In Man Plus, set in the not-too-distant future, with threat of the Cold War becoming a fighting war, people plan for the colonization of Mars to escape the seemingly-inevitable Armageddon. The American government begins a cyborg program to create a being capable of surviving the harsh Martian environment: a "Man Plus" called Roger Torraway who is converted from man to cyborg. While his cyborg body is adapted to Mars, he feels strange at first. As more nations develop cyborgs, the computer networks of Earth become sentient. Mars Plus is set fifty years after the first novel, when Mars is settled by humans and cyborgs. The cyborg Torroway is in the novel, but he is not the main character. The protagonist is Demeter Coghlan, a young woman from Earth who travels to Mars. Demeter is seeking information about a canyon that she believes may be significant if the colonists begin to convert Mars to an Earth-like planet. Amidst a backdrop of spies and newly dispatched Earth diplomats, the inexperienced Demeter senses that tensions are rising on the planet. She is further disoriented due to recovering from an accident. Despite the risks in the region, Demeter has intense sexual encounters with some of the local colonists. When the locals rebel against the surveillance set up by the computer network, Demeter is kidnapped by the computer network. == Reception == The reviewer from SFBook Reviews criticizes the book, saying "nothing really happens" and stating that there is no linkage to Man Plus apart from the presence of the cyborg Torraway; moreover, the reviewer states that the questions posed in the first novel are not answered. SF Reviews calls Mars Plus "...not as good as Man Plus but...not bad", and it is praised for "...some nice touches: Demeter continuously forgetting to think about geology; her careless dictation to the computer and her irresistible urges for wild sex." SF Reviews criticizes the writing in Mars Plus for being "...a little careless in places" and in need of more "...more crafting and pruning."