Artificial intelligence, personalization of teaching and individual self-determination


The paper analyzes the role that artificial intelligence is taking on in teaching processes, with particular reference to the possibility of monitoring students’ attention, during lessons or during an exam, using facial recognition software and movement analysis eyepieces. If on the one hand these tools allow a high degree of personalization of the didactic action, (ensuring constant monitoring of the student) on the other, they could favor the adoption of “inauthentic” attitudes, dictated more by the need to overcome the “control of machine”, which from the adoption of a real cognitive process aimed at avoiding, or at least reducing, distractions. Subject of analysis are: the delicate balance between the need to personalize teaching (immediate and continuous feedback), the possibilities offered by artificial intelligence and the self-determination capacity of individuals (actualizing tendency). The paper offers some insights into the possibility of constructively combining the needs of teaching with the innovations introduced by new information technologies.