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  <doc>
    <id>8340</id>
    <completedYear/>
    <publishedYear>2025</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1</pageFirst>
    <pageLast>25</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume>11</volume>
    <type>article</type>
    <publisherName>Institute of Electrical and Electronics Engineers (IEEE)</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Ethical Considerations of AI in Education: A Case Study based on Pythia Learning Enhancement System</title>
    <abstract language="eng">As the use of AI in education increases, addressing ethical concerns is essential for its responsible use and implementation. This study explores the ethical considerations of AI in education by analyzing a concrete application, the Pythia Learning Enhancement System, which enables personalized and adaptive educational experiences. In this case study, the concrete implementation of Pythia, contrary to high-level abstract analyses, provides practical insights into these ethical issues. To achieve this goal, we first define Pythia and outline its implementation. Using the various topics covered by Pythia, the ethical issues associated with each of these topics are outlined, resulting in a list of ten distinct ethical issues. Because there is overlap in issues covered by similar applications, they can benefit from this identification. An ethical (human rights) and didactic (constructivism) theoretical background is then provided as a basis for further discussion. This is used to build the arguments used in the main study. This consists of analyzing each of the issues and providing recommendations to mitigate potential harm arising from these issues. This helps to provide guidelines for future applications. In the analysis, the ethical discussion is mainly based on the human rights of the stakeholders involved, emphasizing human dignity. After the analysis, each of the issues is contextualized with the recent AI Act of the European Union, providing a novel mapping of the issues of AI in education to the AI Act. Finally, the limitations of the study are stated and a plan for future research is presented.</abstract>
    <parentTitle language="eng">IEEE Access</parentTitle>
    <identifier type="issn">2169-3536</identifier>
    <identifier type="doi">10.1109/ACCESS.2025.3583975</identifier>
    <identifier type="urn">urn:nbn:de:bvb:898-opus4-83403</identifier>
    <note>Corresponding author der OTH Regensburg: Simon Röhrl</note>
    <enrichment key="local_import_origin">crossref</enrichment>
    <enrichment key="opus.source">doi-import</enrichment>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <enrichment key="CorrespondingAuthor">Simon Röhrl</enrichment>
    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>Simon Röhrl</author>
    <author>Susanne Staufer</author>
    <author>Flemming Bugert</author>
    <author>Vamsi Krishna Nadimpalli</author>
    <author>Florian Hauser</author>
    <author>Lisa Grabinger</author>
    <author>Dominik Bittner</author>
    <author>Timur Ezer</author>
    <author>Ricardo Altweck</author>
    <author>Sabine Graf</author>
    <author>Thomas Kriza</author>
    <author>Jürgen Mottok</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Ethics</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Artificial intelligence</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Stakeholders</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Psychology</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Privacy</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Search problems</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Guidelines</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Focusing</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Europe</value>
    </subject>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="oaweg" number="">Gold Open Access- Erstveröffentlichung in einem/als Open-Access-Medium</collection>
    <collection role="othforschungsschwerpunkt" number="16314">Lebenswissenschaften und Ethik</collection>
    <collection role="oaweg" number="">Corresponding author der OTH Regensburg</collection>
    <collection role="funding" number="">Publikationsfonds der OTH Regensburg</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
    <thesisPublisher>Ostbayerische Technische Hochschule Regensburg</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-oth-regensburg/files/8340/Roehrl_IEEE_Access_2025.pdf</file>
  </doc>
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