Abstract:

In the field of language education, the application and utilization of digital screen devices and Artificial Intelligence (AI) have been researched and implemented for quite some time. However, there is a lack of progress in research regarding the symbiotic relationship between technology and users, where both evolve together through interactive engagement, rather than simply providing one-sided information. Particularly, research on the often overlooked aspect of 'distancing', which plays a crucial role in relationships, remains underexplored.

This study is part of the Personal Primer project, which aims to develop language education artifacts that utilize AI voice recognition and identification, enabling children to participate in making them themselves. It also advances the notion that 'humans and machines can learn from each other,' leading to the concept of Human-Machine Peer Learning (HMPL). The project comprises 23 roadmap properties aimed at preventing children from becoming addicted to digital devices and maintaining a balance between life and learning, fun and seriousness, and sense and expression. This paper specifically explores the conceptual awareness of the '0' state of education (referred to as no education) by actively limiting technology, focusing on the properties of "Circadian," "Habit-disrupting," and "Online-Offline."

This research employs Giorgi's phenomenological qualitative method to investigate practical implications stemming from philosophical awareness. Twenty participants with varied educational and professional backgrounds were interviewed (N=18). Containing seven different native languages and diverse cultural backgrounds, the participants were asked conceptual inquiries such as "What is education?" and engaged in open-ended reflections on their personal experiences, including psychological narratives.

The research reveals that young children, due to their high receptivity, may experience uncontrolled learning outcomes when lacking instruction, leading to a state of neglect and unintentional education, termed as 'bad education.' Such education may instill habits that are difficult to change later on. Consequently, educators, teachers and parents should understand the significance of not only using AI for educational purposes but also imposing limitations on its use. The study emphasizes the importance of acknowledging the '0' territory of education, including its contents.

The following is implementations of the awareness of the 'no education' on the Personal Primer through AI and technology. Firstly, it restricts artifacts in alignment with circadian rhythms. Secondly, it employs sensors for gesture recognition, reducing habitual scrolling behaviors. Thirdly, personalized learning materials are delivered through AI voice recognition and identification, protecting from indiscriminate online exposure. Finally, E-ink panel minimizes sensory exposition from artificial emitting light.

The following is implementations of the awareness of the 'no education' on the Personal Primer through AI and technology. Firstly, it restricts artifacts in alignment with circadian rhythms. Secondly, it employs sensors for gesture recognition, reducing habitual scrolling behaviors. Thirdly, personalized learning materials are delivered through AI voice recognition and identification, protecting from indiscriminate online exposure. Finally, E-ink panel minimizes sensory exposition from artificial emitting light.

Keywords:

Digital education artefacts, Habit-disrupting, Habit formation, Human-machine peer learning, Reading acquisition, Education philosophy.