skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: AI Ethics: A Bibliometric Analysis, Critical Issues, and Key Gaps
Artificial intelligence (AI) ethics has emerged as a burgeoning yet pivotal area of scholarly research. This study conducts a comprehensive bibliometric analysis of the AI ethics literature over the past two decades. The analysis reveals a discernible tripartite progression, characterized by an incubation phase, followed by a subsequent phase focused on imbuing AI with human-like attributes, culminating in a third phase emphasizing the development of human-centric AI systems. After that, they present seven key AI ethics issues, encompassing the Collingridge dilemma, the AI status debate, challenges associated with AI transparency and explainability, privacy protection complications, considerations of justice and fairness, concerns about algocracy and human enfeeblement, and the issue of superintelligence. Finally, they identify two notable research gaps in AI ethics regarding the large ethics model (LEM) and AI identification and extend an invitation for further scholarly research.  more » « less
Award ID(s):
2246920
PAR ID:
10507432
Author(s) / Creator(s):
; ; ; ;
Publisher / Repository:
International Journal of Business Analytics
Date Published:
Journal Name:
International Journal of Business Analytics
Volume:
11
Issue:
1
ISSN:
2334-4547
Page Range / eLocation ID:
1 to 19
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. Li, Changsheng (Ed.)
    An autonomous household robot passed a self-awareness test in 2015, proving that the cognitive capabilities of robots are heading towards those of humans. While this is a milestone in AI, it raises questions about legal implications. If robots are progressively developing cognition, it is important to discuss whether they are entitled to justice pursuant to conventional notions of human rights. This paper offers a comprehensive discussion of this complex question through cross-disciplinary scholarly sources from computer science, ethics, and law. The computer science perspective dissects hardware and software of robots to unveil whether human behavior can be efficiently replicated. The ethics perspective utilizes insights from robot ethics scholars to help decide whether robots can act morally enough to be endowed with human rights. The legal perspective provides an in-depth discussion of human rights with an emphasis on eligibility. The article concludes with recommendations including open research issues. 
    more » « less
  2. Over the past two decades, innovations powered by artificial intelligence (AI) have extended into nearly all facets of human experience. Our ethnographic research suggests that while young people sense they can't “trust” AI, many are not sure how it works or how much control they have over its growing role in their lives. In this study, we attempt to answer the following questions: 1) What can we learn about young people's understandings of AI when they produce media with and about it? 2) What are the design features of an ethics-centered pedagogy that promotes STEM engagement via AI? To answer these questions, we co-developed and documented three projects at YR Media, a national network of youth journalists and artists who create multimedia for public distribution. Participants are predominantly youth of color and those contending with economic and other barriers to full participation in STEM fields. Findings showed that by creating a learning ecology that centered the cultures and experiences of its learners while leveraging familiar tools for critical analysis, youth deepened their understanding of AI. Our study also showed that providing opportunities for youth to produce ethics-centered Interactive stories interrogating invisibilized AI functionalities, and to release those stories to the public, empowered them to creatively express their understandings and apprehensions about AI. 
    more » « less
  3. The rapid expansion of Artificial Intelligence (AI) necessitates a need for educating students to become knowledgeable of AI and aware of its interrelated technical, social, and human implications. The latter (ethics) is particularly important to K-12 students because they may have been interacting with AI through everyday technology without realizing it. They may be targeted by AI generated fake content on social media and may have been victims of algorithm bias in AI applications of facial recognition and predictive policing. To empower students to recognize ethics related issues of AI, this paper reports the design and implementation of a suite of ethics activities embedded in the Developing AI Literacy (DAILy) curriculum. These activities engage students in investigating bias of existing technologies, experimenting with ways to mitigate potential bias, and redesigning the YouTube recommendation system in order to understand different aspects of AI-related ethics issues. Our observations of implementing these lessons among adolescents and exit interviews show that students were highly engaged and became aware of potential harms and consequences of AI tools in everyday life after these ethics lessons. 
    more » « less
  4. Abstract BackgroundThis paper begins with the premise that ethics and diversity, equity, and inclusion (DEI) overlap in engineering. Yet, the topics of ethics and DEI often inhabit different scholarly spaces in engineering education, thus creating a divide between these topics in engineering education research, teaching, and practice. PurposeWe investigate the research question, “How are ethics and DEI explicitly connected in peer‐reviewed literature in engineering education and closely related fields?” DesignWe used systematic review procedures to synthesize intersections between ethics and DEI in engineering education scholarly literature. We extracted literature from engineering and engineering education databases and used thematic analysis to identify ethics/DEI connections. ResultsWe identified three primary themes (each with three sub‐themes): (1) lenses that serve to connect ethics and DEI (social, justice‐oriented, professional), (2) roots that inform how ethics and DEI connect in engineering (individual demographics, disciplinary cultures, institutional cultures); and (3) engagement strategies for promoting ethics and DEI connections in engineering (affinity toward ethics/DEI content, understanding diverse stakeholders, working in diverse teams). ConclusionsThere is a critical mass of engineering education scholars explicitly exploring connections between ethics and DEI in engineering. Based on this review, potential benefits of integrating ethics and DEI in engineering include cultivating a socially just world and shifting engineering culture to be more inclusive and equitable, thus accounting for the needs and values of students and faculty from diverse backgrounds. 
    more » « less
  5. Dominant approaches to the ethics of artificial intelligence (AI) systems have been mainly based on individualistic, rule-based ethical frameworks central to Western cultures. These approaches have encountered both philosophical and computational limitations. They often struggle to accommodate remarkably diverse, unstable, complex contexts of human-AI interactions. Recently there has been an increasing interest among philosophers and computer scientists in building a relational approach to the ethics of AI. This article engages with Daniel A. Bell and Pei Wang’s most recent book Just Hierarchy and explores how their theory of just hierarchy can be employed to develop a more systematic account for relational AI ethics. Bell and Wang’s theory of just hierarchy acknowledges that there are morally justified situations in which social relations are not equal. Just hierarchy can exist both between humans and between humans and machines such as AI systems. Therefore, a relational ethic for AI based on just hierarchy can include two theses: (i) AI systems should be considered merely as tools and their relations with humans are hierarchical (e.g. designing AI systems with lower moral standing than humans); and (ii) the moral assessment of AI systems should focus on whether they help us realize our rolebased moral obligations prescribed by our social relations with others (these relations often involve diverse forms of morally justified hierarchies in communities). Finally, this article will discuss the practical implications of such a relational ethic framework for designing socially integrated and ethically responsive AI systems. 
    more » « less