Exploring AI and the future of digital learning through fiction

Neil Dixon; Andrew Cox

Authors

Neil Dixon Anglia Ruskin University https://orcid.org/0000-0002-2734-7405
Andrew Cox University of Sheffield https://orcid.org/0000-0002-2587-245X

Keywords:

Future of digital learning, Artificial Intelligence (AI), Fiction, AI Agents

Abstract

Introduction. The increasing integration of AI in higher education necessitates nuanced discussions, to move us beyond simplistic utopian / dystopian narratives (Bearman, Ryan & Ajjawi, 2022; Hermann, 2023). These binary views significantly influence perceptions, design, and development of AI, often overlooking crucial social contexts. The assumption that technology offers easy solutions (Andrews, 2015), coupled with a sense of technological inevitability, ignores critical concerns about dehumanization (Reid, 2014), loss of agency, and the potential for exacerbated inequalities (Blythe et al., 2016). By creatively imagining future uses of AI (Selwyn, 2020; Houlden & Veletsianos, 2023; Cox, 2021), we can gain critical insights into the present, creating proactive engagement with the practice and politics of digital technologies in higher education, rather than passive acceptance.

Aims for the session. The workshop uses a participatory workshop format centred around creative writing prompts, using the relatable example of AI agents. AI agents are systems delegated to independently make decisions on our behalf (Maedche et al., 2019). These systems have the potential to support productivity and free up time for more meaningful work (Khaokaew et al., 2022). The workshop posits that using fiction offers a unique space, detached from current realities, to examine underlying perceptions about this emerging technology. Our questions are: What do the fictional writing tasks reveal about participants’ expectations and hopes for AI agents in learning? How do participants envision changes to the core dynamics of teaching and learning, such as personalisation, or collaboration? What values emerge from participants' fictional narratives as important for guiding the development and use of AI agents in education?

Expected outcomes. Building on findings from prior workshops (Dixon & Cox, 2025), we anticipate that the fictional prompts will enable participants to articulate their hopes and concerns more openly than traditional formats. We expect participants' responses to reveal a complex interplay of anxieties (e.g., job displacement, algorithmic bias, eroded human connection) and aspirations (e.g., enhanced personalised learning, increased accessibility). By surfacing these often-unspoken concerns, the workshop will create thoughtful dialogue about the ethical and practical implications of AI in digital learning.

Plan for engagement. The workshop will include a brief overview of the research and an explanation of the fictional prompt activity. Participants will engage in several short writing exercises, followed by sharing their reflections in a facilitated group discussion. We will conclude by exploring the usefulness of fiction in this context. Consent will be sought to analyse the anonymised written responses for a future research article. The findings will contribute to understanding the perceptions and limitations of AI agents, empowering stakeholders to adopt a purpose-driven rather than technology-first attitude to technology implementation.

Author Biographies

Neil Dixon, Anglia Ruskin University

Neil is an Academic Developer (Digital Learning) at Anglia Ruskin University, supporting staff to innovate in the digital learning environment, to improve student learning and achievement. His research interests lie in using fiction and speculation about emerging technologies in Higher Education. He is Chair of the ALT (Association for Learning Technology) East England regional group, and a Chartered member of ALT.

Andrew Cox, University of Sheffield

Andrew Cox is a Senior Lecturer in the Information School, University of Sheffield. He is head of the Digital Societies Research Group and Director of Postgraduate Studies in the School. After graduating from Aberystwyth with an MSc in Library Studies, Andrew spent a number of years working in development projects around the use of ICT in library contexts, funded by EC, JISC and others. He completed his PhD at Loughborough in 2006. The topic was knowledge sharing among web management professionals, on and off line, informed by notions both around communities of practice and theories of professionalisation. Andrew has continued an interest in online community/social media and professional identity in later work. Another area of interest is Research Data Management.