Artificial intelligence (AI) -integrated educational applications and college students’ creativity and academic emotions: students and teachers’ perceptions and attitudes

BMC Psychology, Journal Year: 2024, Volume and Issue: 12(1)

Published: Sept. 16, 2024

Abstract Background Integrating Artificial Intelligence (AI) in educational applications is becoming increasingly prevalent, bringing opportunities and challenges to the learning environment. While AI have potential enhance structured learning, they may also significantly impact students’ creativity academic emotions. Objectives This study aims explore effects of AI-integrated on college emotions from perspectives both students teachers. It assessed undergraduate faculty’s attitudes applications. Methodology A mixed-method research design was used. In first phase, a qualitative approach employed, utilizing theoretical sampling select informants. Data were collected through in-depth interviews with university lecturers gain comprehensive insights into their experiences perceptions. scale developed, validated, administered 120 faculty quantitative phase. Descriptive statistics used analyze data. Findings The revealed that often impose rigid frameworks constrain creative thinking innovation, leading emotional disengagement due interactions’ repetitive impersonal nature. Additionally, constant assessments heightened performance anxiety, technical frustrations disrupted process. Conversely, stimulated by introducing new ideas problem-solving techniques, enhanced engagement interactive elements, provided personalized feedback, supported well-being gamified elements availability. Quantitative data verified teachers positive toward benefits these Conclusions integration has dual-edged there are notable stimulating enhancing engagement, significant such as constraints, disengagement, anxiety must be addressed. Balancing factors requires thoughtful implementation continuous evaluation optimize role education.

Language: Английский

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Mapping Tomorrow’s Teaching and Learning Spaces: A Systematic Review on GenAI in Higher Education

Trends in Higher Education, Journal Year: 2025, Volume and Issue: 4(1), P. 2 - 2

Published: Jan. 8, 2025

This collective systematic literature review is part of an Erasmus+ project, “TaLAI: Teaching and Learning with AI in Higher Education”. The investigates the current state Generative Artificial Intelligence (GenAI) higher education, aiming to inform curriculum design further developments within digital education. Employing a descriptive, textual narrative synthesis approach, study analysed across four thematic areas: learning objectives, teaching activities, development, institutional support for ethical responsible GenAI use. 93 peer-reviewed articles from eight databases using keyword-based search strategy, collaborative coding process involving multiple researchers, vivo transparent documentation. findings provide overview recommendations integrating into learning, contributing development effective AI-enhanced environments reveals consensus on importance incorporating Common themes like mentorship, personalised creativity, emotional intelligence, higher-order thinking highlight persistent need align human-centred educational practices capabilities technologies.

Language: Английский

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Integrating Generative AI in Education: Themes, Challenges, and Future Directions

Published: Jan. 1, 2025

Language: Английский

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Inclusive Transformation With Artificial Intelligence

Advances in computational intelligence and robotics book series, Journal Year: 2025, Volume and Issue: unknown, P. 275 - 296

Published: April 25, 2025

In recent years, artificial intelligence (AI) has emerged as one of the most potent tools to promote digital transformation in education. The effective use AI education requires robust policy frameworks and ethical oversight mechanisms. Providing an overview transformative role education, this chapter discusses prominent requirements for technology that supports inclusive equitable systems offers recommendations will maximize potential creating equitable, fair, educational environments. Special emphasis is placed on interdisciplinary collaboration among stakeholders ensure are aligned with human-centered values goals. aims draw attention data-driven framework addressing debated issues bias, data privacy, inclusion, risks, fair approach establish ecosystem light global standards, international policies, evidence-based practices.

Language: Английский

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Enhancing Human-Computer Interaction in Socially Inclusive Contexts: Flow Heuristics and AI Systems in Compliance with DIN EN ISO 9241 Standards

European Journal of Contemporary Education and E-Learning, Journal Year: 2024, Volume and Issue: 2(4), P. 115 - 139

Published: July 1, 2024

In the domain of generative Artificial Intelligence (AI), deployment user-centered Human-Computer Interaction (HCI) methodologies, compliant with DIN EN ISO 9241 standard, furnishes a substantive methodological scaffold. These methodologies have demonstrably succeeded in accomplishing specific, contextual objectives across spectrum applications, affirming their efficacy and user satisfaction. The investigation leverages systematic theoretical framework investigator triangulation to explore customization flow heuristics respect social permeability, inclusion, accessibility. This approach facilitates assimilation multi-dimensional perspectives, thereby augmenting both accessibility experience within these delineated domains. Within ambit enhancing HCI socially inclusive settings, current heuristic models aimed at simplifying complexity AI systems manifest notable shortcomings, particularly relation Academic scrutiny not only highlights deficiencies application 9241-210 standards but also uncovers substantial lacunae vis-à-vis intricate demands 9241-110. encompass facets such as task appropriateness, self-descriptiveness, expectation conformity, error tolerance, controllability, individualizability, learning facilitation, whose integrated considered implementation is indispensable for efficacious tailoring interactive meet specific requirements settings. study significantly bolsters epistemological base essential formulation conceptual tailored educational management contexts, alignment standards. aims articulate detailed practical guide that outlines requisite mechanisms, metrics, characteristics necessary user-centric adaptations AI-enhanced systems. objective augment induction elevate satisfaction realms characterized by

Language: Английский

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Digital game-based learning in architecture education: Consolidating visual design principles in freshmen

Journal of Design for Resilience in Architecture and Planning, Journal Year: 2024, Volume and Issue: unknown

Published: Aug. 30, 2024

Using games as educational tools has been a captivating subject in the academic domain. There is an increasing number of digital designed to support architectural education. This paper introduces serious game aimed at enhancing basic design knowledge for first-year architecture students. The focuses on teaching and testing visual principles such emphasis, balance, rhythm. Based these principles, it allows students create 2D compositions grid pattern by placing manipulating simple shapes terms color, shape, size. final composition evaluated artificial intelligence (AI) tool integrated into game. AI predicts present composition, providing three possible outcomes with associated percentages. game, currently phase, played 126 students, user experience assessed through questionnaires, surveys, metrics. use this teach proven be effective method engaging active learning their understanding application concepts. innovative provide real-time feedback interactive nature have fostered deeper, experiential process. Additionally, proposed various ideas improve gaming experience, suggesting potential enhancements that could lead more refined enjoyable gameplay. These insights highlight game-based (DGBL) AI-enhanced creating environment.

Language: Английский

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