High Heels, Compass, Spider-Man, or Drug? Metaphor Analysis of Generative Artificial Intelligence in Academic Writing

Computers & Education, Journal Year: 2025, Volume and Issue: unknown, P. 105248 - 105248

Published: Jan. 1, 2025

Language: Английский

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Students’ perceived roles, opportunities, and challenges of a generative AI-powered teachable agent: a case of middle school math class

Journal of Research on Technology in Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 19

Published: Jan. 9, 2025

Ongoing advancements in generative AI (GenAI) have boosted the potential of applying long-standing "learning-by-teaching" practices form a teachable agent (TA). Despite recognized roles and opportunities TAs, less is known about how GenAI could create synergy or introduce challenges TAs students perceived application TAs. This study explored middle school students' roles, benefits, GenAI-powered an authentic mathematics classroom. Through classroom observation, focus-group interviews, open-ended surveys 108 sixth-grade students, we found that expected TA to serve as learning companion, facilitator, collaborative problem-solver. Students also expressed benefits provides implications for design educational AI-assisted instruction.

Language: Английский

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Students’ prompt patterns and its effects in AI-assisted academic writing: Focusing on students’ level of AI literacy

Journal of Research on Technology in Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 18

Published: Jan. 24, 2025

Language: Английский

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Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learning

Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: 7, P. 100279 - 100279

Published: Aug. 12, 2024

The rapid development of generative artificial intelligence (GenAI) tools (e.g. ChatGPT) has elicited mixed reactions among English language instructors and learners. This study explores how first-year students in an for Academic Purposes (EAP) course at a Hong Kong university perceive GenAI traditional grammar-checking Grammarly, MS Word). We employed qualitative methodology grounded the interpretivist paradigm, conducting semi-structured interviews with 14 students. findings revealed perceived to be more comprehensive authoritative, as they provide detailed explanations contextual insights that enhance proficiency. However, also noted concerns about overreliance, data privacy equitable access premium features. examines ethical pedagogical implications integrating into higher education, highlighting their potential necessity institutional guidance. It contributes ongoing discourse on role academic writing instruction.

Language: Английский

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Elementary school students’ and teachers’ perceptions toward creative mathematical writing with Generative AI

Journal of Research on Technology in Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 23

Published: Feb. 3, 2025

While mathematical creative writing can engage students in expressing ideas an imaginative way, young learners struggle this process. Generative AI (GenAI) offers possibilities for supporting them, such as providing story generation. As the design of GenAI-powered learning technologies requires careful consideration technology reception classrooms, study explores students' and teachers' perceptions with developed technology. We adopted a qualitative thematic analysis interviews 10 elementary school six teachers, triangulated open-ended survey responses classroom observation 79 students. identified themes 19 subthemes regarding benefits challenges; perceived include fostering creativity understanding math, literacy, affective domain, while students- AI-related challenges were well. This contributes by investigating lived experience GenAI-supported considerations instructions.

Language: Английский

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The Use of Generative AI Tools in Higher Education: Ethical and Pedagogical Principles

Journal of Academic Ethics, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 14, 2025

Language: Английский

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Relevance and Impact of Generative AI in Vocational Instructional Material Design: A Systematic Literature Review

Salud Ciencia y Tecnología, Journal Year: 2025, Volume and Issue: 5, P. 1336 - 1336

Published: Jan. 1, 2025

This study examines the relevance and impact of Generative Artificial Intelligence (GenAI) in design instructional materials for vocational education through a systematic literature review following PRISMA guidelines. The draws from reputable databases, including Scopus, Web Science (WoS), ERIC, to identify peer-reviewed articles published between 2019 2024. After applying inclusion exclusion criteria, 28 eligible were analyzed. findings highlight that GenAI significantly enhances material by supporting personalized learning, automating content creation, improving accessibility. It enables development adaptive high-quality resources tailored diverse learner needs education. Furthermore, visualizes research trends using bibliometric analysis, providing insights into evolution distribution GenAI-related across time, regions, themes. However, challenges such as need digital competency among educators, ethical concerns regarding bias quality, potential over-reliance on AI tools are identified. underscores importance balancing AI-driven innovation with human-centered ensure effective sustainable educational practices. Practical recommendations include targeted professional programs frameworks guide integration

Language: Английский

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AI in the classroom: Exploring students’ interaction with ChatGPT in programming learning

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 15, 2025

Language: Английский

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Poe or Gemini for fostering writing skills in Japanese upper‐intermediate learners: Uncovering the consequences on positive emotions, boredom to write, academic self‐efficacy and writing development

British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 15, 2025

Abstract The integration of AI‐based platforms, such as Poe and Gemini, into language instruction has garnered increasing attention for their potential to enhance writing skills. Despite this interest, little is known about effects on EFL learners' positive emotions (PEs), academic self‐efficacy boredom in writing. Addressing gap, the present study investigated effectiveness Gemini developing skills explored impact PEs, among learners at upper‐intermediate level. For purpose, a total 519 Japanese were randomly assigned three groups: (1) Poe‐assisted instruction; (2) Gemini‐assisted (3) control group (CG) receiving traditional instruction. employed mixed‐methods design, incorporating both quantitative qualitative data collection. Writing development was assessed through pre‐ post‐tests, while emotions, measured using validated scales. Additionally, gathered interviews analysed coding thematic analysis understand attitudes perceptions. Quantitative ANOVA MANOVA compare outcomes across groups. findings revealed that significantly improved compared CG, with no substantial differences between two platforms. Participants groups reported heightened PEs increased self‐efficacy, alongside reduced during tasks. corroborated these results, highlighting platforms' role fostering greater enthusiasm, engagement, autonomy motivation English learning. concludes by offering range implications different stakeholders.

Language: Английский

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Advancing asynchronous pre-class learning in flipped classrooms: Generative AI companions in business ethics

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 28, 2025

Language: Английский

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