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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Artificial Intelligence in Special Education

Encyclopedia, Journal Year: 2025, Volume and Issue: 5(1), P. 11 - 11

Published: Jan. 15, 2025

This entry examines the growing role of artificial intelligence (AI) in special education. The authors discuss applications AI field, including its uses for personalized learning, adaptive technologies, teacher support, and AI’s potential to address issues related student accessibility engagement. draws on recent syntheses literature, highlighting studies that reveal capacity improve educational outcomes students with disabilities, mitigate workload, foster inclusion. Despite these promising developments, ethical considerations, biases, privacy concerns surrounding use AI, as well need high-quality research validates effectiveness conclude while can offer substantial it should be integrated thoughtfully, guided by empirical research, accompanied skilled professional oversight ensure truly benefits disabilities.

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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Co-creation in action: Bridging the knowledge gap in artificial intelligence among innovation champions

Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: 7, P. 100272 - 100272

Published: July 27, 2024

The increasing significance of artificial intelligence (AI) in various industries highlights the necessity for industry leaders and professionals to comprehend gain knowledge about AI. urgency AI literacy is more critical than ever due potential unethical use resulting from insufficient knowledge. This issue particularly crucial educators because they need understand adapt impact within educational institutions, with some needing become literate AI, given that students now have increased access public tools. research presents a multi-phase study address bridging gap by conducting co-creation innovation champions, illustrated case Generative K-12 school. Using action design research, we engaged experienced teachers who are experts pedagogical co-create generative AI-enhanced platform at leading education institution known its Australia. findings reveal champions enhance their through subject-matter expertise, organizational knowledge, gained external exposure experience. also key elements facilitate cross-domain exchange platform, enabling be exposed experience technological learning, shifts understanding perception initially unaware sceptical aware capable articulating technical rooted shared value. demonstrates how serves as pathway learning among champions. It underscores experiential on collaborative behavioral intentions. Additionally, aligning personal visions values can influence perceptions technologies, enhancing discourse innovation.

Language: Английский

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Revolutionizing Moroccan Education with AI: A Path to Customized Learning

International Journal For Multidisciplinary Research, Journal Year: 2024, Volume and Issue: 6(3)

Published: May 4, 2024

This integrative literature review analyzes how AI, specifically Machine Learning (ML) and Large Language Models (LLMs), is used in Moroccan education. The study emphasizes the significance of modernizing traditional educational techniques. It investigates artificial intelligence may personalize learning experiences, minimize disparities, foster a culturally diverse technologically sophisticated environment. ILR uses conceptual framework that highlights customized learning, equitable education, technological innovation, systematic methodology incorporates extensive synthesis. research process thoroughly examines multiple academic sources, including peer-reviewed articles, books, conference papers, reports. identifies relevant patterns, barriers, opportunities associated with integrating AI education by carefully studying synthesizing data. findings demonstrate enormous potential ML LLMs revolutionizing teaching methods, encouraging active student participation, closing inequalities across Morocco. paper finishes underlining need to incorporate into practice identifying areas for future research. investigating help Morocco other countries modernize their systems.

Language: Английский

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Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education

Education Sciences, Journal Year: 2025, Volume and Issue: 15(1), P. 68 - 68

Published: Jan. 11, 2025

Artificial intelligence (AI) holds tremendous potential for promoting equity and access to science, technology, engineering, mathematics (STEM) education, particularly students with disabilities. This conceptual review explores how AI can address the barriers faced by this underrepresented group enhancing accessibility supporting STEM practices like critical thinking, inquiry, problem solving, as evidenced tools adaptive learning platforms intelligent tutors. Results show that positively influence student engagement, achievement, motivation in subjects. By aligning Universal Design Learning (UDL) principles, paper highlights personalize learning, improve accessibility, close achievement gaps content areas. Furthermore, natural intersection of principles standards AI4K12 guidelines justifies logical need AI–STEM integration. Ethical concerns, such algorithmic bias (e.g., unequal representation training datasets leading unfair assessments) data privacy risks breaches sensitive data), require attention ensure systems promote rather than exacerbate disparities. The findings suggest while presents a promising avenue creating inclusive environments, further research conducted intentionality is needed refine they meet diverse needs disabilities STEM.

Language: Английский

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AI in ELT

Advances in computational intelligence and robotics book series, Journal Year: 2025, Volume and Issue: unknown, P. 161 - 198

Published: Jan. 31, 2025

Using data from 50 instructors, this chapter investigates AI especially ChatGPT's use in ELT. It draws attention to how it might enhance language skills, but also brings up issues with over-reliance, cultural sensitivity, and excessive usage. To effectively integrate into ELT, suggests taking flexible courses engaging organized professional development. Nonetheless, challenges such as a restricted number of participants feedback students indicate the need for further studies on academic accomplishments integration techniques.

Language: Английский

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Innovación educativa con sistemas de aprendizaje adaptativo impulsados por Inteligencia Artificial

Revista Internacional de Pedagogía e Innovación Educativa, Journal Year: 2024, Volume and Issue: 4(2), P. 343 - 363

Published: July 1, 2024

The emergence of artificial intelligence (AI) is transforming education through adaptive learning systems. These systems, based on AI algorithms, personalize the educational experience by adjusting to needs and styles each student. Using techniques such as machine deep learning, they analyze large volumes data generate personalized itineraries, breaking with homogeneous teaching model. Their implementation requires a suitable technological platform, solid infrastructure training teachers in use these tools. benefits are multiple: students receive real-time feedback progress at their own pace, improving motivation effectiveness, while can focus efforts higher value-added tasks obtain valuable information students' progress, facilitating teaching.

Language: Английский

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Designing an Inclusive Artificial Intelligence (AI) Curriculum for Elementary Students to Address Gender Differences With Collaborative and Tangible Approaches

Journal of Educational Computing Research, Journal Year: 2024, Volume and Issue: 62(7), P. 1837 - 1864

Published: Aug. 28, 2024

This study presents an inclusive K-12 AI curriculum for elementary schools, focusing on six design principles to address gender disparities. The curriculum, designed by the researchers and teacher, uses tangible tools, emphasizes collaboration in solving daily problems. MANOVA results revealed initial differences knowledge. Following MANCOVA analysis showed significant improvements knowledge, as well perceptions behavioral intentions toward AI, effectively bridging observed knowledge gaps without any attributed or levels. evidence underscores success of collaborative interventions uniformly enhancing positively changing among all participants, regardless gender. Both female non-binary students felt increased engagement reduced anxiety with improved comprehension a preference learning. contributes interventions, highlighting including essential part analysis.

Language: Английский

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Inclusive Learning and Assessment in the Era of AI

SN Computer Science, Journal Year: 2024, Volume and Issue: 5(8)

Published: Oct. 18, 2024

Language: Английский

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