Springer briefs in education, Journal Year: 2025, Volume and Issue: unknown, P. 117 - 130
Published: Jan. 1, 2025
Language: Английский
Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: 6, P. 100225 - 100225
Published: April 18, 2024
Artificial intelligence technologies are rapidly advancing. As part of this development, large language models (LLMs) increasingly being used when humans interact with systems based on artificial (AI), posing both new opportunities and challenges. When interacting LLM-based AI system in a goal-directed manner, prompt engineering has evolved as skill formulating precise well-structured instructions to elicit desired responses or information from the LLM, optimizing effectiveness interaction. However, research perspectives non-experts using through how literacy affects prompting behavior is lacking. This aspect particularly important considering implications LLMs context higher education. In present study, we address issue, introduce skill-based approach engineering, explicitly consider role non-experts' (students) their skills. We also provide qualitative insights into students' intuitive behaviors towards systems. The results show that higher-quality skills predict quality LLM output, suggesting indeed required for use generative tools. addition, certain aspects can play targeted adaptation within We, therefore, argue integration educational content current curricula enable hybrid intelligent society which students effectively tools such ChatGPT.
Language: Английский
Citations
59
International Journal of Educational Technology in Higher Education, Journal Year: 2024, Volume and Issue: 21(1)
Published: April 11, 2024
Abstract Peer feedback is introduced as an effective learning strategy, especially in large-size classes where teachers face high workloads. However, for complex tasks such writing argumentative essay, without support peers may not provide high-quality since it requires a level of cognitive processing, critical thinking skills, and deep understanding the subject. With promising developments Artificial Intelligence (AI), particularly after emergence ChatGPT, there global argument that whether AI tools can be seen new source or tasks. The answer to this question completely clear yet are limited studies our remains constrained. In study, we used ChatGPT students’ essay compared quality ChatGPT-generated with peer feedback. participant pool consisted 74 graduate students from Dutch university. study unfolded two phases: firstly, data were collected they composed essays on one given topics; subsequently, through engaging process using source. Two coding schemes including analysis measure Then, MANOVA was employed determine any distinctions between generated by ChatGPT. Additionally, Spearman’s correlation utilized explore potential links results showed significant difference peers. While provided more descriptive information about how written, identification problem essay. overarching look at suggests complementary role process. Regarding relationship peers, found no overall relationship. These findings imply does impact both quality. implications valuable, shedding light prospective use source, like writing. We discussed delved into future research practical applications educational contexts.
Language: Английский
Citations
53
Nature Human Behaviour, Journal Year: 2024, Volume and Issue: 8(10), P. 1839 - 1850
Published: Oct. 22, 2024
Language: Английский
Citations
31
Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: 6, P. 100215 - 100215
Published: March 13, 2024
The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in Education (AIED) offers new scalable, data-intensive systems but raises concerns about data privacy agency. Excluding stakeholders—like students teachers—from the design process can potentially lead to mistrust inadequately aligned tools. Despite a shift towards human-centred recent LA AIED research, there remain gaps our understanding importance human control, safety, reliability, trustworthiness implementation these systems. We conducted systematic literature review explore gaps. analysed 108 papers provide insights i) current state LA/AIED research; ii) extent which educational stakeholders have contributed systems; iii) balance between control computer automation such iv) reliability been considered literature. Results indicate some consideration system design, limited end-user involvement actual design. Based on findings, we recommend: 1) carefully balancing stakeholders' designing deploying throughout all phases 2) actively involving target end-users, especially students, delineate automation, 3) exploring as principles future
Language: Английский
Citations
26
Published: Aug. 6, 2024
Language: Английский
Citations
21
The Internet and Higher Education, Journal Year: 2024, Volume and Issue: 63, P. 100962 - 100962
Published: July 14, 2024
Language: Английский
Citations
13
International Journal of Risk and Contingency Management, Journal Year: 2024, Volume and Issue: 12(1), P. 1 - 19
Published: Aug. 5, 2024
Artificial Intelligence (AI) has increasingly become a transformative force in the education sector, offering unprecedented opportunities to enhance learning experiences and outcomes. This study examines potential adverse effects of AI-assisted on critical cognitive skills, particularly thinking problem-solving, within context Albania's educational landscape. Employing quantitative methodology, survey 53 students was conducted across various institutions Albania gather data their perceptions regarding learning. The findings indicate no significant difference skills between with prior exposure AI tools those without. However, there is statistically negative correlation reliance for assignments students' problem-solving suggesting that excessive dependence can hinder development independent abilities. Conversely, strong positive found frequency tool usage academic performance assignment efficiency, highlighting benefits enhancing these aspects experience. These results emphasize need balanced integration ensure they complement rather than replace traditional methods. study's have implications educators policymakers, while certain outcomes, it essential address its risks promote skills. Future research should focus larger, more diverse samples, incorporate objective measures explore long-term impacts
Language: Английский
Citations
13
Studies in Higher Education, Journal Year: 2024, Volume and Issue: 49(5), P. 817 - 830
Published: March 11, 2024
Recent emergence of generative artificial intelligence (GenAI) technology has stimulated interests as well concerns in their potential teaching and learning. Situated the new transforming context, this study provides an avenue for students to introspectively explore use GenAI a postgraduate course. Seventy-four from three Chinese universities participated study. By analyzing student interviews conducted pre- post-course, alongside chat logs with reflective journal entries detailing learning approaches, research uncovers spectrum perspectives on GenAI's impact, ranging beneficial optimism, cautious skepticism adaptable pragmatism. Notably, agency is identified crucial element relation these themes. This was articulated four types activities: receptive, resistive, resourceful, reflective. The underscores importance supporting empowering approaches aided by education, highlighting its role optimizing enhancing autonomous, lifelong skills amidst evolving technologically advanced landscape.
Language: Английский
Citations
11
Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: unknown, P. 100348 - 100348
Published: Dec. 1, 2024
Language: Английский
Citations
9
Computers and Education Artificial Intelligence, Journal Year: 2025, Volume and Issue: unknown, P. 100371 - 100371
Published: Jan. 1, 2025
Language: Английский
Citations
1