Computers & Education, Journal Year: 2025, Volume and Issue: 229, P. 105251 - 105251
Published: Jan. 31, 2025
Language: Английский
International Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: 34(4), P. 1246 - 1264
Published: May 15, 2024
Abstract Artificial intelligence (AI) is influencing different aspects of human life. An AI‐powered technology, which has been recently released, ChatGPT. It a cutting‐edge technology that influences second/foreign language (L2) education. Although there increasing research on the benefits and misfits this chatbot in disciplines, L2 education lacks thorough investigation. To fill lacuna, phenomenographic study examined perceptions research‐active English as Foreign Language (EFL) teachers regarding potentials pitfalls ChatGPT for learning, teaching, assessment, research. end, semistructured interview was held with 30 Iranian EFL varying educational backgrounds AI integration experiences. The results content thematic analysis indicated double‐edged sword can both benefit hurt these areas most notable were augmenting learner autonomy, providing personalized reducing teachers’ teaching workload, designing assessment rubrics, summarizing lengthy papers theses to save researchers’ time energy. Concerning pitfalls, it reported might kill creativity academic integrity, encourage cheating online exams, spread fake misinformation into world research, cherish high‐tech plagiarism. Some practical suggestions are made empower educators researchers survive AI.
Language: Английский
Citations
41
European Journal of Education, Journal Year: 2024, Volume and Issue: unknown
Published: Oct. 27, 2024
ABSTRACT As artificial intelligence (AI) gains prominence, its integration into second language (L2) /foreign (FL) instruction has become a significant trend. Despite the considerable promise of AI for L2/FL learning, more research is still needed on effects student academic engagement in literature classes and corresponding emotional experiences. This study, therefore, aimed to examine use English as foreign (EFL) learners' engagement, experience was also qualitatively explored. Students were allocated experimental group ( N = 48), who received integrated with AI, control traditional without assistance. Quantitative data collected using an FL scale, supplemented by individual semi‐structured interviews qualitative phase. The results indicated that integrating EFL positive effect students' cognitive, social engagement. Moreover, experiences found be abundant dynamic, exerting influence their study provides valuable insights educators researchers regarding instruction.
Language: Английский
Citations
21
PLoS ONE, Journal Year: 2025, Volume and Issue: 20(2), P. e0315011 - e0315011
Published: Feb. 5, 2025
The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived use of ChatGPT in early 2024. With a sample 23,218 from 109 countries territories, reveals that primarily used for brainstorming, summarizing texts, finding research articles, with few using it professional creative writing. They found useful simplifying complex information content, but less reliable providing supporting classroom learning, though some considered its clearer than peers teachers. Moreover, agreed need AI regulations at all levels due concerns about promoting cheating, plagiarism, social isolation. However, they believed could potentially enhance their access knowledge improve learning experience, efficiency, chances achieving good grades. While was as effective improving literacy, digital communication, content creation skills, interpersonal decision-making, numeracy, native language proficiency, development critical thinking skills. Students also felt would boost demand AI-related skills facilitate remote work without significantly impacting unemployment. Emotionally, mostly positive ChatGPT, curiosity calmness being common emotions. Further examinations reveal variations students' perceptions across different socio-demographic geographic factors, key factors influencing identified. Higher institutions' managers teachers may benefit these findings while formulating curricula instructions/regulations use, well when designing teaching methods assessment tools. policymakers consider strategies secondary system development, especially light changing labor market needs related development.
Language: Английский
Citations
16
Social Sciences & Humanities Open, Journal Year: 2025, Volume and Issue: 11, P. 101299 - 101299
Published: Jan. 1, 2025
Language: Английский
Citations
2
Education Sciences, Journal Year: 2024, Volume and Issue: 14(8), P. 922 - 922
Published: Aug. 22, 2024
With the recent arrival of publicly available AI chatbots like ChatGPT, Copilot, Gemini, and Claude follows a need for knowledge about how students in higher education perceive use these tools, what this might mean their learning processes. This scoping review analyzes 24 empirical articles published between 1 January 2022 5 September 2023 on students’ perceptions education. The were reviewed using five-stage methodology. findings underscore global research interest engage with chatbots, which is especially pronounced Asia. studies span diverse disciplines, predominance science, technology, engineering, mathematics disciplines. reveal that as highly useful motivating personal task assistants getting immediate feedback help writing, coding, academic tasks. However, are concerned accuracy reliability responses from well potential negative impacts processes, critical thinking, discipline, creativity. purpose-driven among potentially positive influence motivation processes offer insights educators policymakers. Our concludes while attitudes, perceptions, prevail, addressing concerns crucial responsible integration
Language: Английский
Citations
16
British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: unknown
Published: Dec. 10, 2024
Abstract With the continuous development of technological and educational innovation, learners nowadays can obtain a variety supports from agents such as teachers, peers, education technologies, recently, generative artificial intelligence ChatGPT. In particular, there has been surge academic interest in human‐AI collaboration hybrid learning. The concept is still at nascent stage, how benefit symbiotic relationship with various AI, human experts intelligent learning systems unknown. emerging also lacks deep insights understanding mechanisms consequences based on strong empirical research. order to address this gap, we conducted randomised experimental study compared learners' motivations, self‐regulated processes performances writing task among different groups who had support agents, that is, ChatGPT (also referred AI group), chat expert, analytics tools, no extra tool. A total 117 university students were recruited, their multi‐channel learning, performance motivation data collected analysed. results revealed that: (1) received showed difference post‐task intrinsic motivation; (2) significant differences frequency sequences groups; (3) group outperformed essay score improvement but knowledge gain transfer not significantly different. Our research found absence motivation, exhibited processes, ultimately leading differentiated performance. What particularly noteworthy technologies may promote dependence technology potentially trigger “metacognitive laziness”. conclusion, leveraging respective strengths weaknesses critical field future intelligence. Practitioner notes already known about topic Hybrid intelligence, combining machine aims augment capabilities rather than replace them, creating opportunities for more effective lifelong collaboration. Generative ChatGPT, shown potential enhancing by providing immediate feedback, overcoming language barriers facilitating personalised experiences. effectiveness contexts varies, some studies highlighting its benefits improving while others note limitations ability teachers entirely. paper adds We lab setting agent (AI, expert checklist tools). metacognitive "laziness", which hinder self‐regulate engage deeply improve short‐term performance, it boost transfer. Implications practice and/or policy When using should focus deepening actively evaluation, monitoring, orientation, blindly following ChatGPT's feedback solely complete tasks efficiently. teaching, think are suitable assistance pay attention stimulating develop scaffolding assist active Researcher design multi‐task cross‐context deepen our could ethically effectively learn, regulate, collaborate evolve AI.
Language: Английский
Citations
16
Journal of Educational Computing Research, Journal Year: 2024, Volume and Issue: 62(7), P. 1896 - 1933
Published: Aug. 27, 2024
The use of generative artificial intelligence (Gen-AI) to assist college students in their studies has become a trend. However, there is no academic consensus on whether Gen-AI can enhance the achievement students. Using meta-analytic approach, this study aims investigate effectiveness improving and explore effects different moderating variables. A total 28 articles (65 independent studies, 1909 participants) met inclusion criteria for study. results showed that significantly improved students’ with medium effect size (Hedges’s g = 0.533, 95% CI [0.408,0.659], p < .05). There were within-group differences three moderator variables, activity categories, sample size, generated content, when content was text ( 0.554, .05), 21–40 0.776, learning styles 0.600, .05) had most significant improvement student’s achievement. intervention duration, discipline types, assessment tools also moderate positive impact achievement, but any This provides theoretical basis empirical evidence scientific application development educational technology policy.
Language: Английский
Citations
15
Computers & Education, Journal Year: 2024, Volume and Issue: unknown, P. 105224 - 105224
Published: Dec. 1, 2024
Language: Английский
Citations
14
International Journal of Human-Computer Interaction, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 22
Published: June 7, 2024
Artificial intelligence generates vibrant characters, encompassing teachers, peer students, and advisors within diverse educational media. However, the impact of perceived embodiment such characters in language learning videos on students' technology acceptance adoption is unclear. Integrating structural equation modeling into thematic analysis, this study analyzes 1042 valid responses from higher education students to bridge research gap. Our reveals that four subdimensions (human-likeness, credibility, facilitation, engagement) significantly positively predict higher-education ease use usefulness artificial intelligence-generated virtual teachers videos. Notably, an exception arises, as human-likeness does not our context. Students' systemic interactivity process emerge pivotal mediators. The qualitative analysis identifies concerns about classroom administration, developmental support, technical issues, deprived interpersonal collaboration, liberal attainment cultivation with teacher presence. This can illuminate designs applications education.
Language: Английский
Citations
13
Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: unknown, P. 100320 - 100320
Published: Oct. 1, 2024
Language: Английский
Citations
10