Digital Experiences in Mathematics Education,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 11, 2025
Abstract
This
study
investigates
the
beliefs
and
practices
of
secondary
school
mathematics
teachers
in
Malta
regarding
potential
generative
artificial
intelligence
(GenAI),
particularly
through
tools
like
ChatGPT,
teaching,
using
TPACK
framework.
Through
a
case
methodology
involving
pre-
post-professional
development
(PD)
session
surveys
analysis
field
notes,
research
examines
alignment
between
teachers’
self-reported
pedagogical
their
perceptions
ChatGPT’s
utility.
Findings
show
teachers,
those
with
discovery
connectionist
educational
philosophies,
view
ChatGPT
positively,
believing
it
fosters
active
learning,
encourages
exploration,
supports
individualised
engagement.
Despite
challenges
interpreting
visual
mathematical
representations
inaccuracies,
see
as
tool
for
creating
practice
problems,
assessments,
personalised
feedback,
aligning
trends
existing
literature.
The
underscores
necessity
ongoing
PD
to
equip
skills
integrate
effectively
into
pedagogy,
suggesting
deeper
understanding
both
opportunities
presented
by
GenAI
education.
suggests
readiness
among
educators
adopt
innovative
technologies
that
align
contemporary
values,
enhancing
teaching
learning
experience
mathematics.
contributes
body
knowledge
on
integration
education,
highlighting
importance
technology
maximise
its
benefits
recognising
change
education
facilitating
engagement
while
also
acknowledging
limitations
ethical
implications.
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.
Brain Sciences,
Journal Year:
2025,
Volume and Issue:
15(1), P. 47 - 47
Published: Jan. 6, 2025
Background/Objectives:
The
evolution
of
digital
technology
enhances
the
broadening
a
person's
intellectual
growth.
Research
points
out
that
implementing
innovative
applications
world
improves
human
social,
cognitive,
and
metacognitive
behavior.
Artificial
intelligence
chatbots
are
yet
another
human-made
construct.
These
forms
software
simulate
conversation,
understand
process
user
input,
provide
personalized
responses.
Executive
function
includes
set
higher
mental
processes
necessary
for
formulating,
planning,
achieving
goal.
present
study
aims
to
investigate
executive
reinforcement
through
artificial
chatbots,
outlining
potentials,
limitations,
future
research
suggestions.
Specifically,
examined
three
questions:
use
conversational
in
functioning
training,
their
impact
on
executive-cognitive
skills,
duration
any
improvements.
Methods:
assessment
existing
literature
was
implemented
using
systematic
review
method,
according
PRISMA
2020
Principles.
avalanche
search
method
employed
conduct
source
following
databases:
Scopus,
Web
Science,
PubMed,
complementary
Google
Scholar.
This
included
studies
from
2021
experimental,
observational,
or
mixed
methods.
It
AI-based
conversationalists
support
functions,
such
as
anxiety,
stress,
depression,
memory,
attention,
cognitive
load,
behavioral
changes.
In
addition,
this
general
populations
with
specific
neurological
conditions,
all
peer-reviewed,
written
English,
full-text
access.
However,
excluded
before
2021,
reviews,
non-AI-based
conversationalists,
not
targeting
range
skills
abilities,
without
open
criteria
aligned
objectives,
ensuring
focus
AI
agents
function.
initial
collection
totaled
n
=
115
articles;
however,
eligibility
requirements
led
final
selection
10
studies.
Results:
findings
suggested
positive
effects
enhance
improve
skills.
Although,
several
limitations
were
identified,
making
it
still
difficult
generalize
reproduce
effects.
Conclusions:
an
tool
can
assistant
learning
expanding
contributing
metacognitive,
social
development
individual.
its
training
is
at
primary
stage.
highlighted
need
unified
framework
reference
studies,
better
designs,
diverse
populations,
larger
sample
sizes
participants,
longitudinal
observe
long-term
use.
Smart Learning Environments,
Journal Year:
2025,
Volume and Issue:
12(1)
Published: Jan. 3, 2025
Abstract
This
review
was
conducted
in
order
to
determine
the
specific
role
of
intelligent
technologies
individual
learning
experience.
The
research
work
included
consider
articles
published
between
2014
and
2024,
found
Web
Science,
Scopus,
ERIC
databases,
selected
among
933
мarticles
on
topic.
Materials
were
checked
for
compliance
with
criteria
headings,
annotations
full
texts
then
further
analyzed.
study
includes
38
that
based
a
rigorous
evaluation
selection
process
accordance
PRISMA
methodology
AMSTAR2
critical
assessment
strategy.
As
result
analysis,
it
scope
application
education
is
diverse,
results
this
topic
are
heterogeneous.
article
identifies
aspects
effective
use
education,
emerging
difficulties
limitations,
as
well
provides
examples
successful
implementation
various
educational
institutions.
Although
there
advantages
using
smart
general,
we
should
not
ignore
what
needs
be
considered.
On
point,
presents
arise
when
ways
prevent
them.
Information,
Journal Year:
2025,
Volume and Issue:
16(1), P. 38 - 38
Published: Jan. 9, 2025
ChatGPT
is
a
generative
artificial
intelligence
(AI)
based
chatbot
developed
by
OpenAI
and
has
attracted
great
attention
since
its
launch
in
late
2022.
This
study
aims
to
provide
an
overview
of
research
through
CiteSpace-based
bibliometric
analysis.
We
collected
2465
published
articles
related
from
the
Web
Science.
The
main
forces
were
identified
examining
productive
researchers,
institutions,
countries/regions.
Moreover,
we
performed
co-authorship
network
analysis
at
levels
author
country/region.
Additionally,
conducted
co-citation
identify
impactful
journals/sources,
literature
field
cluster
primary
themes
this
field.
key
findings
are
as
follows.
First,
found
that
most
researcher,
institution,
country
Ishith
Seth/Himel
Mondal,
Stanford
University,
United
States,
respectively.
Second,
highly
cited
researchers
Tiffany
H.
Kung,
Tom
Brown,
Malik
Sallam.
Third,
impactable
sources/journals
area
ARXIV,
Nature,
Cureus
Journal
Medical
Fourth,
work
was
Kung
et
al.,
who
demonstrated
can
potentially
support
medical
education.
Fifth,
overall
author-based
collaboration
consists
several
isolated
sub-networks,
which
indicates
authors
small
groups
lack
communication.
Sixth,
Kingdom,
India,
Spain
had
high
degree
betweenness
centrality,
means
they
play
significant
roles
country/region-based
network.
Seventh,
major
“data
processing
using
ChatGPT”,
“exploring
user
behavioral
intention
“applying
for
differential
diagnosis”.
Overall,
believe
our
will
help
scholars
stakeholders
understand
academic
development
ChatGPT.
Digital Experiences in Mathematics Education,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 11, 2025
Abstract
This
study
investigates
the
beliefs
and
practices
of
secondary
school
mathematics
teachers
in
Malta
regarding
potential
generative
artificial
intelligence
(GenAI),
particularly
through
tools
like
ChatGPT,
teaching,
using
TPACK
framework.
Through
a
case
methodology
involving
pre-
post-professional
development
(PD)
session
surveys
analysis
field
notes,
research
examines
alignment
between
teachers’
self-reported
pedagogical
their
perceptions
ChatGPT’s
utility.
Findings
show
teachers,
those
with
discovery
connectionist
educational
philosophies,
view
ChatGPT
positively,
believing
it
fosters
active
learning,
encourages
exploration,
supports
individualised
engagement.
Despite
challenges
interpreting
visual
mathematical
representations
inaccuracies,
see
as
tool
for
creating
practice
problems,
assessments,
personalised
feedback,
aligning
trends
existing
literature.
The
underscores
necessity
ongoing
PD
to
equip
skills
integrate
effectively
into
pedagogy,
suggesting
deeper
understanding
both
opportunities
presented
by
GenAI
education.
suggests
readiness
among
educators
adopt
innovative
technologies
that
align
contemporary
values,
enhancing
teaching
learning
experience
mathematics.
contributes
body
knowledge
on
integration
education,
highlighting
importance
technology
maximise
its
benefits
recognising
change
education
facilitating
engagement
while
also
acknowledging
limitations
ethical
implications.
