Published: Nov. 1, 2024
Language: Английский
Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: 7, P. 100335 - 100335
Published: Dec. 1, 2024
Language: Английский
Citations
6
Ethics & Behavior, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17
Published: Oct. 25, 2024
This study examines researchers' ethical concerns toward the deployment of GenAI in research and their emotional responses. To acquire an in-depth understanding, we used narrative frames follow-up interviews to collect data from 22 researchers who reported extensive experience with GenAI. An inductive thematic analysis revealed three themes capturing that invoked types reactions. From perspective, our participants were concerned "human agency AI practices," "cognitive impacts overreliance on research," "ethical issues access, accuracy, privacy." they showed "mixed emotions," "positive "negative emotions" when dealing tools. There close connections between implications reactions them. In this light, conclude GenAI, which are determinants future use, should be taken more seriously further research.
Language: Английский
Citations
5
AAOU Journal/AAOU journal, Journal Year: 2025, Volume and Issue: unknown
Published: Jan. 6, 2025
Purpose The study examined the antecedents of lecturers' online teaching anxiety and analyzed their relationships with variables such as gender, age, education, experience faculty. Design/methodology/approach Using a mixed-methods design, involved 115 university lecturers through surveys 15 semi-structured interviews, data via approaches. Findings Personal matters digital literacy caused lowest anxiety, methods classroom management triggered moderate context health factors provoked highest. Female experienced greater health-related due to prolonged screen time. Education reported lower than science lecturers, whose laboratory-based content was harder adapt teaching. Originality/value Lecturers' stemmed from six factors: literacy, context, methods, class management, personal matters. Institutional social support have been identified crucial for improving well-being reducing anxiety.
Language: Английский
Citations
0
Internet Reference Services Quarterly, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 20
Published: Feb. 13, 2025
This study investigates the influence of institutional support and peer dynamics in adopting ChatGPT Indonesian higher education. Narrative reflections from 44 lecturers across 15 provinces, analyzed through thematic analysis, reveal that strong enhances creative effective use ChatGPT, while inadequate resources hinder its adoption. Peer collaboration fosters positive attitudes integration, whereas absence leads to skepticism. The findings highlight critical need for robust policies supportive academic communities maximize educational potential generative AI tools such as ChatGPT.
Language: Английский
Citations
0
Qualitative Research Journal, Journal Year: 2025, Volume and Issue: unknown
Published: April 14, 2025
Purpose The purpose of this study is to critically investigate the effects artificial intelligence (AI)-driven learning environments on learner autonomy, knowledge co-construction and digital equity in Thailand’s online education context. It aims analyze how algorithmic tools AI-based systems shape learners' educational experiences, particularly focusing whether these technologies enhance or constrain autonomy collaborative interactions. Additionally, it evaluates ethical social implications, divide, biases transparency AI-mediated processes. seeks provide actionable insights recommendations for policymakers, educators developers optimize AI integration inclusive lifelong learning. Design/methodology/approach This research adopts a qualitative case methodology involving in-depth, semi-structured interviews, participant observations detailed document analysis from 30 diverse participants, including urban rural learners, instructional designers. Employing actor-network theory (ANT) posthumanist theoretical frameworks, examines interactions between human non-human actors within AI-driven environments. approach allows comprehensive exploration participants' lived perceptions with technologies. Triangulation multiple data sources ensures depth reliability, providing nuanced into influence processes equity. Findings identifies platforms as having dual impacts simultaneously enabling greater self-directed through personalized guidance real-time feedback while imposing constraints that restrict intellectual exploration. AI-facilitated effectively organizes structures peer yet often results depersonalized, transactional communication lacking deep engagement. Furthermore, significant inequities are evident, learners disproportionately disadvantaged due limited technological infrastructure embedded platforms. These highlight critical need inclusive, transparent design practices ensure equitable access meaningful agency. Research limitations/implications qualitative, context-specific nature limits generalizability findings beyond environment. rapidly evolving suggests reflect specific temporal context, necessitating continuous updates. Participant selection bias may have influenced findings, participants potentially holding strong pre-existing opinions education. Future studies should consider longitudinal analyses understand long-term impacts, comparative cross-cultural validate deeper biases, fairness considerations tools, they affect socio-economic groups. Practical implications Practically, underscores necessity designing genuinely empower thinking rather than overly dictate pathways. Educational practitioners technology implement decision-making processes, evaluate recommendations. Policies must prioritize expansion literacy programs reduce urban-rural disparities. pedagogical integrate human-centric approaches complement ensuring serve enhance, replace, essential Social emphasizes holds potential democratizing by offering adaptive experiences. However, also warns risks associated reinforcing existing inequalities, learners. Addressing divides targeted policy interventions, infrastructural investments fostering inclusivity By accessible beneficial all demographics, societies can leverage tool broad-based empowerment development mechanism perpetuating exclusion. Originality/value contributes original Thai context – areas relatively underexplored literature. uniquely integrating perspectives, offers sophisticated understanding interplay humans settings. empirical deliver crucial evidence-based educators, policymakers aiming ethically inclusively Ultimately, enriches ongoing discussions balancing advancement human-centric, socially responsible practices.
Language: Английский
Citations
0
Acta Psychologica, Journal Year: 2024, Volume and Issue: 251, P. 104638 - 104638
Published: Nov. 1, 2024
Despite growing interest in both fields, research into how positive psychology principles and gamification can be integrated Computer-Assisted Language Learning (CALL) environments their impact on language learning outcomes remains insufficiently explored. Thus, this study intends to contribute by implementing a 10-week gamified program using the Quizizz application within CALL classrooms at university Thailand. A total of 69 first-year students, experiencing learning-which integrates game elements educational activities-for first time, participated sequential explanatory mixed-method study, which combined single-group design with narrative frames. After one-week introduction course, progressed through two cycles-Cycle 1 spanned five weeks, Cycle 2 lasted four weeks. Throughout these periods, we collected data surveys, test scores, Quantitative were analyzed descriptive inferential statistics, while essays examined thematic analysis. The found that such as motivation, enjoyment, anxiety remained stable over cycles, indicating initially engages its effects do not significantly evolve without varied interventions. Even high initial motivation there only modest improvements reducing anxiety, suggesting competitive might sustain some levels. Additionally, strengthened interrelationships among performance observed, but psychological factors did directly predict grammar outcomes.
Language: Английский
Citations
1
Journal of English Language and Linguistics, Journal Year: 2024, Volume and Issue: 5(3), P. 332 - 344
Published: Dec. 9, 2024
This study explored EFL students' attitudes and behavior toward using ChatGPT in English language learning. The sample consisted of 48 third-year undergraduate students from the Educational Technology Communications program at Naresuan University, selected through purposive sampling. A questionnaire was used as research instrument to assess behaviors regarding use their divided into three sections: Part 1 collected general information about students, 2 assessed for learning, 3 examined results indicated that most strongly agreed easy convenient (𝑥̅ = 4.83). They also believed it should be a supplementary tool Regarding development four key skills, helped them improve writing 4.31), reading 4.13), listening 4.08) though they were less confident its impact on speaking skills 3.35). In terms behavior, reported frequently enhance 4.23), followed by 3.94), 3.63), 3.04). Additionally, showed tendency invest time effort proficiency, boost interest motivation learning English.
Language: Английский
Citations
0
Published: Nov. 1, 2024
Language: Английский
Citations
0