Journal of Management Information Systems, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 31
Published: May 5, 2025
Language: Английский
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
Citations
2
School Science and Mathematics, Journal Year: 2025, Volume and Issue: unknown
Published: April 6, 2025
Abstract Generative artificial intelligence has become prevalent in discussions of educational technology, particularly the context mathematics education. These AI models can engage human‐like conversation and generate answers to complex questions real‐time, with education reports accentuating their potential make teachers' work more efficient improve student learning. This paper provides a review current literature on generative education, focusing four areas: for problem‐solving, tutoring feedback, adapt mathematical tasks, assist teachers planning. The discusses ethical logistical issues that arise application closes some observations, recommendations, future directions.
Language: Английский
Citations
0
British Journal of Educational Technology, Journal Year: 2025, Volume and Issue: unknown
Published: April 17, 2025
This paper reports on a design‐based research (DBR) study that aims to devise an artificial intelligence (AI)‐powered teachable agent supports secondary school students' learning‐by‐teaching practices of mathematics learning content. A long‐standing pedagogical practice is powered by recent advancement generative AI technologies, yielding our called ALTER‐Math . chronicles one usability testing and three cycles iterative design implementation process The empirical studies involved total 320 middle students six teachers in authentic classroom settings. first was exploratory, focusing the qualitative feedback from through open‐ended surveys, interviews observations. second yielded medium‐high ( M = 3.26) quantitative survey result perceived engagement top findings. Finally, final included pre‐ post‐knowledge tests quasi‐experimental as well student teacher interviews. revealed bigger significant knowledge improvement who used compared control group, suggesting positive impact AI‐powered agents learning. implications learned multiple iterations are discussed inform future technologies. Practitioner notes What already known about this topic Learning‐by‐teaching effective strategy enhance domain feelings responsibility Various have been developed demonstrated benefits Generative offers potential provide naturalistic, contextualised adaptive conversations. adds Develops novel for learning, Reports involving implementations Reveals student's mathematical after using , group. Implications and/or policy Researchers can be inspired example theoretically grounded technology. Educational technology designers could hear real voices educational directed technologies agents.
Language: Английский
Citations
0
Journal of Management Information Systems, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 31
Published: May 5, 2025
Language: Английский
Citations
0