Digital game-based learning in architecture education: Consolidating visual design principles in freshmen DOI Creative Commons
Aslı Çekmiş, Mert Karakaya

Journal of Design for Resilience in Architecture and Planning, Journal Year: 2024, Volume and Issue: unknown

Published: Aug. 30, 2024

Using games as educational tools has been a captivating subject in the academic domain. There is an increasing number of digital designed to support architectural education. This paper introduces serious game aimed at enhancing basic design knowledge for first-year architecture students. The focuses on teaching and testing visual principles such emphasis, balance, rhythm. Based these principles, it allows students create 2D compositions grid pattern by placing manipulating simple shapes terms color, shape, size. final composition evaluated artificial intelligence (AI) tool integrated into game. AI predicts present composition, providing three possible outcomes with associated percentages. game, currently phase, played 126 students, user experience assessed through questionnaires, surveys, metrics. use this teach proven be effective method engaging active learning their understanding application concepts. innovative provide real-time feedback interactive nature have fostered deeper, experiential process. Additionally, proposed various ideas improve gaming experience, suggesting potential enhancements that could lead more refined enjoyable gameplay. These insights highlight game-based (DGBL) AI-enhanced creating environment.

Language: Английский

A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching DOI Creative Commons

Belle Li,

Victoria L. Lowell, Chaoran Wang

et al.

Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: 7, P. 100266 - 100266

Published: July 17, 2024

This systematic review aims to explore published research on the use of ChatGPT in language learning between November 2022 and 2023, outlining types papers, methodologies adopted, publishing journals, major trends, topics interest, existing gaps demanding attention. The PRISMA framework was utilized capture latest articles, selecting 36 articles that met inclusion criteria. Findings extracted from this include (1) authors worldwide contribute topic, with Asia North America leading; (2) wide distribution across various journals underscores interdisciplinary nature such as computer science, psychology, linguistics, education, other social sciences; (3) empirical dominates literature is published, majority focusing higher education ethical considerations. Other findings plays multifaceted roles, supporting self-directed learning, content generation, teacher workflows. Research need for diversified scopes, longitudinal studies, exploration stakeholders' perceptions, assessments feedback quality.

Language: Английский

Citations

17
Understanding self-directed learning in AI-Assisted writing: A mixed methods study of postsecondary learners DOI Creative Commons
Chaoran Wang, Zixi Li, Curtis J. Bonk

et al.

Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: 6, P. 100247 - 100247

Published: June 1, 2024

This study investigates how postsecondary learners employ generative AI, specifically ChatGPT, to support their self-directed learning (SDL) for writing purposes. Following a sequential mixed methods design, we analyzed 384 survey responses and 10 semi-structured interviews with writers. Findings suggest that the major task used ChatGPT is brainstorming seeking inspiration ideas. While entering motivation using varies from curiosity about innovative technologies fulfilling academic requirements, such transformed into when perceived potential benefits of assisting writing. In terms self-management, participants mostly demonstrated high responsibility towards own employed various strategies SDL. Although respondents comparatively low level self-monitoring, most interviewees claimed they critically reflected on process validated information provided by ChatGPT. There are opinions regarding whether skills have improved as result Some suggested brought alleviating social pressure receiving instant feedback at any time, encouraged them spend more time practicing making revisions. However, some argue assessing AI-assisted SDL progress in short term challenging. addresses gaps existing literature where there scarce, large-scale empirical research AI usage writing, shedding light emerging phenomenon utilizing means

Language: Английский

Citations

10
Investigating L2 writers' critical AI literacy in AI-assisted writing: An APSE model DOI
Chaoran Wang, Zhaozhe Wang

Journal of Second Language Writing, Journal Year: 2025, Volume and Issue: 67, P. 101187 - 101187

Published: Feb. 13, 2025

Language: Английский

Citations

1
The Impact of AI Usage on University Students’ Willingness for Autonomous Learning DOI Creative Commons
Ling Wang, Wenye Li

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(10), P. 956 - 956

Published: Oct. 16, 2024

As artificial intelligence (AI) technology becomes increasingly integrated into education, understanding the theoretical mechanisms that drive university students to adopt new learning behaviors through these tools is essential. This study extends Expectation-Confirmation Model (ECM) by incorporating both cognitive and affective variables examine students' current AI usage their future expectations. The model includes intrinsic extrinsic motivations, focusing on three key factors: positive emotions, digital efficacy, willingness for autonomous learning. A survey of 721 valid responses revealed satisfaction significantly influence continued usage, with emotions being particularly critical. Digital efficacy perceived usefulness also impact satisfaction, but long-term intentions are more effectively driven emotions. Furthermore, strongly affects Therefore, higher education institutions should promote technology, enhance expectation-confirmation levels, emphasize emotional experiences during use. Adopting a "human-machine symbiosis" can foster active learning, personalized pathways, development innovation capabilities.

Language: Английский

Citations

6
Exploring Inventions in Self-Directed Language Learning with Generative AI: Implementations and Perspectives of YouTube Content Creators DOI

Belle Li,

Chaoran Wang, Curtis J. Bonk

et al.

TechTrends, Journal Year: 2024, Volume and Issue: 68(4), P. 803 - 819

Published: May 13, 2024

Language: Английский

Citations

5
Unlocking Potential: Key Factors Shaping Undergraduate Self-Directed Learning in AI-Enhanced Educational Environments DOI Creative Commons
Di Wu,

Shuling Zhang,

Zhiyuan Ma

et al.

Systems, Journal Year: 2024, Volume and Issue: 12(9), P. 332 - 332

Published: Aug. 29, 2024

This study investigates the factors influencing undergraduate students’ self-directed learning (SDL) abilities in generative Artificial Intelligence (AI)-driven interactive environments. The advent of AI has revolutionized environments, offering unprecedented opportunities for personalized and adaptive education. Generative supports teachers delivering smart education, enhancing acceptance technology, providing personalized, experiences. Nevertheless, application higher education is underexplored. explores how these AI-driven platforms impact abilities, focusing on key teacher support, strategies, technology acceptance. Through a quantitative approach involving surveys 306 undergraduates, we identified motivation, technological familiarity, quality interaction. findings reveal mediating roles self-efficacy motivation. Also, confirmed that improvements support strategies within AI-enhanced environments contribute to increasing self-efficacy, acceptance, contributes uncovering can inform design more effective educational technologies enhance student autonomy outcomes. Our theoretical model research deepen understanding applying while important contributions managerial implications.

Language: Английский

Citations

5
The Synergistic Power of AIoT in Enhancing EFL Student CCT Skills in Higher Education DOI

Muthmainnah Muthmainnah,

Muliati Muliati,

Dalwinder Kaur

et al.

Advances in computational intelligence and robotics book series, Journal Year: 2025, Volume and Issue: unknown, P. 277 - 304

Published: Jan. 10, 2025

The study monitored undergraduate students in English language education courses as they utilized artificial intelligence-enhanced learning resources. We created this course by integrating GenAI and IoT from various applications like Google (IoT), YouTube, AI-ChatGPT into the plan, with a focus on modernity interaction through AIoT. aim to enhance students' communication critical thinking skills incorporating technology dynamic environment that fosters 21st-century skills. integration of AI-ChatGPT, Mind mapping (IoT) curriculum enhances skills, making more engaging enjoyable. Insights these highlights how Internet Things can transform classroom methods improve student achievement modern era.

Language: Английский

Citations

0
“Please tell me” – The sequential organisation of audience participation in language learning livestreams DOI Creative Commons
Marie Rickert,

Stommel Wyke

Journal of Pragmatics, Journal Year: 2025, Volume and Issue: 241, P. 1 - 15

Published: March 27, 2025

Language: Английский

Citations

0
Spanish language learning in the AI era: AI as a scaffolding tool DOI Creative Commons
Huang Shanshan, Daniel Cassany

Journal of China Computer-Assisted Language Learning, Journal Year: 2025, Volume and Issue: unknown

Published: April 8, 2025

Abstract This study investigated how ten Chinese university students interacted with ChatGPT to facilitate their acquisition of Spanish as a second language. In semi-informal educational setting, 370 prompts authored by the and AI-generated responses they yielded were collected over course one week. Secondary data sources included questionnaires learning diaries. Findings revealed that primarily sought assistance from vocabulary acquisition, reading comprehension, written expression, fewer focused on grammar or oral communication. The showed significant variation in length, language preference, pattern, though only small portion involved more than single prompt-response interaction. trend suggests largely task-oriented use ChatGPT, limited reflective engagement. points teacher ↔ AI learner relationship new dimension interaction offers practical recommendations for educators AI-assisted learning. Key suggestions include fostering students’ self-directed abilities encouraging systematic approaches.

Language: Английский

Citations

0
Analysing nontraditional students' ChatGPT interaction, engagement, self‐efficacy and performance: A mixed‐methods approach DOI Creative Commons
Mohan Yang, Shiyan Jiang,

Belle Li

et al.

British Journal of Educational Technology, Journal Year: 2025, Volume and Issue: unknown

Published: April 9, 2025

Generative artificial intelligence brings opportunities and unique challenges to nontraditional higher education students, stemming, in part, from the experience of digital divide. Providing access practice is critical bridge this divide equip students with needed competencies. This mixed‐methods study investigated how interact ChatGPT multiple courses examined relationships between interactions, engagement, self‐efficacy performance. Data were collected 73 undergraduate graduate through chat logs, course reflections artefacts, surveys interviews. interactions analysed using four metrics: prompt number, depth knowledge (DoK), relevance originality. Results showed that numbers ( β = 0.256, p < 0.03) engagement 0.267, 0.05) significantly predicted performance, while did not. Students' DoK r 0.40, 0.01) 0.42, positively correlated Text mining analysis identified distinct interaction patterns, ‘strategic inquirers’ demonstrating performance than ‘exploratory more sophisticated follow‐up questioning. Qualitative findings revealed most first‐time users who initially resistance, they developed growing acceptance. Still, tended use sparingly and, even then, as only a starting point for assignments. The highlights need targeted guidance engineering AI literacy training help leverage effectively higher‐order thinking tasks. Practitioner notes What already known about topic Nontraditional face education, such limited technological access. emergence generative tools presents both addressing educational disparities. Existing studies on implementation predominantly focus traditional students. paper adds Empirical evidence metrics (prompt DoK, originality). Distinct patterns their relationship outcomes. among Implications and/or policy Need explicit instruction skill thinking. Importance providing technology self‐paced learning resources Value developing comprehensive addresses tool capabilities limitations.

Language: Английский

Citations

0