Primary School Students' Perceptions of Artificial Intelligence: Metaphor and Drawing Analysis

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1)

Published: Jan. 27, 2025

ABSTRACT Due to the frequent use of artificial intelligence (AI) technologies in daily life, it is thought that primary school students acquire information about this concept from various sources. The way these sources present AI may affect students' perceptions AI. In study, was aimed examine third and fourth grade through metaphors drawings. This research, which conducted with participation 262 students, phenomenological design. When participants were analysed, determined they produced 100 metaphors, evaluated 17 categories as humanistic feature, source, danger, development, superhuman service, source happiness, productivity, orientation, commitment, pervasiveness, necessity, security, speed, difficulty, virtual environment uncertainty. Accordingly, many different perspectives most danger. It human, brain living prominent human characteristic category; teacher, wise book finally, enemy, weapon monster danger category. drawing findings 37 codes represented four categories: purpose, object, interaction environment. purpose category, information, happiness; object mostly humanoid robot; emphasising interaction; not specified. line obtained, literature discussions made suggestions made.

Language: Английский

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Exploring the impact of generative artificial intelligence on students’ learning outcomes: a meta-analysis

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 26, 2025

Language: Английский

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U.S. College Students’ Acceptability and Educational Benefits of ChatGPT from a Digital Divide Perspective (CAEAI-D-24-00352R2)

Computers and Education Artificial Intelligence, Journal Year: 2025, Volume and Issue: unknown, P. 100385 - 100385

Published: March 1, 2025

Language: Английский

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Effects of generative artificial intelligence on cognitive effort and task performance: study protocol for a randomized controlled experiment among college students

Research Square (Research Square), Journal Year: 2025, Volume and Issue: unknown

Published: March 11, 2025

Background: The advancement of generative artificial intelligence (AI) has shown great potential to enhance productivity in many cognitive tasks. However, concerns are raised that the use AI may undermine human cognition due over-reliance. Conversely, others argue holds promise augment by automating menial tasks and offering insights extends one’s abilities. To better understand role cognition, we study how college students a tool support their analytical writing. We will examine effect using on effort, major aspect reflects extent mental resource an individual allocates during process. also writing performance achieved through human-AI collaboration. Methods: This is randomized controlled lab experiment compares effects (intervention group) versus not it (control task designed as hypothetical class assignment for students. During experiment, eye-tracking technology monitor eye movements pupil dilation. Functional near-infrared spectroscopy (fNIRS) collect brain hemodynamic responses. A survey measure individuals’ perceptions attitudes AI. recruit 160 participants (aged 18-35 years) from German university where research be conducted. Discussion: trial aims establish causal performancethrough experiment. findings aim offer policymakers regulating inform responsible design tools. Trial registration: ClinicalTrials.gov NCT06511102. Registered July 15, 2024. https://clinicaltrials.gov/study/NCT06511102

Language: Английский

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Immersive Learning in Virtual Worlds: A Two-step Analysis SEM and NCA for Assessing the Impact of Metaverse Education on Knowledge Retention and Student Collaboration

Technology in Society, Journal Year: 2025, Volume and Issue: unknown, P. 102871 - 102871

Published: March 1, 2025

Language: Английский

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Generative Artificial Intelligence in Education: Insights from Rehabilitation Sciences Students

Education Sciences, Journal Year: 2025, Volume and Issue: 15(3), P. 380 - 380

Published: March 19, 2025

Little is known about how students in rehabilitation sciences accept and use generative artificial intelligence (GenAI) their educational endeavors. We explored student perceptions, acceptance, utilization of GenAI school beliefs its usefulness ease use. A cross-sectional online survey was conducted adult enrolled programs within a private urban academic university. The based on the Technology Acceptance Model with questions specific to school. total 196 responses were included analysis (32.9% response rate), received across all programs. Half respondents (50%) reported using “some time” school, 6.1% indicated frequent usage “most of” or “all” time. Users explain review concepts (n = 49), generate content ideas 20), for grammatical support 21). perceived as more useful easier than non-users. Over half school; however, only report routine usage. Given expected growth potential GenAI, faculty should explore strategies facilitate acceptance appropriate this innovative technology.

Language: Английский

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Examining the Effect of Artificial Intelligence in Relation to Students’ Academic Achievement in Classroom: A Meta-Analysis

Computers and Education Artificial Intelligence, Journal Year: 2025, Volume and Issue: unknown, P. 100400 - 100400

Published: March 1, 2025

Language: Английский

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Personality correlates of academic use of generative artificial intelligence and its outcomes: does fairness matter?

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: March 28, 2025

Language: Английский

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“ChatGPT can make mistakes. Check important info.” Epistemic beliefs and metacognitive accuracy in students' integration of ChatGPT content into academic writing

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

Published: April 9, 2025

Recent studies have conceptualized ChatGPT as an epistemic authority; however, no research has yet examined how beliefs and metacognitive accuracy affect students' actual use of ChatGPT‐generated content, which often contains factual inaccuracies. Therefore, the present experimental study aimed to examine university students integrate correct incorrect information from expert‐written articles when writing independently ( N = 49) or with assistance 49). Students working ChatGPT‐4o integrated more both d 0.64) 0.95), but ChatGPT‐assisted did not amount sourced article. Regardless condition, hierarchical regressions revealed that lower bias was moderately associated increased inclusion article R 2 12%). Conversely, a higher 10%) 12%) were related articles. These findings suggest while enhances integration human‐ AI‐generated skills remain essential mitigate risks incorporating information. Practitioner notes What is already known about this topic Generative AI tools, such ChatGPT, are increasingly regarded authorities due their authoritative tone human‐like interaction. demonstrated utility in providing improving productivity educational professional contexts, it also prone inaccuracies, hallucinations misleading content. Students' predict ability critically evaluate conflicting multiple resources, particularly searching for on Internet. paper adds This experimentally examines ChatGPT's assistance. The show improves does significantly reduce increase Metacognitive key factors mitigating information, regardless whether work ChatGPT. Implications practice and/or policy tools can outperform human experts specific scenarios, requiring little evaluation. However, situations where these generate application becomes discern reliable avoid errors. Educational interventions should include activities justification knowledge, evaluation resources reflection upon human‐generated texts enhance accurate inaccurate Interventions focused awareness empower individuals differentiate between erroneous enhancing recognition misinformation.

Language: Английский

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Effects of Generative Artificial Intelligence on K-12 and Higher Education Students’ Learning Outcomes: A Meta-Analysis

Journal of Educational Computing Research, Journal Year: 2025, Volume and Issue: unknown

Published: April 11, 2025

Generative artificial intelligence (GenAI) has significant potential for educational innovation, although its impact on students’ learning outcomes remains controversial. This study aimed to examine the of GenAI K-12 and higher education students, explore moderating factors influencing this impact. A meta-analysis 49 articles showed that mean effect sizes achievement motivation were 0.857 0.803, respectively, indicating a positive education. However, varied according moderators, including level, subject classification, interface, development, interaction approaches, experimentation time, which enhanced Specifically, had greater academic performance students interacted more effectively with using text than mixed media, such as images or audio. Although novel motivation, size decreases over time. These findings provide empirical support beneficial effects offer insights optimizing use in teaching practices.

Language: Английский

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