Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education

International Journal of Educational Technology in Higher Education, Journal Year: 2024, Volume and Issue: 21(1)

Published: Feb. 26, 2024

Abstract The present discussion examines the transformative impact of Artificial Intelligence (AI) in educational settings, focusing on necessity for AI literacy, prompt engineering proficiency, and enhanced critical thinking skills. introduction into education marks a significant departure from conventional teaching methods, offering personalized learning support diverse requirements, including students with special needs. However, this integration presents challenges, need comprehensive educator training curriculum adaptation to align societal structures. literacy is identified as crucial, encompassing an understanding technologies their broader impacts. Prompt highlighted key skill eliciting specific responses systems, thereby enriching experiences promoting thinking. There detailed analysis strategies embedding these skills within curricula pedagogical practices. This discussed through case-study based Swiss university narrative literature review, followed by practical suggestions how implement classroom.

Language: Английский

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ChatGPT and Generative AI Technology: A Mixed Bag of Concerns and New Opportunities

Computers in the Schools, Journal Year: 2023, Volume and Issue: 41(4), P. 559 - 583

Published: Sept. 9, 2023

ChatGPT has garnered unprecedented popularity since its release in November 2022. This artificial intelligence (AI) large language model (LLM) is designed to generate human-like text based on patterns found massive amounts of data scraped from the internet. significantly different previous versions GPT by quality output, capability interact and hold conversations, enormous speed, ability have output refined users or experts. New iterations as well open source alternative LLMs, plugins extend current capabilities offer unlimited opportunities change how we do things. Despite newfound capabilities, fraught with concerns such cheating, misinformation, bias, abuse misuse, privacy safety. On other hand, integration classroom prompts us envision better ways providing instruction assessment writing skills. also provides unparalleled approaches for personalized learning. As educators, must consider deal serious using but simultaneously explore this AI technology can enhance methods instruction. In paper, authors explain what it works, future ChatGPT. They present opportunities, educational implications classroom.

Language: Английский

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Exploring students’ perspectives on Generative AI-assisted academic writing

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: July 31, 2024

Abstract The rapid development of generative artificial intelligence (GenAI), including large language models (LLM), has merged to support students in their academic writing process. Keeping pace with the technical and educational landscape requires careful consideration opportunities challenges that GenAI-assisted systems create within education. This serves as a useful necessary starting point for fully leveraging its potential learning teaching. Hence, it is crucial gather insights from diverse perspectives use cases actual users, particularly unique voices needs student-users. Therefore, this study explored examined students' perceptions experiences about by conducting in-depth interviews 20 Chinese higher education after completing tasks using ChatGPT4-embedded system developed research team. found expected AI serve multiple roles, multi-tasking assistant, virtual tutor, digital peer multifaceted processes performance. Students perceived could benefit them three areas process, performance, affective domain. Meanwhile, they also identified AI-related, student-related, task-related were experienced during activity. These findings contribute more nuanced understanding GenAI's impact on inclusive student perspectives, offering implications design instructional design.

Language: Английский

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Generative AI in Higher Education

Published: March 11, 2024

Chan and Colloton's book is one of the first to provide a comprehensive examination use impact ChatGPT Generative AI (GenAI) in higher education. Since November 2022, every conversation education has involved its on all aspects teaching learning. The explores necessity literacy tailored professional contexts, assess strengths weaknesses incorporating curriculum design, delve into transformation assessment methods GenAI era. authors introduce Six Assessment Redesign Pivotal Strategies (SARPS) an Integration Framework, encouraging learner-centric model. for well-crafted educational policies explored, as well blueprint policy formulation academic institutions. Technical enthusiasts are catered with deep dive mechanics behind GenAI, from history neural networks latest advances applications technologies. With eye future education, this will appeal educators, students scholars interested wider societal implications transformative role pedagogy research.

Language: Английский

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A systematic review of AI literacy conceptualization, constructs, and implementation and assessment efforts (2019–2023)

Computers and Education Open, Journal Year: 2024, Volume and Issue: 6, P. 100173 - 100173

Published: March 31, 2024

The explosion of AI across all facets society has given rise to the need for education domains and levels. literacy become an important concept in current technological landscape, emphasizing individuals acquire necessary knowledge skills engage with systems. This systematic review examined 47 articles published between 2019 2023, focusing on recent work capture new insights initiatives burgeoning literature this topic. In initial stage, we explored dataset identify themes covered by selected papers target population efforts. We identified that broadly contributed one following themes: a) conceptualizing literacy, b) prompting efforts, c) developing assessment instruments. also found a range populations, from pre-K students adults workforce, were targeted. second conducted thorough content analysis synthesize six key constructs literacy: Recognize, Know Understand, Use Apply, Evaluate, Create, Navigate Ethically. then applied framework categorize empirical studies prevalence each construct studies. subsequently instruments developed discuss them. findings are relevant formal workforce preparation advancement, empowering leverage drive innovation.

Language: Английский

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A framework for inclusive AI learning design for diverse learners

Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: 6, P. 100212 - 100212

Published: Feb. 28, 2024

As artificial intelligence (AI) becomes more prominent in children's lives, an increasing number of researchers and practitioners underscored the importance integrating AI as learning content K-12. Despite recent efforts developing curricula guiding frameworks education, educational opportunities often do not provide equally engaging inclusive experiences for all learners. To promote equality equity society increase competitiveness workforce, it is essential to broaden participation education. However, framework that guides teachers designers into design tailored education lacking. Universal Design Learning (UDL) provides guidelines making across disciplines. Based on principles UDL, this paper proposes a guide learning. We conducted systematic literature review identify design-related articles synthesized them our proposed framework. Our new includes core component (i.e., five big ideas), anchored by three UDL (the "why," "what," "how" learning), six praxes with pedagogical examples Alongside this, we present illustrative example application context middle school summer camp. hope will designing experiences.

Language: Английский

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AI literacy for users – A comprehensive review and future research directions of learning methods, components, and effects

Computers in Human Behavior Artificial Humans, Journal Year: 2024, Volume and Issue: 2(1), P. 100062 - 100062

Published: Jan. 1, 2024

The rapid advancement of artificial intelligence (AI) has brought transformative changes to various aspects human life, leading an exponential increase in the number AI users. broad access and usage enable immense benefits but also give rise significant challenges. One way for users address these challenges is develop literacy, referring proficiency different subject areas that purposeful, efficient, ethical technologies. This study aims comprehensively understand structure research on literacy through a systematic, scoping literature review. Therefore, we synthesize literature, provide conceptual framework, agenda. Our review paper holistically assesses fragmented landscape (68 papers) while critically examining its specificity user groups distinction from other technology literacies, exposing efforts are partly not well integrated. We organize our findings overarching framework structured along learning methods to, components constituting, effects stemming literacy. agenda – oriented developed sheds light most promising opportunities prepare AI-powered future work society.

Language: Английский

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Developing a holistic AI literacy assessment matrix – Bridging generic, domain-specific, and ethical competencies

Computers and Education Open, Journal Year: 2024, Volume and Issue: 6, P. 100177 - 100177

Published: April 10, 2024

Motivated by a holistic understanding of AI literacy, this work presents an interdisciplinary effort to make literacy measurable in comprehensive way, considering generic and domain-specific as well ethics. While many assessment tools have been developed the last 2-3 years, mostly form self-assessment scales less frequently knowledge-based assessments, previous approaches only accounted for one specific area competence, namely cognitive aspects within literacy. Considering demand development different professional domains reflecting on concept competence way that goes beyond mere conceptual knowledge, there is urgent need methods capture each three dimensions cognition, behavior, attitude. In addition, competencies ethics are becoming more apparent, which further calls very matter. This paper aims provide foundation upon future instruments can be built provides insights into what framework item might look like addresses both measures than just knowledge-related based approach.

Language: Английский

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Factors influencing pre-service special education teachers’ intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness

Heliyon, Journal Year: 2024, Volume and Issue: 10(14), P. e34894 - e34894

Published: July 1, 2024

The use of artificial intelligence in education (AIEd) has become increasingly significant globally. In China, there is a lack research examining the behavioral intention toward AIEd among pre-service special (SPED) teachers terms digital literacy and teacher self-efficacy. Building on technology acceptance model, our study evaluated aspects influencing teachers' AI education. Data was gathered from 274 SPED studying at Chinese public normal university analyzed using structural equation modeling (SEM). results show that associated with perceived usefulness ease AIEd, which influences to AIEd. Additionally, significantly impacts self-efficacy teachers. Given these results, designers should comprehend effectiveness usability for fostering formation. Simultaneously, educational programs identify key content activities training be developed, educators attempt execute relevant enhance

Language: Английский

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Deconstructing University Learners' Adoption Intention Towards AIGC Technology: A Mixed‐Methods Study Using ChatGPT as an Example

Journal of Computer Assisted Learning, Journal Year: 2025, Volume and Issue: 41(1)

Published: Jan. 15, 2025

ABSTRACT Background ChatGPT, as a cutting‐edge technology in education, is set to significantly transform the educational landscape, raising concerns about technological ethics and equity. Existing studies have not fully explored learners' intentions adopt artificial intelligence generated content (AIGC) technology, highlighting need for deeper insights into factors influencing adoption. Objectives This study aims investigate higher education adoption towards AIGC with focus on understanding underlying reasons future prospects its application education. Methods The research divided two phases. First, an exploratory analysis involving practical activities interviews develops action decision framework Second, confirmatory using fuzzy‐set qualitative comparative 233 valid questionnaires identifies six configurations associated high intentions, emphasising roles of AI literacy perceived behavioural control. Results Conclusions reveals key adoption, including importance It provides actionable educators learners prepare effectively integrate ensuring equitable adaptive practices.

Language: Английский

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