International Journal of Human-Computer Interaction,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 12
Published: April 15, 2024
The
integration
of
Artificial
Intelligence
(AI)
technologies
in
the
field
education
has
prompted
significant
advancements,
particularly
domain
assessment
and
grading.
This
research
delves
into
potential
large
language
models,
specifically
OpenAI's
ChatGPT,
simulating
human-like
interactions
accurately
grading
student
assessments.
To
accomplish
its
objectives,
study
compares
performance
ChatGPT
with
that
human
correctors
a
sample
second-year
university
students.
findings
indicate
only
moderate
correlation
between
grades
assigned
by
those
correctors,
suggesting
nuanced
capabilities
providing
comprehensive
feedback
streamlining
process.
While
highlights
benefits
AI
education,
it
also
addresses
risks,
including
exacerbation
educational
inequalities
limitations
associated
AI's
automated
nature.
contributes
to
ongoing
discourse
surrounding
role
emphasizing
importance
striking
balance
instruction
for
optimal
outcomes.
International Journal of Educational Technology in Higher Education,
Journal Year:
2024,
Volume and Issue:
21(1)
Published: March 4, 2024
Abstract
In
the
evolving
landscape
of
higher
education,
challenges
such
as
COVID-19
pandemic
have
underscored
necessity
for
innovative
teaching
methodologies.
These
catalyzed
integration
technology
into
particularly
in
blended
learning
environments,
to
bolster
self-regulated
(SRL)
and
higher-order
thinking
skills
(HOTS).
However,
increased
autonomy
can
lead
disruptions
if
issues
are
not
promptly
addressed.
this
context,
OpenAI's
ChatGPT,
known
its
extensive
knowledge
base
immediate
feedback
capability,
emerges
a
significant
educational
resource.
Nonetheless,
there
concerns
that
students
might
become
excessively
dependent
on
tools,
potentially
hindering
their
development
HOTS.
To
address
these
concerns,
study
introduces
Guidance-based
ChatGPT-assisted
Learning
Aid
(GCLA).
This
approach
modifies
use
ChatGPT
settings
by
encouraging
attempt
problem-solving
independently
before
seeking
assistance.
When
engaged,
GCLA
provides
guidance
through
hints
rather
than
direct
answers,
fostering
an
environment
conducive
SRL
A
randomized
controlled
trial
(RCT)
was
employed
examine
impact
compared
traditional
foundational
chemistry
course
within
setting.
involved
61
undergraduate
from
university
Taiwan.
The
findings
reveal
enhances
SRL,
HOTS,
construction
use.
results
directly
align
with
research
objective
improve
outcomes
providing
answers
ChatGPT.
conclusion,
introduction
has
only
facilitated
more
effective
experiences
environments
but
also
ensured
engage
actively
journey.
implications
highlight
potential
ChatGPT-based
tools
enhancing
quality
essential
self-regulation
Furthermore,
offers
insights
regarding
education.
Magna Scientia Advanced Research and Reviews,
Journal Year:
2024,
Volume and Issue:
10(2), P. 006 - 013
Published: March 7, 2024
Integrating
Artificial
Intelligence
(AI)
in
education
presents
a
promising
frontier
with
manifold
opportunities,
yet
it
also
poses
significant
challenges
and
necessitates
ethical
considerations.
This
review
explores
the
multifaceted
landscape
of
AI
integration
education,
highlighting
its
potential
to
revolutionize
traditional
pedagogical
approaches,
personalize
learning
experiences,
streamline
administrative
tasks.
However,
addresses
pertaining
implementation,
including
issues
related
accessibility,
data
privacy,
digital
divide.
The
opportunities
afforded
by
are
vast
transformative.
AI-driven
technologies
have
capacity
adapt
instruction
individual
styles,
thereby
enhancing
student
engagement
academic
outcomes.
Additionally,
AI-powered
tools
can
automate
tasks,
allowing
educators
allocate
more
time
meaningful
interactions
students.
Moreover,
holds
promise
facilitating
creation
immersive
environments
through
virtual
reality
augmented
applications,
enriching
educational
experience.
Nevertheless,
considerations
that
warrant
careful
examination.
Concerns
regarding
privacy
security
arise
as
institutions
collect
analyze
amounts
data.
there
apprehensions
about
for
algorithms
perpetuate
biases
or
reinforce
inequalities
if
not
implemented
conscientious
oversight.
Furthermore,
questions
surrounding
use
assessing
performance
making
consequential
decisions
underscore
importance
establishing
transparent
accountable
practices.
While
offers
unprecedented
innovation
improvement,
is
imperative
navigate
associated
diligence
foresight.
By
addressing
these
thoughtfully,
stakeholders
harness
full
cultivate
equitable,
inclusive,
effective
environments.
Journal of University Teaching and Learning Practice,
Journal Year:
2024,
Volume and Issue:
21(06)
Published: April 19, 2024
Higher
education
is
currently
under
a
significant
transformation
due
to
the
emergence
of
generative
artificial
intelligence
(GenAI)
technologies,
hype
surrounding
GenAI
and
increasing
influence
educational
technology
business
groups
over
tertiary
education.
This
commentary,
prepared
for
Special
Issue
Journal
University
Teaching
&
Learning
Practice
(JUTLP)
on
“Enhancing
student
engagement
using
Artificial
Intelligence
(AI)
chatbots,”
delves
into
complex
landscape
opportunities
threats
that
AI
chatbots,
including
ChatGPT,
introduce
realm
higher
We
argue
while
offers
promise
in
enhancing
pedagogy,
research,
administration,
support,
concerns
around
academic
integrity,
labour
displacement,
embedded
biases,
environmental
sustainability,
increased
commercialisation,
regulatory
gaps
necessitate
critical
approach.
Our
commentary
advocates
development
literacy
among
educators
students,
emphasising
necessity
foster
an
environment
responsible
innovation
informed
use
AI.
posit
successful
integration
must
be
grounded
principles
ethics,
equity,
prioritisation
aims
human
values.
By
offering
nuanced
exploration
these
issues,
our
contribute
ongoing
discourse
how
institutions
can
navigate
rise
GenAI,
ensuring
technological
advancements
benefit
all
stakeholders
upholding
core
Computers and Education Artificial Intelligence,
Journal Year:
2024,
Volume and Issue:
6, P. 100230 - 100230
Published: April 26, 2024
Artificial
intelligence
chatbots
recently
caused
a
stir
in
the
world
by
promising
to
transform
education
systems
multitude
of
ways.
To
analyze
pertinent
publications
SSCI
journals,
systematic
review
was
conducted
for
this
study,
which
investigates
trends
studies,
with
focus
on
English
speaking
skills.
Despite
increasing
use
AI-powered
education,
limited
research
has
explored
how
develop
merits
English-speaking
teaching
or
learning.
The
empirical
evidence
chatbot
applications
from
24
studies
an
learning
environment
and
published
between
2017
2023
examined
review.
topic
study
language-speaking
practice
skills
determined
be
its
early
stages,
suggests
that
there
is
lot
space
performing
support
creative
work
enhance
results.
findings
suggest
AI
approach
proficiency
intended
speed
up
process
assist
students
meeting
goals
results
courses.
Also,
some
benefits
(e.g.
alleviating
anxiety
improving
pronunciation)
were
highlighted
each
area.
Specifically,
provides
insights
into
effectiveness
enhancing
students'
outcomes,
confidence,
engagement
motivation.
This
concludes
recommendations
in-service
teachers,
designers
researchers
future.
Review of Education,
Journal Year:
2024,
Volume and Issue:
12(2)
Published: Aug. 1, 2024
Abstract
Given
the
potential
applications
of
generative
AI
(GenAI)
in
education
and
its
rising
interest
research,
this
systematic
review
mapped
thematic
landscape
407
publications
indexed
Web
Science,
ScienceDirect
Scopus.
Using
EPPI
Reviewer,
publication
type,
educational
level,
disciplines,
research
areas
GenAI
were
extracted.
Eight
discursive
themes
identified,
predominantly
focused
on
‘application,
impact
potential’,
‘ethical
implication
risks’,
‘perspectives
experiences’,
‘institutional
individual
adoption’,
‘performance
intelligence’.
was
conceptualised
as
a
tool
for
‘pedagogical
enhancement’,
‘specialised
training
practices’,
‘writing
assistance
productivity’,
‘professional
skills
development’,
an
‘interdisciplinary
learning
tool’.
Key
gaps
highlighted
include
paucity
discussions
K‐12
education;
limited
exploration
GenAI's
using
experimental
procedures;
ethical
concerns
from
lens
cultural
dimensions.
Promising
opportunities
future
are
highlighted.
Journal of Medical Internet Research,
Journal Year:
2024,
Volume and Issue:
26, P. e57896 - e57896
Published: June 29, 2024
ChatGPT,
a
generative
pretrained
transformer,
has
garnered
global
attention
and
sparked
discussions
since
its
introduction
on
November
30,
2022.
However,
it
generated
controversy
within
the
realms
of
medical
education
scientific
research.
This
paper
examines
potential
applications,
limitations,
strategies
for
using
ChatGPT.
ChatGPT
offers
personalized
learning
support
to
students
through
robust
natural
language
generation
capabilities,
enabling
furnish
answers.
Moreover,
demonstrated
significant
use
in
simulating
clinical
scenarios,
facilitating
teaching
processes,
revitalizing
education.
Nonetheless,
numerous
challenges
accompany
these
advancements.
In
context
education,
is
paramount
importance
prevent
excessive
reliance
combat
academic
plagiarism.
Likewise,
field
medicine,
vital
guarantee
timeliness,
accuracy,
reliability
content
by
Concurrently,
ethical
concerns
regarding
information
security
arise.
light
challenges,
this
proposes
targeted
addressing
them.
First,
risk
overreliance
plagiarism
must
be
mitigated
ideological
fostering
comprehensive
competencies,
implementing
diverse
evaluation
criteria.
The
integration
contemporary
pedagogical
methodologies
conjunction
with
serves
enhance
overall
quality
To
professionalism
content,
recommended
implement
measures
optimize
ChatGPT’s
training
data
professionally
transparency
process.
ensures
that
aligned
most
recent
standards
practice.
enhancement
value
alignment
establishment
pertinent
legislation
or
codes
practice
address
concerns,
including
those
pertaining
algorithmic
discrimination,
allocation
responsibility,
privacy,
security.
conclusion,
while
presents
also
encounters
various
challenges.
Through
research
implementation
suitable
strategies,
anticipated
positive
impact
will
harnessed,
laying
groundwork
advancing
discipline
development
high-caliber
professionals.
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(8), P. 922 - 922
Published: Aug. 22, 2024
With
the
recent
arrival
of
publicly
available
AI
chatbots
like
ChatGPT,
Copilot,
Gemini,
and
Claude
follows
a
need
for
knowledge
about
how
students
in
higher
education
perceive
use
these
tools,
what
this
might
mean
their
learning
processes.
This
scoping
review
analyzes
24
empirical
articles
published
between
1
January
2022
5
September
2023
on
students’
perceptions
education.
The
were
reviewed
using
five-stage
methodology.
findings
underscore
global
research
interest
engage
with
chatbots,
which
is
especially
pronounced
Asia.
studies
span
diverse
disciplines,
predominance
science,
technology,
engineering,
mathematics
disciplines.
reveal
that
as
highly
useful
motivating
personal
task
assistants
getting
immediate
feedback
help
writing,
coding,
academic
tasks.
However,
are
concerned
accuracy
reliability
responses
from
well
potential
negative
impacts
processes,
critical
thinking,
discipline,
creativity.
purpose-driven
among
potentially
positive
influence
motivation
processes
offer
insights
educators
policymakers.
Our
concludes
while
attitudes,
perceptions,
prevail,
addressing
concerns
crucial
responsible
integration
Brain Sciences,
Journal Year:
2025,
Volume and Issue:
15(1), P. 47 - 47
Published: Jan. 6, 2025
Background/Objectives:
The
evolution
of
digital
technology
enhances
the
broadening
a
person's
intellectual
growth.
Research
points
out
that
implementing
innovative
applications
world
improves
human
social,
cognitive,
and
metacognitive
behavior.
Artificial
intelligence
chatbots
are
yet
another
human-made
construct.
These
forms
software
simulate
conversation,
understand
process
user
input,
provide
personalized
responses.
Executive
function
includes
set
higher
mental
processes
necessary
for
formulating,
planning,
achieving
goal.
present
study
aims
to
investigate
executive
reinforcement
through
artificial
chatbots,
outlining
potentials,
limitations,
future
research
suggestions.
Specifically,
examined
three
questions:
use
conversational
in
functioning
training,
their
impact
on
executive-cognitive
skills,
duration
any
improvements.
Methods:
assessment
existing
literature
was
implemented
using
systematic
review
method,
according
PRISMA
2020
Principles.
avalanche
search
method
employed
conduct
source
following
databases:
Scopus,
Web
Science,
PubMed,
complementary
Google
Scholar.
This
included
studies
from
2021
experimental,
observational,
or
mixed
methods.
It
AI-based
conversationalists
support
functions,
such
as
anxiety,
stress,
depression,
memory,
attention,
cognitive
load,
behavioral
changes.
In
addition,
this
general
populations
with
specific
neurological
conditions,
all
peer-reviewed,
written
English,
full-text
access.
However,
excluded
before
2021,
reviews,
non-AI-based
conversationalists,
not
targeting
range
skills
abilities,
without
open
criteria
aligned
objectives,
ensuring
focus
AI
agents
function.
initial
collection
totaled
n
=
115
articles;
however,
eligibility
requirements
led
final
selection
10
studies.
Results:
findings
suggested
positive
effects
enhance
improve
skills.
Although,
several
limitations
were
identified,
making
it
still
difficult
generalize
reproduce
effects.
Conclusions:
an
tool
can
assistant
learning
expanding
contributing
metacognitive,
social
development
individual.
its
training
is
at
primary
stage.
highlighted
need
unified
framework
reference
studies,
better
designs,
diverse
populations,
larger
sample
sizes
participants,
longitudinal
observe
long-term
use.
