Information,
Journal Year:
2024,
Volume and Issue:
15(11), P. 676 - 676
Published: Oct. 28, 2024
(1)
Background:
The
development
of
generative
artificial
intelligence
(GAI)
is
transforming
higher
education.
This
systematic
literature
review
synthesizes
recent
empirical
studies
on
the
use
GAI,
focusing
its
impact
teaching,
learning,
and
institutional
practices.
(2)
Methods:
Following
PRISMA
guidelines,
a
comprehensive
search
strategy
was
employed
to
locate
scientific
articles
GAI
in
education
published
by
Scopus
Web
Science
between
January
2023
2024.
(3)
Results:
identified
102
articles,
with
37
meeting
inclusion
criteria.
These
were
grouped
into
three
themes:
application
technologies,
stakeholder
acceptance
perceptions,
specific
situations.
(4)
Discussion:
Key
findings
include
GAI’s
versatility
potential
use,
student
acceptance,
educational
enhancement.
However,
challenges
such
as
assessment
practices,
strategies,
risks
academic
integrity
also
noted.
(5)
Conclusions:
help
identify
directions
for
future
research,
including
pedagogical
ethical
considerations
policy
development,
teaching
learning
processes,
perceptions
students
instructors,
technological
advancements,
preparation
skills
workforce
readiness.
study
has
certain
limitations,
particularly
due
short
time
frame
criteria,
which
might
have
varied
if
conducted
different
researchers.
Education Sciences,
Journal Year:
2025,
Volume and Issue:
15(3), P. 329 - 329
Published: March 7, 2025
The
integration
of
generative
artificial
intelligence
(GenAI)
in
higher
education
has
opened
new
avenues
for
enhancing
academic
writing
through
student–chatbot
interactions.
While
initial
research
explored
this
potential,
deeper
insights
into
the
nature
these
interactions
are
needed.
This
study
characterizes
graduate
students’
with
AI
chatbots
writing,
focusing
on
types
assistance
they
sought
and
their
communication
style
tone
patterns.
To
achieve
this,
individual
online
sessions
were
conducted
43
students,
chatbot
analyzed
using
qualitative
quantitative
methods.
analysis
identified
seven
distinct
by
students.
most
frequent
requests
involved
content
generation
expansion,
followed
source
verification,
then
concept
clarification
definitions.
Students
also
support
consultation,
text
refinement
formatting,
and,
less
frequently,
rephrasing
modifying
translation
assistance.
was
“requesting,”
marked
direct
appeals
assistance,
“questioning”
“declarative”
styles.
In
terms
tone,
“neutral”
“praising”
dominated
interactions,
reflecting
engagement
appreciation
responses,
while
“reprimanding”
tones
relatively
low.
These
findings
highlight
need
tailored
interventions
that
encourage
students
to
seek
a
broader
more
in-depth
range
tasks.
Scientific Reports,
Journal Year:
2024,
Volume and Issue:
14(1)
Published: Aug. 5, 2024
The
emergence
of
ChatGPT
has
significantly
impacted
the
field
education.
While
much
existing
research
predominantly
examined
theoretical
implications
ChatGPT,
there
is
a
notable
absence
empirical
studies
substantiating
these
claims.
As
pivotal
stakeholders
in
education
and
primary
users
exploring
willingness
influencing
factors
higher
students
to
use
can
offer
valuable
insights
into
real-world
needs
student
users.
This,
turn,
serve
as
foundation
for
empowering
with
intelligent
technologies
future.
This
study
focuses
specifically
on
demographic
Chinese
who
have
utilized
ChatGPT.
Using
semi-structured
interviews
grounded
theory
methodology,
we
aim
comprehensively
understand
extent
which
embrace
new
technologies.
Our
objective
elucidate
behavioral
inclinations
findings
this
will
contribute
practical
refining
policy
frameworks,
expanding
dissemination
quality
resources,
optimizing
upgrading
products
an
enhanced
user
experience,
fostering
higher-order
thinking
skills
adeptly
navigate
evolving
technological
landscapes.
In
conclusion,
endeavors
bridge
gap
between
discussions
applications.
Information,
Journal Year:
2024,
Volume and Issue:
15(11), P. 676 - 676
Published: Oct. 28, 2024
(1)
Background:
The
development
of
generative
artificial
intelligence
(GAI)
is
transforming
higher
education.
This
systematic
literature
review
synthesizes
recent
empirical
studies
on
the
use
GAI,
focusing
its
impact
teaching,
learning,
and
institutional
practices.
(2)
Methods:
Following
PRISMA
guidelines,
a
comprehensive
search
strategy
was
employed
to
locate
scientific
articles
GAI
in
education
published
by
Scopus
Web
Science
between
January
2023
2024.
(3)
Results:
identified
102
articles,
with
37
meeting
inclusion
criteria.
These
were
grouped
into
three
themes:
application
technologies,
stakeholder
acceptance
perceptions,
specific
situations.
(4)
Discussion:
Key
findings
include
GAI’s
versatility
potential
use,
student
acceptance,
educational
enhancement.
However,
challenges
such
as
assessment
practices,
strategies,
risks
academic
integrity
also
noted.
(5)
Conclusions:
help
identify
directions
for
future
research,
including
pedagogical
ethical
considerations
policy
development,
teaching
learning
processes,
perceptions
students
instructors,
technological
advancements,
preparation
skills
workforce
readiness.
study
has
certain
limitations,
particularly
due
short
time
frame
criteria,
which
might
have
varied
if
conducted
different
researchers.
