Computers,
Journal Year:
2025,
Volume and Issue:
14(2), P. 68 - 68
Published: Feb. 14, 2025
This
article
provides
a
comprehensive
analysis
of
the
research
dynamics
on
use
Educational
Data
Mining
(EDM)
and
predictive
modeling
(PM)
in
era
Artificial
Intelligence
(AI)
based
review
793
articles
published
between
2000
2024
Scopus
database.
The
study
employs
bibliometric
systematic
literature
to
identify
emerging
trends,
methodologies,
applications
these
fields.
main
objective
is
examine
primary
methodologies
innovations
within
AI,
especially
context
EDM
PM.
It
highlights
how
technologies
can
optimize
prediction
student
performance,
support
personalized
learning,
enable
timely
interventions
through
data.
also
examines
role
AI
improving
teaching
practices,
ensuring
that
educators
maintain
control
over
system
minimize
potential
biases.
Furthermore,
addresses
ethical
implications
implementation
education,
such
as
privacy
protection,
algorithm
transparency,
equity
access
learning.
findings
suggest
has
significantly
improve
educational
outcomes
tracking,
resource
allocation,
overall
effectiveness
institutions.
responsible
education
emphasized
ensure
inclusive
fair
environments
for
all
students.
Societies,
Journal Year:
2025,
Volume and Issue:
15(1), P. 6 - 6
Published: Jan. 3, 2025
The
proliferation
of
artificial
intelligence
(AI)
tools
has
transformed
numerous
aspects
daily
life,
yet
its
impact
on
critical
thinking
remains
underexplored.
This
study
investigates
the
relationship
between
AI
tool
usage
and
skills,
focusing
cognitive
offloading
as
a
mediating
factor.
Utilising
mixed-method
approach,
we
conducted
surveys
in-depth
interviews
with
666
participants
across
diverse
age
groups
educational
backgrounds.
Quantitative
data
were
analysed
using
ANOVA
correlation
analysis,
while
qualitative
insights
obtained
through
thematic
analysis
interview
transcripts.
findings
revealed
significant
negative
frequent
abilities,
mediated
by
increased
offloading.
Younger
exhibited
higher
dependence
lower
scores
compared
to
older
participants.
Furthermore,
attainment
was
associated
better
regardless
usage.
These
results
highlight
potential
costs
reliance,
emphasising
need
for
strategies
that
promote
engagement
technologies.
contributes
growing
discourse
AI’s
implications,
offering
practical
recommendations
mitigating
adverse
effects
thinking.
underscore
importance
fostering
in
an
AI-driven
world,
making
this
research
essential
reading
educators,
policymakers,
technologists.
Education Sciences,
Journal Year:
2025,
Volume and Issue:
15(2), P. 199 - 199
Published: Feb. 7, 2025
This
study
evaluates
“I
Learn
with
Prompt
Engineering”,
a
self-paced,
self-regulated
elective
course
designed
to
equip
university
students
skills
in
prompt
engineering
effectively
utilize
large
language
models
(LLMs),
foster
self-directed
learning,
and
enhance
academic
English
proficiency
through
generative
AI
applications.
By
integrating
concepts
tools,
the
supports
autonomous
learning
addresses
critical
skill
gaps
market-ready
capabilities.
The
also
examines
EnSmart,
an
AI-driven
tool
powered
by
GPT-4
integrated
into
Canvas
LMS,
which
automates
test
content
generation
grading
delivers
real-time,
human-like
feedback.
Performance
evaluation,
structured
questionnaires,
surveys
were
used
evaluate
course’s
impact
on
prompting
skills,
proficiency,
overall
experiences.
Results
demonstrated
significant
improvements
accessible
patterns
like
“Persona”
proving
highly
effective,
while
advanced
such
as
“Flipped
Interaction”
posed
challenges.
Gains
most
notable
among
lower
initial
though
engagement
practice
time
varied.
Students
valued
EnSmart’s
intuitive
integration
accuracy
but
identified
limitations
question
diversity
adaptability.
high
final
success
rate
that
proper
design
(taking
consideration
Panadero’s
four
dimensions
of
learning)
can
facilitate
successful
learning.
findings
highlight
AI’s
potential
task
automation,
emphasizing
necessity
human
oversight
for
ethical
effective
implementation
education.
Smart Learning Environments,
Journal Year:
2025,
Volume and Issue:
12(1)
Published: Jan. 3, 2025
Abstract
This
review
was
conducted
in
order
to
determine
the
specific
role
of
intelligent
technologies
individual
learning
experience.
The
research
work
included
consider
articles
published
between
2014
and
2024,
found
Web
Science,
Scopus,
ERIC
databases,
selected
among
933
мarticles
on
topic.
Materials
were
checked
for
compliance
with
criteria
headings,
annotations
full
texts
then
further
analyzed.
study
includes
38
that
based
a
rigorous
evaluation
selection
process
accordance
PRISMA
methodology
AMSTAR2
critical
assessment
strategy.
As
result
analysis,
it
scope
application
education
is
diverse,
results
this
topic
are
heterogeneous.
article
identifies
aspects
effective
use
education,
emerging
difficulties
limitations,
as
well
provides
examples
successful
implementation
various
educational
institutions.
Although
there
advantages
using
smart
general,
we
should
not
ignore
what
needs
be
considered.
On
point,
presents
arise
when
ways
prevent
them.
Trends in Higher Education,
Journal Year:
2025,
Volume and Issue:
4(1), P. 2 - 2
Published: Jan. 8, 2025
This
collective
systematic
literature
review
is
part
of
an
Erasmus+
project,
“TaLAI:
Teaching
and
Learning
with
AI
in
Higher
Education”.
The
investigates
the
current
state
Generative
Artificial
Intelligence
(GenAI)
higher
education,
aiming
to
inform
curriculum
design
further
developments
within
digital
education.
Employing
a
descriptive,
textual
narrative
synthesis
approach,
study
analysed
across
four
thematic
areas:
learning
objectives,
teaching
activities,
development,
institutional
support
for
ethical
responsible
GenAI
use.
93
peer-reviewed
articles
from
eight
databases
using
keyword-based
search
strategy,
collaborative
coding
process
involving
multiple
researchers,
vivo
transparent
documentation.
findings
provide
overview
recommendations
integrating
into
learning,
contributing
development
effective
AI-enhanced
environments
reveals
consensus
on
importance
incorporating
Common
themes
like
mentorship,
personalised
creativity,
emotional
intelligence,
higher-order
thinking
highlight
persistent
need
align
human-centred
educational
practices
capabilities
technologies.
