Unleashing the Power of Generative AI and LLM for Training Evaluation DOI

Sarafudheen M. Tharayil,

Muhammad Azmi Idris,

Osama M. Alfaifi

et al.

Published: Nov. 4, 2024

Abstract This paper presents a novel approach to training evaluation using Language Models (LLM) and Generative AI (GenAI) build classification model. The study aims develop resource-efficient solution for analyzing rubrics transcripts, thereby enhancing the assessment of learning outcomes performance. methodology involves data collection, preprocessing, model fine-tuning, prompting, evaluation. A pre-trained LLM is fine-tuned on preprocessed allowing it adapt specific language patterns structures. generates prompts classify materials based predefined criteria, with domain expertise incorporated complex rules. Results demonstrate 60% reduction in processing time evaluating transcripts compared manual assessment. implemented has significantly reduced workload department improved efficiency analysis. Furthermore, model's feedback led targeted improvements content, resulting higher learner satisfaction. innovative application GenAI offers new perspective leveraging enhance educational processes manner.

Language: Английский

Innovative Assessment and Grading Practices in Higher Education: A Critical Review for Management Educators DOI
Anne Mesny, Isabelle Roberge‐Maltais,

Anaïs Galy

et al.

Published: Jan. 1, 2025

Language: Английский

Citations

0
Competence Frameworks for Exploring Generative AI in Education DOI
Pablo S. Burneo, Ariana Ribeiro Costa, Isabel Pinho

et al.

CABI eBooks, Journal Year: 2025, Volume and Issue: unknown, P. 160 - 175

Published: April 8, 2025

Language: Английский

Citations

0
Artificial intelligence literacy in assessment: Empowering pre‐service teachers to design effective exam questions for language learning DOI Creative Commons
Gamze Erdem Coşgun

British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: April 9, 2025

Abstract The role of artificial intelligence (AI) in education plays a crucial teacher training digitalisation. Although AI has enormous potential, not much is known about how pre‐service teachers perceive and utilise tools professional practice. Hence, this study, guided by the Unified Theory Acceptance Use Technology framework, investigates English as foreign language teachers’ experiences using MagicSchool, an AI‐based educational tool, to design exam questions, aiming explore can enhance assessment practices education. Participants were 27 fourth‐year teachers. Data for case study collected through semi‐structured interviews reflective reports subsequently subjected thematic analysis. findings reveal that MagicSchool improved time efficiency reinforced creation various question types. also mentioned its practicality generating rubrics materials varied proficiency levels. However, challenges such crafting effective prompts, verifying content addressing cultural or contextual mismatches recognised. Moreover, ethical concerns, plagiarism minimised creativity, highlighted, with participants warning against over‐reliance on AI. underscores potential preparation while emphasising challenges, advocating balanced approach integrates responsibly. Implications include fostering literacy, promoting critical engagement AI‐generated ensuring pedagogically sound implementation design.

Language: Английский

Citations

0
Use of Generative AI by Higher Education Students DOI Open Access
Ana Elisa Sousa, Paula Cardoso

Electronics, Journal Year: 2025, Volume and Issue: 14(7), P. 1258 - 1258

Published: March 22, 2025

This research aims to explore the use, perceptions, and challenges associated with generative AI (GenAI) among higher education students. As GenAI technologies, such as language models, image generators, code assistants, become increasingly prevalent in academic settings, it is essential understand how students engage these tools their impact on learning process. The study investigates students’ awareness, adoption patterns, perceptions of AI’s role tasks, alongside benefits they identify face, including ethical concerns, reliability, accessibility. Through quantitative methods, provides a comprehensive analysis student experiences education. findings aim inform educators, technologists, institutions about opportunities barriers integrating technologies into educational practices guide development strategies that support effective responsible use academia.

Language: Английский

Citations

0
The AI Motivation Scale (AIMS): a self-determination theory perspective DOI Creative Commons
Jiajing Li, Ronnel B. King, Ching Sing Chai

et al.

Journal of Research on Technology in Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 22

Published: April 14, 2025

Language: Английский

Citations

0
Experience in applying innovative methods of teaching economic theory for generation Z students DOI
S. N. Sаnsyzbаyеv

Eurasian Journal of Current Research in Psychology and Pedagogy, Journal Year: 2025, Volume and Issue: 4, P. 38 - 47

Published: April 11, 2025

This article is dedicated to the analysis and implementation of innovative teaching methods in economic theory aimed at enhancing educational process’s effectiveness for Generation Z students. The study’s objective identify promising directions modernizing Zoomers, assess their effectiveness, propose optimal solutions educators. main ideas study include integration interactive technologies, business role-playing games, case method, gamification, digital tools into process. scientific practical significance determined by need adapt programs characteristics requirements Z. relevance approach examined, along with advantages new impact on quality education Zoomers. research methodology includes an theoretical approaches learning, a comparative traditional modern methods, empirical based experience implementing Turan University. findings demonstrate that use enhances student engagement, improves material retention, develops skills essential professional activities. value lies justification incorporating process prepare more competent specialists ready meet challenges Kazakhstan’s transitional economy. ability proposed students, considering unique learning characteristics, developing recommendations

Language: Английский

Citations

0
Personality traits for self-regulated learning with generative artificial intelligence: The case of ChatGPT DOI Creative Commons
Xiaojing Weng, Qi Xia, Zubair Ahmad

et al.

Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: 7, P. 100315 - 100315

Published: Oct. 4, 2024

Language: Английский

Citations

3
Redefining student assessment in Nigerian tertiary institutions: The impact of AI technologies on academic performance and developing countermeasures DOI Creative Commons
Usman Abubakar, Ayotunde Atanda Falade,

Hussaini Aliyu Ibrahim

et al.

Advances in Mobile Learning Educational Research, Journal Year: 2024, Volume and Issue: 4(2), P. 1149 - 1159

Published: Nov. 6, 2024

Integrating artificial AI technologies in education has revolutionised teaching, learning, and assessment worldwide. In Nigerian tertiary institutions, students increasingly rely on tools for assignments, research, exam preparation, raising concerns about the integrity of traditional methods. This paper explores impact academic performance challenges they pose to accurately evaluating student capabilities. It argues urgent need redefine strategies higher preserve standards while harnessing benefits AI. The study highlights ethical such as data privacy, access inequality, over-reliance tools, which can undermine critical thinking skills. provides countermeasures policy recommendations, including establishing usage guidelines, promoting equitable technology, integrating assessments that prioritise problem-solving By adopting these innovative policies, institutions enhance quality ensure develop genuine skills excellence. calls immediate action align with realities age, ensuring sustainable authentic outcomes.

Language: Английский

Citations

2
Surging currents: a systematic review of the literature on dynamic stakeholder engagements in higher education in the generative artificial intelligence era DOI

Jiaxi Yang,

Han Qiu, Wenxuan Yu

et al.

Journal of Asian Public Policy, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 29

Published: Nov. 23, 2024

As Generative Artificial Intelligence (GAI) rapidly integrates into higher education, a critical question arises: should we focus on the technology's potential or essential role of stakeholders? While GAI offers transformative possibilities, its success hinges students, educators, administrators, and policymakers. This study examines structure these stakeholders patterns relationships between them. Utilizing systematic literature review, screened 224 studies selected 38 key articles to construct hierarchical framework illustrating complex interactions among stakeholders. The research reveals prominence administrators while reflecting increasing attention technology vendors government agencies. Interactions primarily fall four patterns: cooperation, control guidance, support dependency, as well competition conflict. Although existing extensively discusses GAI's potential, this argues that in-depth analyses stakeholder roles are lacking, particularly given real-world complexities. Future explore multidimensional promote responsible effective use in education.

Language: Английский

Citations

2
The International Journal of Educational Technology in Higher Education: content and authorship analysis 2010–2024 DOI Creative Commons
Melissa Bond

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

Published: Nov. 24, 2024

Abstract In celebrating the 20th anniversary of International Journal Educational Technology in Higher Education (IJETHE) , previously known as Revista de Universidad y Sociedad del Conocimiento (RUSC) it is timely to reflect upon shape and depth educational technology research has appeared within journal, order understand how IJETHE contributed furthering scholarship, provide future directions field. It particularly important authorship patterns terms equity diversity, especially regard ensuring wide-ranging geographical gender representation academic publishing. To this end, a content analysis was conducted 631 articles, published RUSC from 2010 June 2024. Furthermore, contribute ongoing efforts raise methodological standards secondary being field, an quality evidence syntheses 2018 2024 conducted. Common themes have been students’ experience engagement online learning, role assessment feedback, teachers’ digital competencies, development open practices resources. The revealed parity increasingly international identity, although contributions Middle East, South America Africa remain underrepresented. findings critical need for enhanced rigour EdTech syntheses, suggestions are provided can help move field forwards. Key areas include educator professional development, impact tools on learning outcomes engagement, influence social contextual factors, application AI support use multimodal data analyse student across diverse contexts.

Language: Английский

Citations

2