Australasian Journal of Educational Technology,
Journal Year:
2023,
Volume and Issue:
39(5), P. 40 - 58
Published: Dec. 22, 2023
In
recent
decades,
flipped
learning
has
been
adopted
by
teachers
to
improve
achievement.
However,
it
is
challenging
provide
all
students
with
instant
personalised
guidance
at
the
same
time.
To
address
this
gap,
based
on
Chat
Generative
Pre-trained
Transformer
(ChatGPT)
and
scaffolding
theory,
I
developed
a
ChatGPT-based
guiding
approach
(ChatGPT-FLGA)
according
analysis,
design,
development,
implementation
evaluation
model.
investigate
effectiveness
of
ChatGPT-FLGA,
quasi-experiment
was
conducted
in
activities
courseware
project.
One
two
classes
randomly
assigned
experimental
group,
while
other
control
group.
The
both
received
classroom
instruction
discussions
through
Tencent
QQ
applications,
but
only
those
group
learned
ChatGPT-FLGA.
results
revealed
that
ChatGPT-FLGA
significantly
improved
students’
performance,
self-efficacy,
attitudes,
intrinsic
motivation
creative
thinking.
research
findings
enrich
literature
ChatGPT
classrooms
addressing
influence
students'
performance
perceptions.
Implications
for
practice
or
policy:
Teachers
universities
should
utilise
as
tool
supporting
promoting
their
problem-solving
skills.
Course
designers
academic
staff
can
leverage
enact
student-centred
pedagogical
transformation
massive
open
online
courses
learning.
master
how
use
its
system,
foster
learners’
self-regulated
learning,
help
them
promote
self-efficacy
overcome
difficulties
thinking
ability.
Journal of Educational Computing Research,
Journal Year:
2024,
Volume and Issue:
62(7), P. 1896 - 1933
Published: Aug. 27, 2024
The
use
of
generative
artificial
intelligence
(Gen-AI)
to
assist
college
students
in
their
studies
has
become
a
trend.
However,
there
is
no
academic
consensus
on
whether
Gen-AI
can
enhance
the
achievement
students.
Using
meta-analytic
approach,
this
study
aims
investigate
effectiveness
improving
and
explore
effects
different
moderating
variables.
A
total
28
articles
(65
independent
studies,
1909
participants)
met
inclusion
criteria
for
study.
results
showed
that
significantly
improved
students’
with
medium
effect
size
(Hedges’s
g
=
0.533,
95%
CI
[0.408,0.659],
p
<
.05).
There
were
within-group
differences
three
moderator
variables,
activity
categories,
sample
size,
generated
content,
when
content
was
text
(
0.554,
.05),
21–40
0.776,
learning
styles
0.600,
.05)
had
most
significant
improvement
student’s
achievement.
intervention
duration,
discipline
types,
assessment
tools
also
moderate
positive
impact
achievement,
but
any
This
provides
theoretical
basis
empirical
evidence
scientific
application
development
educational
technology
policy.
Teaching Public Administration,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Jan. 29, 2024
The
emergence
of
ChatGPT,
an
OpenAI
chatbot,
has
revolutionised
our
education
system
to
a
new
phase.
It
is
innovative
approach
future
learning,
including
in
the
English
as
Second
Language
(ESL)
classroom.
Since
its
inception,
ChatGPT
been
remarkably
used
by
most
educators
and
learners.
Nevertheless,
application
flipped
classroom,
especially
enhancing
ESL
learners’
speaking
skills,
notably
novel
phenomenon.
Besides,
educators’
challenges
giving
instant
feedback
learners
creating
engaging
learning
environment
classroom
emerged
crucial
consideration.
Therefore,
this
study
aims
investigate
effectiveness
partnering
tool
developing
skills
setting
Malaysian
public
university.
This
also
scrutinises
using
develop
skills.
researchers
employ
mixed-method
design
incorporating
five-point
Likert
scale
questionnaire
focus
group
interviews.
quantitative
data
was
analysed
descriptive
statistics,
while
qualitative
through
thematic
analysis.
findings
offer
significant
implications
for
various
stakeholders
educational
industry.
Policymakers,
course
designers,
educators,
learners,
even
Ministry
Education
will
obtain
valuable
insights,
decision-making,
teaching
approaches,
abilities
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(6), P. 660 - 660
Published: June 18, 2024
In
this
study,
we
evaluate
how
ChatGPT
complements
and
enriches
the
traditional
flipped
learning
strategy
in
higher
education,
particularly
engineering
courses.
Using
an
experimental
design
involving
356
students
from
basic
programming
courses
undergraduate
programs,
compared
normalized
gain
between
groups
that
used
ChatGPT-assisted
(focus
groups)
those
followed
a
video-based
methodology
(control
groups).
The
intervention
lasted
ten
weeks,
with
two
sessions
of
hours
each
week.
A
pre-test–post-test
analysis
revealed
focus
showed
significant
improvement
values
to
control
groups.
These
results
confirm
incorporating
into
can
significantly
enhance
student
performance
by
providing
more
active,
interactive,
personalized
approach
during
teaching–learning
process.
We
conclude
strategy,
upgraded
assistance
ChatGPT,
provides
effective
means
improve
understanding
application
complex
concepts
courses,
potential
be
extended
other
areas
study
education.
This
opens
routes
for
future
research
on
integration
artificial
intelligence
innovative
pedagogical
strategies
goal
scaffolding
experience
improving
educational
outcomes.
Australasian Journal of Educational Technology,
Journal Year:
2023,
Volume and Issue:
39(5), P. 1 - 7
Published: Dec. 22, 2023
Generative
artificial
intelligence
(AI)
has
had
a
significant
impact
in
tertiary
education
for
practitioners
and
researchers
during
2023.
We
review
the
way
which
academics
have
made
sense
of
generative
AI,
revisit
our
proposed
research
agenda
reflect
on
changing
roles
as
relation
to
learning,
teaching,
design
policy.
Journal of Research in Technical Careers,
Journal Year:
2024,
Volume and Issue:
8(1), P. 1 - 1
Published: May 6, 2024
A
posttest-only
control
group
experimental
design
compared
novice
Arduino
programmers
who
developed
their
own
programs
(self-programming
group,
n
=17)
with
used
ChatGPT
3.5
to
write
(ChatGPT-programming
=
16)
on
the
dependent
variables
of
programming
scores,
interest
in
programming,
self-efficacy,
posttest
and
types
errors.
Students
were
undergraduates
an
introductory
agricultural
systems
technology
course
Fall
2023.
The
results
indicated
no
significant
(p
<
.10)
differences
between
groups
for
rubric
scores
.50)
or
.50).
There
.03,
Cohen's
d
0.75)
0.76);
students
self-programming
scored
significantly
higher
both
measures.
Analysis
students'
errors
made
.01)
more
program
punctuation
These
writing
greater
self-efficacy
ability
than
using
ChatGPT.
Nevertheless,
may
still
play
important
role
assisting
novices
microcontroller
programs.
