Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations

International Journal of Artificial Intelligence in Education, Journal Year: 2015, Volume and Issue: 26(1), P. 160 - 169

Published: July 7, 2015

Language: Английский

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Face-to-Face Interaction with Pedagogical Agents, Twenty Years Later

International Journal of Artificial Intelligence in Education, Journal Year: 2015, Volume and Issue: 26(1), P. 25 - 36

Published: Sept. 24, 2015

Language: Английский

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Power to the Teachers: An Exploratory Review on Artificial Intelligence in Education

Information, Journal Year: 2021, Volume and Issue: 13(1), P. 14 - 14

Published: Dec. 29, 2021

This exploratory review attempted to gather evidence from the literature by shedding light on emerging phenomenon of conceptualising impact artificial intelligence in education. The utilised PRISMA framework analysis and synthesis process encompassing search, screening, coding, data strategy 141 items included corpus. Key findings extracted incorporate a taxonomy applications with associated teaching learning practice for helping teachers develop self-reflect skills capabilities envisioned employing Implications ethical use set propositions enacting using are demarcated. this contribute developing better understanding how may enhance teachers’ roles as catalysts designing, visualising, orchestrating AI-enabled learning, will, turn, help proliferate AI-systems that render computational representations based meaningful data-driven inferences pedagogy, domain, learner models.

Language: Английский

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The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

Educational Psychology Review, Journal Year: 2021, Volume and Issue: 34(1), P. 1 - 38

Published: June 30, 2021

Abstract For a long time, research on individuals learning in digital environments was primarily based cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual with materials. Based these theories and empirical results, social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning Environments (CASTLE). CASTLE postulates cues materials activate schemata learners leading to enhanced (para-)social, motivational, emotional, metacognitive processes. To substantiate this theory, socio-cognitive are used, which predict influences Besides, previous findings presented assuming rising number materials, influence increases. Finally, consequences regarding design media discussed.

Language: Английский

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Educational applications of artificial intelligence in simulation-based learning: A systematic mapping review

Computers and Education Artificial Intelligence, Journal Year: 2022, Volume and Issue: 3, P. 100087 - 100087

Published: Jan. 1, 2022

The field of education has experienced a transformation as artificial intelligence (AI) becomes increasingly applicable for learning purposes. AI the potential to transform social interactions in educational contexts among learners, teachers, and technologies. In this systematic mapping review, we focus on framing trends applications simulation-based learning. Fifty-nine studies met inclusion exclusion criteria. We coded analyzed six mapped categories literature review: (1) year-of-study trend, (2) methods, (3) technologies, (4) simulation, (5) study trends, (6) principles theories. To provide nuanced details from included literature, also synthesized three thematic trends: built virtual agents learning, infused with affective computing, leveraged assessments. Trend One builds general acknowledgement guide situated Two posits role states trajectories suggests related machine approaches. Three discusses techniques multimodal computing used assessment feedback. paper concludes implications suggestions research practice using

Language: Английский

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Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments

International Journal of Educational Technology in Higher Education, Journal Year: 2021, Volume and Issue: 18(1)

Published: June 27, 2021

Abstract The objective of this article is to analyze the didactic functionality a chatbot improve results students National University Distance Education (UNED / Spain) in accessing university subject Spanish Language. For this, quasi-experimental experiment was designed, and quantitative methodology used through pretest posttest control experimental group which effectiveness two teaching models compared, one more traditional based on exercises written paper another interaction with chatbot. Subsequently, perception an academic forum about educational use analyzed text mining tests Latent Dirichlet Allocation (LDA), pairwise distance matrix bigrams. showed that substantially improved compared (experimental mean: 32.1346 28.4706). Punctuation correctness has been mainly usage comma, colon periods different syntactic patterns. Furthermore, they positively value chatbots their teaching–learning process three dimensions: greater “support” companionship learning process, as perceive interactivity due conversational nature; “feedback” and, lastly, especially ease possibility interacting anywhere anytime.

Language: Английский

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Chatbot-Delivered Psychotherapy for Adults With Depressive and Anxiety Symptoms: A Systematic Review and Meta-Regression

Behavior Therapy, Journal Year: 2021, Volume and Issue: 53(2), P. 334 - 347

Published: Oct. 13, 2021

Language: Английский

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An umbrella review of the benefits and risks associated with youths’ interactions with electronic screens

Nature Human Behaviour, Journal Year: 2023, Volume and Issue: 8(1), P. 82 - 99

Published: Nov. 13, 2023

Language: Английский

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Proposed artificial intelligence algorithm and deep learning techniques for development of higher education

International Journal of Intelligent Networks, Journal Year: 2023, Volume and Issue: 4, P. 68 - 73

Published: Jan. 1, 2023

Artificial intelligence (AI) has been increasingly impacting various aspects of our daily lives, including education. With the rise digital technologies, higher education also experiencing a transformation, and AI playing crucial role in this transformation. The application rapidly increasing, with focus on improving student engagement, increasing efficiency, enhancing learning experience. use is not without its challenges ethical considerations. One biggest ensuring accuracy fairness algorithms, as well avoiding potential biases. In addition, there are concerns about privacy data, for to replace human instructors support staff. Another challenge that used way supports overall goals education, such promoting critical thinking creativity, rather than just being tool automating tasks efficiency. article, we will discuss ways which applied where proposed model cognitive capability students compared other existing algorithms. It be shown shows better performance models.

Language: Английский

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Artificial Intelligence as an Effective Classroom Assistant

IEEE Intelligent Systems, Journal Year: 2016, Volume and Issue: 31(6), P. 76 - 81

Published: Nov. 1, 2016

The field of artificial intelligence in education (AIED) uses techniques from AI and cognitive science to better understand the nature learning teaching build systems help learners gain new skills or concepts. This article studies metareviews meta-analyses make case for blended learning, wherein teacher can offload some work AIED systems.

Language: Английский

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