The role and impact of ChatGPT in educational practices: insights from an Australian higher education case study

Discover Education, Journal Year: 2024, Volume and Issue: 3(1)

Published: June 11, 2024

Abstract Artificial intelligence (AI) tools, notably ChatGPT, are increasingly recognised for their transformative potential in higher education. This study employs a detailed case approach complemented by survey, delving into ChatGPT’s impact on pedagogical practices, student engagement, and academic performance. It involved 74 undergraduate postgraduate students enrolled data analytics courses Australia. The quantitative analysis highlights role providing personalised on-demand support, which is highly valued among users its flexibility responsiveness, meeting critical demand educational settings. Notably, the identifies medium effect size ( $$\eta ^2 = 0.173$$ η 2 = 0.173 ) perceived benefits, indicating that ChatGPT accounts approximately 17.3% of variance improved outcomes. However, challenges such as limited understanding complex queries lack human interactions primary concerns, with 0.289$$ 0.289 suggesting significant areas improvement. Furthermore, statistical analyses reveal clear relationship between frequency usage perception underscoring who have integrated it practices. Despite these challenges, differential versus non-users to foster more engaging effective findings advocate targeted strategies epitomise integration settings, emphasising need ongoing research development comprehensive guidelines navigate complexities maximise benefits.

Language: Английский

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Beyond the hype: exploring faculty perceptions and acceptability of AI in teaching practices

Discover Education, Journal Year: 2024, Volume and Issue: 3(1)

Published: April 23, 2024

Abstract Limited studies exist on faculty members or lecturers’ perception and behavioural acceptance of artificial intelligence (AI) (e.g. ChatGPT) for their students' benefit. Teachers are the decision-makers teaching classroom activities. In this regard, study examined use AI-powered tools factors that influence AI in learning universities. An online survey was conducted using a cross-sectional design, results were analysed SPSS SmartPLS. The findings revealed more than two-thirds (84%) lecturers willing to accept students, while 16% stated non-acceptance students. Factors such as years experience, institutional support use, attitude towards proved be significant predictors education. Key influencing lecturers' students include perceived pedagogical affordances, organisational policies incentives, complexity usability socio-cultural context. By addressing teacher concerns through supportive policies, user-friendly interfaces, alignment with goals, higher education institutions can create fertile ground adoption.

Language: Английский

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Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs

Education Sciences, Journal Year: 2024, Volume and Issue: 14(7), P. 740 - 740

Published: July 6, 2024

This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), research surveyed 425 teachers across different disciplines teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort social influence, facilitating conditions, hedonic motivation, usage behavior, intention to use AIEd. Results showed a high level among teachers, influenced by factors age, gender, modality. Additionally, it was found that constructivist beliefs correlated positively AIEd adoption. These insights are valuable for understanding integration educational settings.

Language: Английский

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Empowering the Faculty of Education Students: Applying AI’s Potential for Motivating and Enhancing Learning

Innovative Higher Education, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 7, 2024

Abstract This study aimed to investigate how AI impacts students’ intrinsic motivation and learning experiences in various cultural academic settings. An analysis of the effects AI-powered tools on enhancement was conducted early 2024. The recruited 455 students (192 males 263 females) from Egypt, Saudi Arabia, Spain, Poland who were studying diverse majors educational faculties. Using a 5-point Likert scale, validated instrument included three dimensions with total 10 items: AI, enhancing learning, overall perception education. Significant differences found by nationality major, Polish education technology showing highest levels. As result experiences, autonomy, critical thinking skills, positively influence motivation. Motivation, however, not significantly influenced level. Despite ethical concerns, held moderately positive view artificial intelligence Further research optimal implementation considerations is necessary based these findings.

Language: Английский

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Towards Intelligent Universities Enhanced with Artificial Intelligence (AI)

Journal of Infrastructure Policy and Development, Journal Year: 2025, Volume and Issue: 9(1), P. 10412 - 10412

Published: Jan. 13, 2025

This paper presents a comprehensive and integrated paradigm for intelligent universities using artificial intelligence (AI) to transform management systems teaching, thus complementing sustainable development objectives. Through systematic examination of top worldwide universities’ AI applications, this study reveals key achievements, obstacles, strategies successfully implementing AI-driven universities. Every case focuses on particular project, including the adaptive learning at MIT, teaching assistant Jill Watson Georgia Tech, AI-enabled quality control system Cambridge University. Combining review, meta-analysis, studies under mixed-methods approach, provides practical guide improve administrative academic roles. Results show how can solve institutional issues, automate assurance, personalize learning. Recommendations advocate gradual adoption strategies, ethical deployment, capacity-building measures enable digital transformation.

Language: Английский

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Developing effective prompts to improve communication with ChatGPT: a formula for higher education stakeholders

Discover Education, Journal Year: 2024, Volume and Issue: 3(1)

Published: April 29, 2024

Abstract The escalating integration of artificial intelligence (AI) technologies, particularly the widespread use ChatGPT in higher education, necessitates a profound exploration effective communication strategies. This paper addresses critical role prompt development as skill essential for university instructors engaging with ChatGPT. While emphasizing practical implications study introduces novel two-layered AI formula, considering both components and elements. In methodology, research synthesizes insights from existing models proposes tailored approach ChatGPT, addressing its unique characteristics contextual elements within education. results highlight formula’s flexibility potential applications diverse fields, syllabus planning to assessment. Moreover, identifies limitations inherent need exercise caution usage. conclusion, underscores evolving landscape envisaging specialized versions academic settings advocating proactive adoption ethical frameworks serves foundational contribution discourse on educational settings.

Language: Английский

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Digital competence among pre-service teachers: A global perspective on curriculum change as viewed by experts from 33 countries

Evaluation and Program Planning, Journal Year: 2024, Volume and Issue: 105, P. 102449 - 102449

Published: May 31, 2024

In the intensely developing information society, education of pre-service teachers presents an organisational, methodological, and conceptual challenge. Recent years have necessitated reflection on content modalities formation digital competence in teachers. This article - considers which components competences new generations should contain how this area can be effectively developed within academic education. The is result interviews conducted with 35 experts (recognized scholars field media pedagogy) from North South America, Africa, Australia Oceania, Asia, Europe. Qualitative using Delphi methodology were between June September 2022. Using grounded theory principles, it was noted that there a need to modify teachers' curricula following areas: creating, retrieving managing content; integrating ICT into subject soft skills; enhancing interactivity classroom; social aspects ICT; distance learning; socio-technical processes; advanced competencies; predictive analysing impact human life; data protection; e-risks; low understanding messaging; supporting people disabilities.

Language: Английский

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The Transformative Power of Generative Artificial Intelligence for Achieving the Sustainable Development Goal of Quality Education

Sustainability, Journal Year: 2024, Volume and Issue: 16(22), P. 9779 - 9779

Published: Nov. 9, 2024

This study explored the transformative potential of generative artificial intelligence (GAI) for achieving UN Sustainable Development Goal on Quality Education (SDG4), emphasizing its interconnectedness with other SDGs. A proprietary algorithm and cocitation network analysis were used to identify analyze SDG features in GAI research publications (n = 1501). By examining GAI’s implications ten SDG4 targets, findings advocate a collaborative, ethical approach integrating GAI, policy practice developments that ensure technological advancements align overarching goals SDG4. The results highlight multifaceted impact First, this paper outlines framework leverages enhance educational equity, quality, lifelong learning opportunities. highlighting synergy between SDGs, such as reducing inequalities (SDG10) promoting gender equality (SDG5), underscores need an integrated utilizing GAI. Moreover, it advocates personalized learning, equitable technology access, adherence AI principles, fostering global citizenship, proposing strategic alignment applications broader agenda. Next, introduces significant challenges, including concerns, data privacy, risk exacerbating digital divide. Overall, our underscore critical role reforms innovative practices navigating challenges harnessing opportunities presented by education, thereby contributing comprehensive discourse technology’s advancing education sustainable development.

Language: Английский

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Relationship Between Attachment and Social Skills in Adulthood Education in the Digital Society

Societies, Journal Year: 2025, Volume and Issue: 15(1), P. 8 - 8

Published: Jan. 7, 2025

In the midst of Knowledge Society, where social interactions, contact, and establishment relationships—whether face to or through use new technologies—prevail, isolation is detected as a consequence global COVID-19 pandemic, due which both interpersonal relationships attachment bonds are negatively affected. It for all this that need arises in study analyze possible existence correlation between variables. The objective work relationship skills type sample subjects over 18 years age. After carrying out analyses, statistically significant was variable Attachment Scale 3, corresponding with good abilities express feelings comfort (secure attachment). concluded by stating who have developed secure will more satisfactory relationships.

Language: Английский

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Evaluation of the Impact of ChatGPT on the Development of Research Skills in Secondary Education Students: An Experimental Approach

International Journal of Information and Education Technology, Journal Year: 2025, Volume and Issue: 15(1), P. 59 - 69

Published: Jan. 1, 2025

This study evaluates the impact of ChatGPT on development investigative competencies in regular basic education students, focusing three key dimensions: functionality information gathering, contribution to generation precise and relevant content, usability developing skills. An experimental design was implemented with a sample 100 divided into an group (n = 50) that used control employed traditional methods. The students developed research projects evaluated based six criteria: coherence, precision, originality, content depth, problem-solving ability, source utilization. results, obtained through descriptive comparative statistical analysis, revealed outperformed coherence (3.6 vs. 2.8), precision (3.4 2.6), originality 2.8). However, showed better performance utilization 2.2), suggesting methods are more effective managing bibliographic references. Regarding depth both groups achieved similar slight advantage for group. In conclusion, use enhances students’ work. it is recommended combine this tool optimize management ensure comprehensive competencies, promoting ethical technology.

Language: Английский

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