Frontiers in Education,
Journal Year:
2024,
Volume and Issue:
9
Published: April 4, 2024
Background
There
is
a
gap
in
the
existing
literature
concerning
connection
between
nomophobia
and
diminished
academic
performance,
potentially
influenced
by
anxiety
depression.
The
present
study
aimed
to
examine
relationship
undergraduate
students’
learning
outcomes,
whether
depression
and/or
mediate
this
potential
link.
Methods
A
quantitative
cross-sectional
survey
design
was
employed.
Nomophobia,
anxiety,
were
measured
307
students
using
validated
self-report
questionnaires.
Learning
performance
assessed
based
on
participants’
grade
point
averages.
Correlation
analysis
mediation
conducted
test
hypotheses.
Results
Pearson
correlation
multiple
parallel
modeling
suggest
that
plays
significant
role
as
causal
pathway
through
which
nomophobic
behavior
leads
lower
grades
among
university
compared
their
less
anxious
peers.
Depression
had
no
effect.
Conclusion
findings
support
notion
linked
poor
achievement.
detrimental
impact
of
appears
be
more
closely
tied
rather
than
This
research
contributes
understanding
complex
interplay
technology
use,
psychological
well-being,
educational
outcomes
higher
education
context.
study’s
implications
include
validation
measurement
scales
non-English
population
recognition
influence
mental
health
outcomes.
Australasian journal of engineering education,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 28
Published: July 11, 2024
More
than
a
year
has
passed
since
reports
of
ChatGPT-3.5's
capability
to
pass
exams
sent
shockwaves
through
education
circles.
These
initial
concerns
led
multi-institutional
and
multi-disciplinary
study
assess
the
performance
Generative
Artificial
Intelligence
(GenAI)
against
assessment
tasks
used
across
10
engineering
subjects,
showcasing
GenAI.
Assessment
types
included
online
quiz,
numerical,
oral,
visual,
programming
writing
(experimentation,
project,
reflection
critical
thinking,
research).
Twelve
months
later,
was
repeated
using
new
updated
tools
ChatGPT-4,
Copilot,
Gemini,
SciSpace
Wolfram.
The
investigated
differences,
identifying
best
tool
for
each
type.
findings
show
that
increased
features
can
only
heighten
academic
integrity
concerns.
While
cheating
are
central,
opportunities
integrate
GenAI
enhance
teaching
learning
possible.
had
specific
strengths
weaknesses,
ChatGPT-4
well-rounded.
A
Security
Opportunity
Matrix
is
presented
provide
community
practical
guidance
on
managing
risks
integration
learning.
PLoS ONE,
Journal Year:
2025,
Volume and Issue:
20(2), P. e0315011 - e0315011
Published: Feb. 5, 2025
The
paper
presents
the
most
comprehensive
and
large-scale
global
study
to
date
on
how
higher
education
students
perceived
use
of
ChatGPT
in
early
2024.
With
a
sample
23,218
from
109
countries
territories,
reveals
that
primarily
used
for
brainstorming,
summarizing
texts,
finding
research
articles,
with
few
using
it
professional
creative
writing.
They
found
useful
simplifying
complex
information
content,
but
less
reliable
providing
supporting
classroom
learning,
though
some
considered
its
clearer
than
peers
teachers.
Moreover,
agreed
need
AI
regulations
at
all
levels
due
concerns
about
promoting
cheating,
plagiarism,
social
isolation.
However,
they
believed
could
potentially
enhance
their
access
knowledge
improve
learning
experience,
efficiency,
chances
achieving
good
grades.
While
was
as
effective
improving
literacy,
digital
communication,
content
creation
skills,
interpersonal
decision-making,
numeracy,
native
language
proficiency,
development
critical
thinking
skills.
Students
also
felt
would
boost
demand
AI-related
skills
facilitate
remote
work
without
significantly
impacting
unemployment.
Emotionally,
mostly
positive
ChatGPT,
curiosity
calmness
being
common
emotions.
Further
examinations
reveal
variations
students'
perceptions
across
different
socio-demographic
geographic
factors,
key
factors
influencing
identified.
Higher
institutions'
managers
teachers
may
benefit
these
findings
while
formulating
curricula
instructions/regulations
use,
well
when
designing
teaching
methods
assessment
tools.
policymakers
consider
strategies
secondary
system
development,
especially
light
changing
labor
market
needs
related
development.
Journal of Research in Innovative Teaching & Learning,
Journal Year:
2024,
Volume and Issue:
17(2), P. 152 - 167
Published: July 3, 2024
Purpose
The
purpose
of
the
study
was
to
evaluate
impact
generative
artificial
intelligence
(GenAI)
on
students'
learning
experiences
and
perceptions
through
a
master’s-level
course.
specifically
focused
student
engagement,
comfort
with
GenAI
ethical
considerations.
Design/methodology/approach
used
an
action
research
methodology
employing
qualitative
data
collection
methods,
including
pre-
post-course
surveys,
reflective
assignments,
class
discussions
questionnaire.
AI-Ideas,
Connections,
Extensions
(ICE)
Framework,
combining
ICE
Model
AI
paradigms,
is
assess
cognitive
engagement
GenAI.
Findings
revealed
that
incorporating
in
instructional
design
course
increased
their
understanding
its
implications.
AI-ICE
Framework
demonstrated
most
students
were
at
initial
level,
growing
awareness
GenAI’s
limitations
issues.
Course
reflections
highlighted
themes
improved
teaching
strategies,
personal
growth
practical
challenges
integrating
responsibly.
Research
limitations/implications
small
sample
size
poses
analytical
power
findings,
potentially
limiting
breadth
applicability
conclusions.
This
constraint
may
affect
generalizability
results,
as
participants
not
fully
represent
broader
population
interest.
researchers
are
mindful
these
suggest
caution
interpreting
acknowledging
they
offer
more
exploratory
insights
than
definitive
Future
endeavors
should
aim
recruit
larger
cohort
validate
expand
upon
observations,
ensuring
robust
understanding.
Originality/value
original
integration
into
master's-level
course,
assessing
both
implications
use
education.
By
utilizing
methodology,
provides
how
influences
perceptions.
approach
bridges
gap
between
theoretical
real-world
application
GenAI,
offering
actionable
strategies
for
responsible
educational
settings.
International Journal of Language Instruction,
Journal Year:
2024,
Volume and Issue:
3(2), P. 59 - 72
Published: June 24, 2024
The
purpose
of
this
study
is
to
explore
the
students'
perspectives
on
use
ChatGPT
support
their
language
learning.
current
collects
data
from
77
Vietnamese
students
who
pursued
studies
at
some
universities
in
Vietnam
and
United
States.
questionnaire
was
designed
with
Microsoft
Forms
sent
via
personal
connections
both
countries.
found
that
or
A.I.
Chatbot
positively
viewed
as
a
useful
tool
for
facilitating
Moreover,
help
engage
learning
process
seen
an
effective
enhance
knowledge.
However,
over-alliance
might
limit
critical
thinking
creativity.
To
minimize
these
drawbacks,
compromise
between
conventional
teaching
methods
should
be
used.
suggests
educators
employ
AI
tools
innovate
research.
Systems,
Journal Year:
2024,
Volume and Issue:
12(10), P. 385 - 385
Published: Sept. 24, 2024
This
research
explores
the
use
of
Generative
Artificial
Intelligence
(GenAI)
tools
among
higher
education
students
in
Saudi
Arabia,
aiming
to
understand
their
current
perceptions
these
technologies.
study
utilizes
Technology
Acceptance
Model
(TAM)
and
theory
Task-Technology
Fit
(TTF)
examine
students’
utilization,
perceived
benefits,
challenges
associated
with
tools.
A
cross-sectional
survey
was
conducted,
yielding
859
responses.
The
findings
indicate
that
78.7%
frequently
GenAI
tools,
while
21.3%
do
not,
often
due
a
lack
knowledge
or
interest.
ChatGPT
emerged
as
most
widely
used
tool,
utilized
by
86.2%
respondents,
followed
other
like
Gemini,
Socratic,
CoPilot.
Students
primarily
for
defining
clarifying
concepts,
translation,
generating
ideas
writing,
summarizing
academic
literature.
They
cite
benefits
such
ease
access,
time-saving,
instant
feedback.
However,
they
express
concerns
about
challenges,
including
subscription
fees,
unreliable
information,
plagiarism,
reduced
human-to-human
interaction,
impacts
on
learning
autonomy.
underscores
need
increased
awareness,
ethical
guidelines,
robust
integrity
measures
ensure
responsible
educational
settings.
These
highlight
balanced
utilization
maximizes
addressing
potential
guides
development
policies,
curricula,
support
systems.
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(7), P. 742 - 742
Published: July 6, 2024
This
research
investigates
how
secondary
school
mathematics
educators
in
the
Nsukka
Education
Zone,
Enugu
State,
Nigeria,
perceive
incorporation
of
artificial
intelligence-based
ChatGPT
into
teaching
mathematics.
The
study
employed
a
sequential
exploratory
mixed-methods
strategy,
starting
with
systematic
survey
and
followed
by
detailed
interviews.
Mathematics
Teachers’
Awareness
Perceptions
AI-based
Questionnaire
(MTAPACQ)
used
this
was
adapted
from
an
existing
online
administered
to
80
teachers,
who
were
selected
using
stratified
random
sampling
ensure
varied
representation
across
different
local
government
areas.
explored
teachers’
awareness,
utilisation,
perceptions
ChatGPT.
Following
quantitative
phase,
in-depth
qualitative
interviews
conducted
subset
five
teachers
familiar
gain
deeper
insights
their
experiences.
findings
indicate
limited
awareness
ChatGPT,
only
17%
demonstrating
familiarity
technology.
infrequent
utilisation
is
mainly
associated
awareness.
Teachers
integrate
report
positive
outcomes,
including
improved
effectiveness,
heightened
student
engagement,
enhanced
comprehension
complex
concepts.
Nevertheless,
overall
tool’s
impact
on
learning
are
moderate.
identified
challenges
relation
integration
include
technical
adaptability,
curriculum
alignment,
need
for
customisation
accommodate
diverse
styles.
emphasises
significance
continuous
professional
development
ongoing
support
instruction
proficiently.
derived
hold
value
educators,
policymakers,
technology
developers
aspiring
elevate
role
intelligence
education.
Asian Education and Development Studies,
Journal Year:
2024,
Volume and Issue:
13(5), P. 412 - 431
Published: July 7, 2024
Purpose
This
is
a
dual-focused
study
that
anticipates
qualitatively
and
quantitatively
examining
the
literature
on
recently
initiated
revolutionizing
concept
of
ChatGPT
in
education
by
performing
Systematic
Literature
Review
(SLR)
bibliometric
analysis.
Current
analyzed
eight
research
questions:
(1)
main
information
annual
scientific
publications
education,
(2)
pioneer
authors
collaborative
exploring
(3)
authors'
productivity
through
Lotka’s
Law
Authors’
Scientific
Productivity,
(4)
most
pertinent
sources
how
are
clustered
Bradford’s
Scattering,
(5)
related,
cited
countries
nature
international
collaborations
(6)
relevant
(7)
occurring
trending
keywords
empirical
studies
(8)
themes
areas
for
future
investigations
education.
Design/methodology/approach
The
current
was
designed
as
SLR
analysis,
extracting
articles
from
Scopus
database
utilizing
both
Biblioshiny
VOSviewer
software
advanced
mapping
visualizations
via
quantitative
qualitative
analysis
approaches.
Findings
results
indicated
progressively
evolving
worldwide
generating
45
2023
to
2024
(May).
USA,
China,
Indonesia
productive
have
published
systems,
AI,
students,
educational
computing,
human
experiments,
teaching,
status,
chatbots,
generative
academic
integrity,
technology,
technology
acceptance
directions
field
Originality/value
analysis’s
outcomes
will
enhance
area
with
theoretical
practical
implications
benefit
teachers,
policymakers,
regulators
higher
sectors,
government,
general
public
effective
utilization
Behavioral Sciences,
Journal Year:
2024,
Volume and Issue:
14(9), P. 845 - 845
Published: Sept. 19, 2024
This
study
sought
to
understand
students’
intentions
regarding
the
use
of
ChatGPT
in
learning
from
perspective
perceived
value,
exploring
influence
artificial
intelligent
(AI)
literacy.
Drawing
on
a
sample
676
university
students
diverse
academic
backgrounds,
we
employed
structured
survey
questionnaire
measure
their
perceptions
as
tool.
The
collected
data
were
then
analyzed
using
structural
equation
modeling
(SEM)
via
SmartPLS
4
software.
findings
showed
strong
effect
value
intention
it.
Our
suggest
that
usefulness,
enjoyment
and
fees
had
significant
ChatGPT,
while
risk
no
effect.
Moreover,
role
AI
literacy
emerged
pivotal
shaping
these
perceptions.
Students
with
higher
demonstrated
an
enhanced
ability
discern
ChatGPT.
proved
be
predictor
perception
enjoyment,
for
learning.
However,
did
not
have
impact
underscores
growing
importance
integrating
into
educational
curricula
optimize
reception
utilization
innovative
tools
scenarios.
Future
interventions
aiming
boost
adoption
such
should
consider
incorporating
components
maximize
and,
subsequently,
intention.
