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.
Ana Dili Eğitimi Dergisi,
Journal Year:
2025,
Volume and Issue:
13(2), P. 336 - 354
Published: Jan. 31, 2025
Bu
araştırmada
Türkçe
öğretimi
alanında
görev
yapan
akademisyen
ve
öğretmenlerin
yapay
zekâ
(YZ)
kullanımına
ilişkin
görüşleri
ele
alınmıştır.
On
ile
yedi
öğretmeninden
veri
toplanarak
yapılan
nitel
bir
yaklaşım
benimsenmiş
verilerin
analizinde
içerik
analizi
tekniği
kullanılmıştır.
Araştırmanın
bulguları
eğitiminde
YZ
kullanımının
hem
olanaklar
de
sınırlamalar
taşıdığını
açıkça
ortaya
koymaktadır.
Katılımcılar,
YZ’nin
dil
becerilerinin
gelişimine
özellikle
yazma
konuşma
öğrenme
alanlarında
katkı
sağladığını
vurgulamış
bu
teknolojinin
öğrencilerin
bireysel
deneyimlerini
zenginleştirebileceğini
belirtmişlerdir.
Bununla
birlikte
kolaycılığa
yol
açabileceği
etik
sorunlar
yaratabileceği
konusunda
ciddi
endişeler
dile
getirilmiştir.
Araştırmada
üretimi
ders
materyali
hazırlığı
süreçlerinde
iş
yükünü
azaltmada
büyük
fayda
sağladığı
ancak
motivasyon
eksiklikleri
nedeniyle
teknolojiden
tam
anlamıyla
yararlanamadığı
çıkmıştır.
eğitimine
entegrasyonunun
daha
verimli
olması
için
akademisyenlerin
birliğine
dayalı
farkındalık
artırıcı
eğitim
programlarına
ihtiyaç
duyulduğu
sonucuna
varılmıştır.
IGI Global eBooks,
Journal Year:
2025,
Volume and Issue:
unknown, P. 157 - 188
Published: April 9, 2025
This
study
explores
the
impact
of
ChatGPT
on
critical
thinking
within
educational
contexts,
addressing
concerns
about
overreliance
AI-generated
solutions.
A
systematic
review
24
studies
was
conducted
to
evaluate
ChatGPT's
influence
different
cognitive
levels
as
defined
by
Bloom's
Taxonomy,
its
potential
benefits
and
drawbacks,
risks
associated
with
reliance
AI.
The
findings
reveal
that
can
enhance
skills
from
basic
knowledge
acquisition
higher-order
thinking,
such
analysis
evaluation.
However,
AI
may
hinder
development
independent
problem-solving
skills.
emphasizes
need
for
responsible
usage
guidelines
active
educator
involvement
ensure
tools
augment
rather
than
replace
efforts.The
concludes
while
holds
promise
enhancing
skills,
integration
must
be
carefully
managed
avoid
undermining
development.
Electronics,
Journal Year:
2024,
Volume and Issue:
13(10), P. 1985 - 1985
Published: May 19, 2024
ChatGPT
(GPT-3.5),
an
intelligent
Web-based
tool
capable
of
conducting
text-based
conversations
akin
to
human
interaction
across
various
subjects,
has
recently
gained
significant
popularity.
This
surge
in
interest
led
researchers
examine
its
impact
on
numerous
fields,
including
education.
The
aim
this
paper
is
investigate
the
perceptions
undergraduate
students
regarding
ChatGPT’s
utility
academic
environments,
focusing
strengths,
weaknesses,
opportunities,
and
threats.
It
responds
emerging
challenges
educational
technology,
such
as
integration
artificial
intelligence
teaching
learning
processes.
study
involved
257
from
two
university
departments
Greece—namely
primary
early
childhood
education
pre-service
teachers.
Data
were
collected
using
a
structured
questionnaire.
Various
methods
employed
for
data
analysis,
descriptive
statistics,
inferential
K-means
clustering,
decision
trees.
Additional
insights
obtained
subset
who
undertook
project
elective
course,
detailing
types
inquiries
made
their
reasons
recommending
(or
not
recommending)
it
peers.
findings
offer
valuable
tutors,
researchers,
policymakers,
developers.
To
best
authors’
knowledge,
these
issues
have
been
dealt
with
by
other
researchers.
Advances in Mobile Learning Educational Research,
Journal Year:
2024,
Volume and Issue:
4(2), P. 1197 - 1207
Published: Dec. 4, 2024
Artificial
intelligence
(AI)
in
education
is
increasing,
including
ChatGPT
as
a
learning
tool
physics
subjects.
This
study
aims
to
analyze
high
school
students'
perceptions
of
using
learning,
focusing
on
demographic
factors
such
gender,
academic
level,
and
duration
use.
Involving
167
students,
the
used
survey
evaluate
views
various
aspects
experience
with
ChatGPT,
effectiveness,
clarity,
consistency
information,
tool's
ability
enrich
understanding
concepts.
Results
showed
that
were
positive
overall,
perceived
helping
deepen
concept
understanding,
improving
correct
misconceptions,
providing
an
enjoyable
experience.
Significant
differences
found
based
gender
while
use
no
overall
significant
effect,
though
longer
enhanced
specific
benefits.
These
findings
highlight
potential
support
by
addressing
diverse
needs
outcomes,
offering
insights
for
educators
integrating
AI
tools
effectively
into
classrooms.
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.
