Using ChatGPT for academic support: Managing cognitive load and enhancing learning efficiency – A phenomenological approach
Social Sciences & Humanities Open,
Год журнала:
2025,
Номер
11, С. 101301 - 101301
Опубликована: Янв. 1, 2025
Язык: Английский
Effects of Technology Perceptions, Teacher Beliefs, and AI Literacy on AI Technology Adoption in Sustainable Mathematics Education
Sustainability,
Год журнала:
2025,
Номер
17(8), С. 3698 - 3698
Опубликована: Апрель 19, 2025
Artificial
intelligence
has
significantly
transformed
educational
practices
across
disciplines.
This
study
investigated
the
cognitive–behavioral
mechanisms
underpinning
mathematics
teachers’
engagement
with
AI
teaching
tools
through
an
extended
technology
acceptance
model.
Utilizing
structural
equation
modeling
data
from
500
educators,
we
delineated
psychological
pathways
connecting
perceptual
variables
to
and
pedagogical
outcomes.
Results
revealed
that
perceived
usefulness
functioned
as
primary
determinant
of
engagement,
while
ease
use
operated
exclusively
sequential
mediational
pathways,
challenging
conventional
paradigms.
Domain-specific
factors,
such
teacher
literacy
beliefs,
emerged
significant
mediators
conditioned
technology-related
behavioral
responses.
The
in
this
illustrated
differential
attitudinal
which
into
behaviors.
These
findings
theories
contexts
by
demonstrating
how
domain-specific
cognitive
structures
modulated
perception–behavior
relationships
professional
adoption
education.
Язык: Английский
Improving The Effectiveness of Mathematics Learning Through Artificial Intelligence: Literature Review
Laela Maulida,
Pipit Nurossobah,
Billy Anggun Aura
и другие.
Journal of General Education and Humanities,
Год журнала:
2024,
Номер
3(4), С. 323 - 338
Опубликована: Сен. 2, 2024
Industrial
Revolution
4.0
has
fundamentally
transformed
the
educational
landscape.
Rapid
advances
in
technology,
especially
artificial
intelligence
(AI),
demand
significant
curriculum
adaptations.
Mathematics,
as
foundation
of
science,
is
main
focus
efforts
to
integrate
AI
into
learning
process.
This
research
aims
examine
depth
effect
applying
mathematics
on
students'
capacity.
Through
a
comprehensive
literature
study
referring
various
scientific
journals
and
Google
Scholar
articles,
this
analyzes
aspects
related
application
learning.
Analysis
includes
mapping
trends
implementation,
evaluating
effectiveness
approaches,
identifying
factors
that
influence
successful
exploring
positive
negative
impacts
The
findings
show
enormous
potential
increase
student
motivation,
personalize
learning,
deepen
understanding
concepts.
However,
also
identifies
number
challenges,
such
gaps
technology
access,
need
for
appropriate
pedagogical
development,
replace
teachers'
roles.
Based
these
findings,
concludes
integrating
requires
careful
planning
strong
collaboration
between
educators,
developers,
policymakers.
implications
include
importance
flexible
continuous
teacher
training,
provision
adequate
technological
infrastructure.
Язык: Английский
Use of Language By generative AI Tools in Mathematical Problem Solving: The Case of ChatGPT
African Journal of Research in Mathematics Science and Technology Education,
Год журнала:
2024,
Номер
28(2), С. 222 - 235
Опубликована: Май 3, 2024
Texts
generated
by
artificial
intelligence
agents
have
been
suggested
as
tools
supporting
students'
learning.
The
present
research
analyses
the
language
of
texts
ChatGPT
when
solving
mathematical
problems
related
to
quadratic
equation.
We
use
functional
grammar
theoretical
framework
that
includes
three
meta-functions:
ideational
meta-function,
interpersonal
meta-function
and
textual
meta-function.
results
indicated
in
at
least
one
six
problem-solving
tasks
provided
a
mathematically
incorrect
answer.
processes
appearing
texts,
aiming
developing
understanding
concepts,
included
verbal,
mental,
existential,
relational
behavioural
but
no
material
processes.
Specifically,
performed
existential
process.
generally
used
first
plural
pronoun
'we'
describing
problems,
while
it
first-person
singular
taking
responsibility
for
specific
mistake
or
expressing
happiness
actions
user.
Moreover,
text
solution
did
not
include
direct
imperatives
'let
us
do'.
advancement
was
made
usually
through
steps
like
'first',
'second',
etc.
way
responded
would
be
useful
learners'
ways
solve
equations,
only
if
teacher
critically
accompanies
student
Self-study
with
could
lead
confirm
misconceptions.
Язык: Английский