You Can Handle, You Can Teach It: Systematic Review on the Use of Extended Reality and Artificial Intelligence Technologies for Online Higher Education

Sustainability, Год журнала: 2023, Номер 15(4), С. 3507 - 3507

Опубликована: Фев. 14, 2023

Over the past year, defined by COVID-19 pandemic, we have witnessed a boom in applying key emerging technologies education. In such challenging situations, technology and education expanded their work together to strengthen interactively impact learning process online higher context. From pedagogical perspective, extended reality (XR) artificial intelligence (AI) were accessible toolboxes amplify an active learner-centered teaching method. Whether how activities will continue post-COVID-19 situation remains unclear. this systematic literature review, document application of XR AI settings build up accurate depiction influence after pandemic outbreak. A significant contribution thorough analysis conducted was corroboration growing interest these fast-emerging on learner agency outcomes, making more accessible, effective, engaging, collaborative, self-paced, adapted diverse academic trajectories. The momentum brought about has served as impulse for educators universities expand use progressively, meet new challenges, shape future

Язык: Английский

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Acceptance of Educational Use of AI Chatbots in the Context of Self-Directed Learning with Technology and ICT Self-Efficacy of Undergraduate Students

International Journal of Human-Computer Interaction, Год журнала: 2024, Номер unknown, С. 1 - 10

Опубликована: Янв. 22, 2024

For long now, the use of Artificial Intelligence (AI) chatbots in higher education to support and engage learners classroom learning activities has been attracting attention researchers. The acceptance this technology for purposes is indicative learners' intentions actual future. Hence, study aims test educational AI context self-directed with (SDLT) along information communication (ICT) self-efficacy, using extended Technology Acceptance Model (TAM). involved 414 undergraduate students, research model was tested by utilizing Partial Least Square Structural Equation (PLS-SEM). results indicate that ICT self-efficacy affects only perceived ease (PEU), whereas PEU usefulness have a positive effect on intention chatbots. Moreover, SDLT shown affect both As such, it suggested – among other notes universities update their curricula SDLT, also organize order increase students.

Язык: Английский

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Exploring Factors Influencing the Adoption of ChatGPT as a Supportive Tool in EFL Lesson Creation

AsiaCALL Online Journal, Год журнала: 2025, Номер 16(1), С. 111 - 139

Опубликована: Янв. 27, 2025

This quantitative study explores the key factors that shape teachers' use of ChatGPT as a valuable tool for lesson creation. It also identifies challenges may hinder its effective adoption. A mixed-methods approach was used to collect data, including three participants who were chosen in-depth interviews and 198 EFL teachers given questionnaires under various circumstances. Factors such perceived usefulness, ease use, social influence explored based on theory Technology Acceptance Model (TAM) Unified Theory Use (UTAUT) data analysis SmartPLS software conduct Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings showed important connections between these how they influenced intention in planning daily lessons. highlighted difficulties utilizing Chat GPT, offering practical suggestions educators policymakers improve technology integration settings.

Язык: Английский

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Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age

Education Research International, Год журнала: 2022, Номер 2022, С. 1 - 17

Опубликована: Окт. 7, 2022

As part of the human-computer interaction (HCI) that artificial intelligence has, it has a specific effect on developing critical thinking skills, which is what this study looking at. The purpose was to determine impact AI friend apps EFoLLe (English foreign language learners) interactions with technology. primary focus paper new intelligence-based immersion teaching method for university-level English. Students’ English proficiency and CT are goals course. This employs mixed methods research design using an online survey classroom observation. Both quantitative qualitative data collection analysis techniques helped researchers understand deeply. Still, little used look at how people acted while they were learning use improve skills. participants in polled survey. A total 453 participated According outcomes study, friends enhance students’ abilities positive among participants. Because AI-based instruction promotes trust, self-confidence, open-mindedness, maturity English, can help them their because skills foundation 21st-century helps students learn these nonnative become more trusting, self-confident, open-minded, mature It also thinking, so 21stcentury.

Язык: Английский

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Artificial intelligence self-efficacy: Scale development and validation

Education and Information Technologies, Год журнала: 2023, Номер 29(4), С. 4785 - 4808

Опубликована: Июль 11, 2023

Язык: Английский

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Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program

Teaching and Teacher Education, Год журнала: 2024, Номер 144, С. 104582 - 104582

Опубликована: Апрель 10, 2024

Язык: Английский

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Language Education and Artificial Intelligence: An Exploration of Challenges Confronting Academics in Global South Universities

Journal of Culture and Values in Education, Год журнала: 2023, Номер 6(2), С. 158 - 171

Опубликована: Июль 5, 2023

While the global South universities have made significant strides in adopting digital technologies, there remain huge gaps, particularly when it comes to acceptance of artificial intelligence (AI) institutions higher learning. As such, this study sought explore academics’ reported AI-related challenges language education domain from published literature. To achieve this, researchers employed a literature review methodology which entailed meticulous searches for using key words. The revealed four broad namely limited options, academic dishonesty, biases and lack accountability, laziness among students lecturers. Based on these findings, recommended that be an urgent prioritisation development AI-based tools are specifically tailored needs contexts learners South. also accessible affordable tools, will promote literacy skills educators

Язык: Английский

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Modeling the structural relationships among Chinese secondary school students’ computational thinking efficacy in learning AI, AI literacy, and approaches to learning AI

Education and Information Technologies, Год журнала: 2023, Номер 29(5), С. 6189 - 6215

Опубликована: Июль 31, 2023

Язык: Английский

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A Qualitative Analysis of South African Pre-service Life Sciences Teachers’ Behavioral Intentions for Integrating AI in Teaching

Journal for STEM Education Research, Год журнала: 2024, Номер unknown

Опубликована: Июнь 11, 2024

Abstract This paper explores pre-service life sciences teachers’ behavioral intentions toward integrating artificial intelligence into teaching. Despite the growing influence of AI in education, there is limited understanding factors affecting willingness to integrate These could inform policy-making and educational practice for adoption The current research aimed identify key determinants influencing adopt followed a qualitative approach involving semi-structured interviews with 10 purposively selected teachers South Africa. Thematic analysis was employed analyze data. findings reveal that are shaped by multiple within framework Theory Planned Behavior. Attitudes integration education included themes such as pedagogical benefits, practical limitations, philosophical concerns. Behavioral beliefs encompassed advantages disadvantages adoption. Subjective norms highlighted inter-generational differences, administrative issues, stakeholder roles, resource constraints. Normative organizational authority, peer influence, parental concerns, policy funding. have important implications practice, highlighting need targeted training allocation effective education.

Язык: Английский

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Generative-AI, a Learning Assistant? Factors Influencing Higher-Ed Students' Technology Acceptance

The Electronic Journal of e-Learning, Год журнала: 2024, Номер 22(6), С. 18 - 33

Опубликована: Июнь 18, 2024

This study investigates the factors influencing adoption of Generative-AI tools amongst Thai university students, employing Technology Acceptance Model (TAM) as a theoretical framework. Data from 911 higher education students 10 different Universities Health Sciences, Sciences and Technology, Social Humanities, Vocational Fields were analysed via Structural Equation Modelling (SEM). The instrument used in collecting data was questionnaire. Results indicated that Expected Benefits, Perceived Usefulness, Attitude Toward Behavioural Intention all significantly impacted student Generative AI. Intriguingly, Ease Use negatively correlated with challenging conventional TAM assumptions. underscores need to address language barriers, foster culture innovation, establish ethical guidelines promote responsible AI use within education. Despite inherent limitations, this research contributes our understanding educational settings helps inform strategies for equitable access innovation. result demonstrated easier tool use, less value leaners seemed see it their learning process. It can be implied get more intuitive, learners think they're helpful. These finding challenges few those assumptions we usually make model. also points out characteristic which affects preferences expectation. Another showed impact barrier on non-native English speaker obstruct user experience services. Moreover, role universities fostering both integration implementation By providing supportive environment encourages experimentation, redesign learning, empowering faculty instructors investigate how applied across disciplines, developing play critical shaping effective into next landscape.

Язык: Английский

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