Exploring students’ perspectives on Generative AI-assisted academic writing

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Июль 31, 2024

Abstract The rapid development of generative artificial intelligence (GenAI), including large language models (LLM), has merged to support students in their academic writing process. Keeping pace with the technical and educational landscape requires careful consideration opportunities challenges that GenAI-assisted systems create within education. This serves as a useful necessary starting point for fully leveraging its potential learning teaching. Hence, it is crucial gather insights from diverse perspectives use cases actual users, particularly unique voices needs student-users. Therefore, this study explored examined students' perceptions experiences about by conducting in-depth interviews 20 Chinese higher education after completing tasks using ChatGPT4-embedded system developed research team. found expected AI serve multiple roles, multi-tasking assistant, virtual tutor, digital peer multifaceted processes performance. Students perceived could benefit them three areas process, performance, affective domain. Meanwhile, they also identified AI-related, student-related, task-related were experienced during activity. These findings contribute more nuanced understanding GenAI's impact on inclusive student perspectives, offering implications design instructional design.

Язык: Английский

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Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education

Sustainability, Год журнала: 2024, Номер 16(13), С. 5367 - 5367

Опубликована: Июнь 24, 2024

This study explores the impact of generative artificial intelligence tools on critical thinking and collaboration among university students, highlighting importance investigating these technologies due to their increasing integration into higher education potential transform traditional pedagogical practices. A predominantly female sample was surveyed assess familiarity with experience perceptions tools. total 87% respondents had prior knowledge AI tools, 38% using them occasionally. Among most popular are Canva 2024 (33%), Chat PDF (26%), YOU.COM (24%). Additionally, 64% believe that significantly improve ability. Despite high occasional use need for continuous training technical support identified. While show promising enhancing in education, previous research has limitations, such as lack longitudinal data inadequacy addressing ethical considerations biases. More comprehensive is needed understand long-term better maximize benefits.

Язык: Английский

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Students’ prompt patterns and its effects in AI-assisted academic writing: Focusing on students’ level of AI literacy

Journal of Research on Technology in Education, Год журнала: 2025, Номер unknown, С. 1 - 18

Опубликована: Янв. 24, 2025

Язык: Английский

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Examining the support required by educators for successful technology integration in teacher professional development program

Cogent Education, Год журнала: 2024, Номер 11(1)

Опубликована: Янв. 19, 2024

The utilization of technology in the realm teacher education has witnessed a burgeoning popularity, affording educators broader spectrum choices formulating pioneering pedagogical strategies. Nevertheless, pragmatic implications arising from integration have persisted giving rise to contentious deliberations concerning requisite support mechanisms necessary for seamless instructional methodologies. One prevailing conjecture posits that provision into processes may exert pivotal influence on efficacy intended practices and, consequently, ensuing learning outcomes. Extant scholarly inquiry within domain professional development has, however, somewhat fallen short capturing real-time occurrences training teachers. This research explores how are supported integrating practices, using Vygotsky's social constructivist ideology examine prerequisites programs. adopts qualitative and interpretive approach, which findings question revealed complex mechanism practices. highlight importance continuous proactive enhance their technical competencies innovative

Язык: Английский

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Types of teacher-AI collaboration in K-12 classroom instruction: Chinese teachers’ perspective

Education and Information Technologies, Год журнала: 2024, Номер 29(13), С. 17433 - 17465

Опубликована: Фев. 23, 2024

Abstract The advancing power and capabilities of artificial intelligence (AI) have expanded the roles AI in education created possibility for teachers to collaborate with classroom instruction. However, potential types teacher-AI collaboration (TAC) instruction benefits challenges implementing TAC are still elusive. This study, therefore, aimed explore different obstacles through Focus Group Interviews 30 Chinese teachers. study found that anticipated six TAC, which thematized as One Teach, Observe; Assist; Co-teaching Stations; Parallel Teaching Online Offline Classes; Differentiated Teaching; Team Teaching. While highlighted could support them instructional design, teaching delivery, teacher professional development, lowering grading load, they perceived a lack explicit consistent curriculum guidance, dominance commercial schools, absence clear ethical guidelines, teachers' negative attitude toward TAC. These findings enhance our understanding how be structured at school levels direct implications future development practice

Язык: Английский

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Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training

Teaching and Teacher Education, Год журнала: 2024, Номер 151, С. 104736 - 104736

Опубликована: Авг. 22, 2024

Язык: Английский

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Navigating the Ethical Frontier: Graduate Students’ Experiences with Generative AI-Mediated Scholarship

International Journal of Artificial Intelligence in Education, Год журнала: 2025, Номер unknown

Опубликована: Янв. 22, 2025

Язык: Английский

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A call for caution and evidence–based research on the impact of artificial intelligence in education

Deleted Journal, Год журнала: 2025, Номер 2(1), С. 158 - 170

Опубликована: Янв. 28, 2025

Purpose This paper aims to examine the complex balance between enthusiasm and skepticism regarding artificial intelligence (AI) integration in educational practices. It advocates for a cautious, evidence-based approach while addressing both opportunities challenges, aligning with United Nations Sustainable Development Goal 4 (SDG4) Quality Education. Design/methodology/approach Through critical analysis of current discourse surrounding AI education, this synthesizes existing literature on supportive skeptical perspectives. The methodology involves systematic examination past technology trends, developments their implications teaching learning. develops its research agenda through careful consideration empirical studies, theoretical frameworks identifying gaps understanding. Findings reveals that offers promising potential enhancing learning outcomes accessibility, presents significant challenges require consideration. identifies tensions technological innovation pedagogical values, highlighting areas where adoption must be tempered evidence evaluation. Current suggests successful requires balanced limitations, particular attention maintaining human-centered Originality/value viewpoint provides comprehensive framework understanding dialectic AI’s limitations. By synthesizing perspectives, it nuanced acknowledges challenges. article’s value lies identification key priorities emphasis implementation strategies serve goals mitigating risks.

Язык: Английский

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Enhancing Language Teaching Materials Through Artificial Intelligence

Advances in educational technologies and instructional design book series, Год журнала: 2024, Номер unknown, С. 22 - 42

Опубликована: Фев. 12, 2024

Incorporating artificial intelligence (AI) into language education signifies a paradigm shift that promotes originality and inclusiveness. The partnership between AI developers educators effectively tackles obstacles establishes foundation for continuous progress. Anticipating the future, progression of holds potential to deliver intricate customization, customizing educational encounters suit unique requirements each individual. Responsible incorporation teaching methodologies transforms them collaborative model empowers engage in individualized interactions. Ethics remain utmost importance, encompassing bias mitigation privacy. In essence, integration an impending era which combined powers technology human proficiency foster development capable individuals who are prepared navigate interconnected, digitally globalized society.

Язык: Английский

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AI as a Teacher

Advances in educational technologies and instructional design book series, Год журнала: 2024, Номер unknown, С. 1 - 24

Опубликована: Апрель 22, 2024

This chapter discusses the impact and integration of artificial intelligence (AI) in education, with a focus on AI chatbots like ChatGPT. The study synthesizes findings from scholarly articles, offering holistic view how is transforming educational methodologies, classroom dynamics, roles educators. Key areas investigation include transformation dynamics through AI-enabled smart classrooms, innovative AI-driven teaching methods, specific applications implications ChatGPT generative education. also focuses teacher-AI collaboration, discussing potential benefits ethical considerations that arise technologies learning processes. Furthermore, it examines AI's role assessment analytics, highlighting both capabilities limitations tools these domains. example using for student personalized recommendation generation presented.

Язык: Английский

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