Implications of Artificial Intelligence for Teaching and Learning

Acta Pedagogia Asiana, Год журнала: 2024, Номер 3(2), С. 65 - 79

Опубликована: Фев. 19, 2024

Artificial Intelligence (AI) has significantly transformed teaching and learning, facilitating a shift from teacher-centered to student-centered education. This review outlines the broad implications of AI for education synthesizes both opportunities challenges associated with its implementation. Examining over 55 papers related impacts on education, encompasses various educational contexts, avoiding singular focus specific types or alone. According review, introduces new creating intelligent content that enhances learning experiences, fostering interactivity approach. Smart enables instructors integrate multimedia, interactive tools, AI-related wearables, information technologies, diversifying modes engaging students more effectively. The creation smart aligns frameworks ensure efficient development. also contributes development tutoring systems, which simulate human tutors deliver personalized adaptive experiences. These systems can host content, enabling independent learning. Additionally, improves virtual environments by analyzing student data tailor delivery methods based individual needs. It automates tasks such as grading feedback, allowing teachers concentrate other essential responsibilities. While brings significant benefits, it is not without limitations. Challenges include infrastructure requirements, considerations inclusion equity, teacher readiness preparation, quality inclusivity, profit orientation, privacy ethical concerns, potential unequal access. Addressing these limitations crucial maximizing positive in realm

Язык: Английский

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Preservice teacher trainees' preparedness and implementation of computing curriculum in Ghana

Discover Education, Год журнала: 2025, Номер 4(1)

Опубликована: Март 17, 2025

Язык: Английский

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Significant effects of classroom observation on teacher development: contribution to educational management in public elementary schools

Diversitas Journal, Год журнала: 2025, Номер 10(1)

Опубликована: Март 20, 2025

The effect of class observations on the personal, professional, and pedagogical development teachers is a descriptive-qualitative study targeting 24 participants drawn from master I-III in 12 public elementary schools. Both lowland upland institutions were considered to include participants, purposive sampling was applied. Data analysis conducted using thematic while utilizing an interview guide. It obtained required permissions Department Education (DepEd), where necessary approvals key officials, data gathering FGDs captured in-depth insights. These findings teachers' personal development: evolution beliefs, ability embrace different viewpoints, opportunity shed unproductive habits, cultivation productive resilience. Teachers' professional enabling develop research-based content, preparing create supportive learning environments, diverse determine developmental priorities, application multiple evaluation approaches inform improvement impact, enhancement practice by research practices. ensuring students grasp whole-picture understanding, high standards advanced complex student clear feedback performance standards. concludes play essential part teacher recommends structured frameworks observations, collaborative feedback, ongoing improve reflective practices teaching that long-term context-specific impacts outcomes are also suggested area study.

Язык: Английский

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Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language

PLoS ONE, Год журнала: 2024, Номер 19(5), С. e0300147 - e0300147

Опубликована: Май 16, 2024

The proliferation of smart devices in educational settings has prompted a need to investigate their influence on learners’ attitudes and language learning outcomes. Recent advancements technology (ST) have ignited curiosity regarding impact academic eagerness (AE), (AS), performance (AP) among elementary English learners. Despite this, there remains dearth comprehensive discussion this area. This study encompasses all primary students from the year 2023 as its sample. A multistage sampling method was employed for sample selection. introduced ST an intervention over eight 45-minute sessions spanning two months. Data collection instruments included AE assessments adapted Fredericks et al., AS questionnaire developed by researchers, AP designed Pham Taylor. analysis incorporated statistical tests such Kolmogorov-Smirnov test, Levene univariate covariance. findings yield valuable insights into AE, AS, AP, shedding light potential advantages limitations learning. Notably, experimental group (EG) outperformed control (CG). These results contribute growing body knowledge concerning integration education consequences learner attitudes. Ultimately, research aims provide evidence-based recommendations enhancing outcomes experiences Foreign Language (EFL) digital era.

Язык: Английский

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Exploring the Impact of AI-Driven Virtual Assistants in AR and VR Environments for Special Needs Education: A Quantitative Analysis

Lecture notes in computer science, Год журнала: 2024, Номер unknown, С. 113 - 127

Опубликована: Янв. 1, 2024

Язык: Английский

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Transforming Science Education in Elementary Schools: The Power of PhET Simulations in Enhancing Student Learning

Multimodal Technologies and Interaction, Год журнала: 2024, Номер 8(11), С. 105 - 105

Опубликована: Ноя. 20, 2024

In recent years, the integration of technology into education has significantly transformed teaching methods, especially in science education. Tools like PhET simulations have proven highly effective enhancing student engagement and comprehension. Research highlighted value simulation-based learning fostering critical thinking problem-solving skills. This study aimed to explore impact simulations, with a focus on PhET, improving elementary students’ outcomes, an area that remains under-researched. The compared performance two groups third-grade students: one group learned about solubility using while other relied traditional textbook instruction. Each comprised fifty students. lasted for two-month period. instructional approach was investigative learning. Data were gathered through responses materials questions aligned Bloom’s Taxonomy, allowing detailed evaluation their understanding application scientific concepts. Responses assessed accuracy scored accordingly. We ran independent-sample t-test decide whether difference mean score achievement between research significant. results showed students not only achieved higher scores but also demonstrated ability explain reasoning during tasks. These findings emphasize substantial advantages incorporating digital tools education, as they enhance conceptual better equip tackle future challenges. present complement previous chemistry classroom add issue this research. are centered topic solubility. To broaden generalizability these findings, should examine effects wider range topics.

Язык: Английский

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Application of integrated theoretical-practical teaching approach in teaching chemistry

BULLETIN of the L N Gumilyov Eurasian National University PEDAGOGY PSYCHOLOGY SOCIOLOGY Series, Год журнала: 2024, Номер 147(2), С. 468 - 480

Опубликована: Янв. 1, 2024

In recent years, the term “integration” has been used in different directions scientific articles. pedagogical sciences, this is employed various forms and contents. The main purpose of using field pedagogy two-way education by combining students’ theoretical knowledge with practice, that is, organizing one positions content. article indicates features advantages an integrated teaching chemistry. This method a modern helps students to improve themselves, develop enhance their creativity. Because interrelation educational subjects systemstic improves ability conduct laboratory experiments (V.Kraevsky, I.Lerner, R.A.Wik, Damen etc.). A new period training begins classes, which open up opportunity for gain deeper knowledge. proposed methodological work, integration method, effectiveness its use subject chemistry, were tested questionnaire. order determine level skills acquired subject, tests conducted. Due classes under study, was used, results summed up.

Язык: Английский

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Social Inclusivity, Integration and the Fourth Industrial Revolution in South African Universities: Evidence from Vaal University of Technology

Southern African Business Review, Год журнала: 2024, Номер unknown

Опубликована: Авг. 7, 2024

Introduction: The swift strides of the fourth industrial revolution (4IR) and its entrenched emerging technologies are expected to increase significantly, leading significant technological transformation socio-economic change. 4IR could bring substantial economic growth welfare benefits in sub-Saharan Africa social disruption. There concerns that rising pace widen inequality if counterbalancing policies not adopted. This implies coping with may require a holistic approach encompassing sustainable solutions just ones. To meet extend their understanding curriculum's objectives improve overall comprehension, students need be able use various digital tools. study examines role adoption fostering inclusivity integration South African context. Methodology: Drawing from models, current argues plays crucial transforming learners, such as those living disabilities previously disadvantaged backgrounds. Technology models theoretically constructed meant assist educators planning technology more profoundly. Research was conducted on 203 different faculties selected using simple random sampling. Data collected an online questionnaire powered by Google Forms analysed through structural equation modelling SmartPLS 4. Results: An evaluation results obtained this reveals positive contribution towards general concept inclusion defined extent accommodating backgrounds activities. analysis also demonstrated importance integrating learners mainstream classrooms eliminating special needs classes. Conclusion/- Recommendations: paper concludes recommendations for developing strategies universities about attitudinal change formulate genuinely inclusive integrated practices.

Язык: Английский

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Demystifying Lesotho, Rwandan and Nigerian educators’ viewpoints on smart technologies supporting AI in higher education

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

Опубликована: Июнь 10, 2024

Язык: Английский

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Exploring the Role of AI and VR in Addressing Antisocial Behavior Among Students: A Promising Approach for Educational Enhancement

IEEE Access, Год журнала: 2024, Номер 12, С. 133908 - 133922

Опубликована: Янв. 1, 2024

This study investigates the complex interactions between hypotheses and factors while deploying AI-powered virtual assistants in augmented reality (AR) (VR) environments to combat antisocial behavior among students. reveals significant insights by investigating a variety of independent variables such as characteristics AI-driven assistants, development implementation aspects, contributions from educational institutions or technology developers, strategic initiatives, well their impact on dependent improved outcomes learning experience transformation. A quantitative investigation finds correlations functions developmental factors, for kids who demonstrate conduct. These findings highlight potential current improve experiences outcomes, emphasizing importance assistant features determining achievements. Furthermore, qualitative emphasize relevance stakeholder participation, institutional support, specialized integration strategies overcoming problems resource restrictions technical barriers. Finally, this offers evidence-based recommendations educators, policymakers, developers how use technologies create inclusive accessible environments, particularly when dealing with student disruptive behavior. The project's goal is support continuous improvement practices policies clarifying that influence hence aiding students' academic performance social growth digital age.

Язык: Английский

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