Education and Information Technologies, Год журнала: 2025, Номер unknown
Опубликована: Янв. 25, 2025
Язык: Английский
Sustainability, Год журнала: 2024, Номер 16(3), С. 1166 - 1166
Опубликована: Янв. 30, 2024
In this review, utilizing the PRISMA methodology, a comprehensive analysis of use Generative Artificial Intelligence (GAI) across diverse professional sectors is presented, drawing from 159 selected research publications. This study provides an insightful overview impact GAI on enhancing institutional performance and work productivity, with specific focus including academia, research, technology, communications, agriculture, government, business. It highlights critical role in navigating AI challenges, ethical considerations, importance analytical thinking these domains. The conducts detailed content analysis, uncovering significant trends gaps current applications projecting future prospects. A key aspect bibliometric which identifies dominant tools like Chatbots Conversational Agents, notably ChatGPT, as central to GAI’s evolution. findings indicate robust accelerating trend expected continue through 2024 beyond. Additionally, points potential directions, emphasizing need for improved design strategic long-term planning, particularly assessing its user experience various fields.
Язык: Английский
Процитировано
79
Nature Human Behaviour, Год журнала: 2024, Номер 8(10), С. 1839 - 1850
Опубликована: Окт. 22, 2024
Язык: Английский
Процитировано
33
Advances in educational technologies and instructional design book series, Год журнала: 2024, Номер unknown, С. 433 - 461
Опубликована: Фев. 7, 2024
This chapter explores the integration of generative AI in higher education assessment, addressing inadequacies traditional methods meeting diverse needs contemporary learners. It highlights potential technologies, such as natural language processing and computer vision, to offer personalized, scalable, insightful evaluations. The critically examines both enhanced capabilities introduced by educational settings ethical challenges it poses. Emphasizing need for a balanced approach, suggests synergizing AI's analytical strengths with human expertise ensure equitable effective assessments. work aims guide educators, administrators, policymakers through complexities adoption academic evaluation, focusing on maintaining integrity inclusivity while leveraging transformative education.
Язык: Английский
Процитировано
18
Computers and Education Artificial Intelligence, Год журнала: 2024, Номер 7, С. 100269 - 100269
Опубликована: Июль 27, 2024
The growing use of generative AI tools built on large language models (LLMs) calls the sustainability traditional assessment practices into question. Tools like OpenAI's ChatGPT can generate eloquent essays any topic and in language, write code various programming languages, ace most standardized tests, all within seconds. We conducted an international survey educators students higher education to understand compare their perspectives impact across scenarios, building established framework for examining quality online assessments along six dimensions. Across three universities, 680 87 educators, who moderately AI, consider essay coding be impacted. Educators strongly prefer that are adapted assume encourage critical thinking, while students' reactions mixed, part due concerns about a loss creativity. findings show importance engaging reform efforts focus process learning over its outputs, alongside higher-order thinking authentic applications.
Язык: Английский
Процитировано
13
Information and Learning Sciences, Год журнала: 2024, Номер unknown
Опубликована: Июль 2, 2024
Purpose This study aims to investigate how preservice teachers’ stages of concern, beliefs, confidence and interest in AI literacy education evolve as they deepen their understanding concepts education. Design/methodology/approach lessons were integrated into a technology integration course for teachers, the impacts evaluated through mixed-methods study. The Concerns-Based Adoption Model was employed analytical framework explore participants’ specific concerns related AI. Findings revealed that participants initially lacked knowledge awareness. However, targeted enhanced awareness teaching While acknowledging AI’s educational benefits, expressed ongoing after lessons, such fears teacher displacement potential adverse effects incorporating generative on students’ critical learning skills development. Originality/value Despite importance providing teachers with knowledge, research this domain remains scarce. fills gap by enhancing AI-related future educators, while also identifying regarding classrooms. findings offer valuable insights guidelines educators incorporate training programs.
Язык: Английский
Процитировано
11
International Journal of Educational Technology in Higher Education, Год журнала: 2024, Номер 21(1)
Опубликована: Окт. 16, 2024
Abstract Faculty perspectives on the use of artificial intelligence (AI) in higher education are crucial for AI’s meaningful integration into teaching and learning, yet research is scarce. This paper presents a study designed to gain insight faculty members’ ( N = 122) AI self-efficacy distinct latent profiles, perceived benefits, challenges, use, professional development needs related AI. The respondents saw greater equity as greatest benefit, while students lack literacy was among with majority interested development. Latent class analysis revealed four member profiles: optimistic, critical, critically reflected, neutral. optimistic profile moderates relationship between usage. adequate support services suggested successful sustainable digital transformation.
Язык: Английский
Процитировано
10
Advances in educational technologies and instructional design book series, Год журнала: 2024, Номер unknown, С. 158 - 181
Опубликована: Фев. 7, 2024
This chapter presents a comprehensive literature review to identify the challenges and limitations of using generative artificial intelligence (GAI) in education. As result screening seven major citation databases, 476 studies were reached. Analysis was carried out on 25 selected according inclusion exclusion criteria. Results showed that research GAI education is mostly conducted at higher level. The number focusing lower levels quite low. are more about general rather than specific discipline. ChatGPT most investigated tool. grouped under five factors: ethics safety; educational implementations; assessment evaluation; equity access; quality control expertise.
Язык: Английский
Процитировано
9
Frontiers in Education, Год журнала: 2024, Номер 9
Опубликована: Авг. 7, 2024
Generative Artificial Intelligence (GAI) holds tremendous potential to transform the field of education because GAI models can consider context and therefore be trained deliver quick meaningful evaluation student learning outcomes. However, current versions tools have considerable limitations, such as social biases often inherent in data sets used train models. Moreover, revolution comes during a period moving away from memorization-based systems toward supporting learners developing ability apply knowledge skills solve real-world problems explain phenomena. A challenge using for scoring assessments aimed at fostering application is ensuring that these algorithms are same construct attributes (e.g., skills) human scorer would score when evaluating performance. Similarly, if develop assessments, one needs ensure goals GAI-generated aligned with vision performance expectations environments which developed. Currently, no guidelines been identified assessing validity AI-based assessment results. This paper represents conceptual analysis issues related validating GAI-based results guide process. Our primary focus investigate how meaningfully leverage capabilities assessments. We propose ways evaluate evidence GAI-produced scores based on existing validation approaches. discuss future research avenues establishing methodologies ground our discussion theory outlined Standards Educational Psychological Testing by American Research Association we envision building standards inferences made test
Язык: Английский
Процитировано
8
Computers and Education Artificial Intelligence, Год журнала: 2024, Номер 7, С. 100277 - 100277
Опубликована: Авг. 9, 2024
This study investigates the integration of Generative AI (GenAI) tools into educational practices, specifically focusing on design Inquiry-Based Learning (IBL) lesson plans. Based a particular IBL framework that synthesizes core attributes by combining strengths various models, explores educators' potential utilization GenAI across framework's phases. Among other capabilities, were examined for their support in content creation, assessment and feedback processes, as well learning activities examination informed classification this study, organizing them according to utility educators. These groups subgroups then aligned with each phase framework, demonstrating role achieving objectives phase. Several practical examples different grade levels disciplines also provided highlight prospective use. The systematic introduced fills notable gap literature, thus making valuable contribution field education. Additionally, how can be applied educators craft deliver plans, further contributes providing guidance effective use these real-world contexts.
Язык: Английский
Процитировано
8
Journal of Asian Public Policy, Год журнала: 2024, Номер unknown, С. 1 - 23
Опубликована: Авг. 27, 2024
The burgeoning field of Generative Artificial Intelligence (GenAI) presents a new avenue for enhancing teaching and learning practices within higher education. While existing research has predominantly focused on GenAI's capabilities to perform specific educational tasks, its potential as an interactive agent engaging in human-like conversations forming connections remains underexplored. Drawing upon connectivist lens that recognizes occurs networks interactions, we investigate how GenAI tools can contribute social entrepreneurship Through qualitative interviews with multiple key stakeholder groups, this study reveals three dimensions dialogic spaces be enabled by GenAI: collaborative learning, knowledge connectivity, theory-practice integration. This makes several contributions. First, it expands current discussions AI education, moving beyond tool-based acceptance actively exploring active agent. Second, contributes the literature demonstrating not only interaction facilitators but also agents create interactions across different levels. Finally, offers practical insights bridging voices perspectives stakeholders envision future where coexists traditional agents.
Язык: Английский
Процитировано
7