Disciplinary and Interdisciplinary Science Education Research,
Год журнала:
2025,
Номер
7(1)
Опубликована: Март 31, 2025
Abstract
Advancements
in
artificial
intelligence
(AI),
particularly
generative
AI
models
such
as
ChatGPT,
offer
transformative
opportunities
to
enhance
educational
practices
STEM
disciplines.
Thermodynamics,
a
fundamental
subject
engineering
education,
presents
significant
challenges
due
its
abstract
nature
and
common
misconceptions.
This
study
investigates
the
effectiveness
of
integrating
ChatGPT
supplemental
pedagogical
tool,
guided
by
constructivist
inquiry-based
approach
using
Constructivist
Inquiry-Based
Learning
Prompting
(CILP)
framework,
conceptual
understanding
address
misconceptions
an
introductory
thermodynamics
course
for
first-year
Moroccan
students.
A
quasi-experimental
design
was
used,
with
120
students
equally
divided
into
control
experimental
groups.
The
group
received
traditional
instruction,
whereas
ChatGPT-assisted
instruction.
Conceptual
measured
pre-
post-tests,
while
student
perceptions
acceptance
were
collected
via
weekly
surveys.
Results
showed
that
significantly
outperformed
group,
exhibiting
greater
improvements
reduction
qualitative
misconceptions,
related
entropy
internal
energy.
However,
some
quantitative
persisted,
underscoring
ChatGPT’s
limitations
advanced
reasoning
tasks,
problem-solving,
numerical
calculations.
Students
reported
high
satisfaction
usability
instructional
support.
Moreover,
targeted
use
rather
than
frequent
reliance,
correlated
optimal
learning
outcomes.
These
findings
underscore
potential
education
within
inquiry-based,
environments
provide
evidence
effective
integration
tools
improve
outcomes,
resource-constrained
settings.
Information,
Год журнала:
2024,
Номер
15(6), С. 345 - 345
Опубликована: Июнь 12, 2024
The
use
of
large
language
models
(LLMs)
is
now
spreading
in
several
areas
research
and
development.
This
work
concerned
with
systematically
reviewing
LLMs’
involvement
engineering
education.
Starting
from
a
general
question,
two
queries
were
used
to
select
370
papers
the
literature.
Filtering
them
through
inclusion/exclusion
criteria
led
selection
20
papers.
These
investigated
based
on
eight
dimensions
identify
disciplines
that
involve
LLMs,
where
they
are
most
present,
how
this
takes
place,
which
LLM-based
tools
used,
if
any.
Addressing
these
key
issues
allowed
three
more
specific
questions
be
answered,
offering
clear
overview
current
LLMs
outcomes
provide
insights
into
potential
challenges
transforming
education,
contributing
its
responsible
effective
future
implementation.
review’s
could
help
address
best
ways
education
activities
measure
their
effectiveness
as
time
progresses.
For
reason,
study
addresses
suggestions
improve
systematic
review
conforms
rules
literature
regarding
quality
assessments
order
make
results
objective
possible
easily
replicable.
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Июнь 14, 2024
The
digital
transformation
has
profoundly
affected
every
facet
of
human
life,
with
technological
advancements
potentially
reshaping
the
economy,
society,
and
our
daily
living
working
modalities.
Artificial
Intelligence
(AI),
particularly
Generative
AI
(GAI),
emerged
as
a
pivotal
disruption
in
education,
showcasing
capability
to
produce
diverse
context-relevant
content.
(GAI)
revolutionized
natural
language
processing,
computer
vision,
creative
arts.
Large
models
(LLMs)
like
GPT-4
Open
Assistant
tools
DALL-E
Midjourney
for
visual
domain
are
increasingly
used
various
tasks
by
students
others
critical
information
needs.
presents
novel
avenues
crafting
effective
learning
activities
developing
enhanced
technology-driven
applications
educational
sector.
However,
integrating
pedagogical
focus
pose
challenge.
Education
4.0,
which
integrates
emerging
technologies
innovative
strategies,
aims
prepare
new
generations
technologically
fluid
world.
This
systematic
literature
review
analyze
use
LLMs
higher
education
within
context
4.0’s
approaches,
identifying
trends
challenges
from
selection
83
relevant
articles
out
an
initial
set
841
papers.
findings
underscore
significant
potential
enrich
aligning
4.0
fostering
more
autonomous,
collaborative,
interactive
learning.
It
highlights
necessity
oversight
ensure
quality
accuracy
AI-generated
addresses
ethical
legal
equitable
implementation,
suggesting
exploration
LLM
integration
that
complements
interaction
while
maintaining
academic
integrity
foundation.
Asian Education and Development Studies,
Год журнала:
2024,
Номер
13(4), С. 356 - 372
Опубликована: Июнь 27, 2024
Purpose
This
study
investigates
the
factors
affecting
university
students’
intentions
to
continuously
use
ChatGPT
by
integrating
UTAUT3
(Unified
Theory
of
Acceptance
and
Use
Technology)
ISS
(Information
Systems
Success)
theories.
Design/methodology/approach
By
using
self-reported
questionnaires,
388
usable
data
from
students
in
Malaysia
were
analysed
partial
least
squares
structural
equation
modelling.
Findings
The
results
indicate
that
hedonic
motivation,
habit,
facilitating
conditions
significantly
impact
continuous
utilise
ChatGPT.
Furthermore,
system
quality,
information
service
conversational
quality
influence
satisfaction.
Crucially,
satisfaction
is
a
critical
factor
intention
Originality/value
research
integrates
theories
understand
influencing
with
ChatGPT,
filling
gap
previous
studies
have
focused
on
these
separately.
British Educational Research Journal,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 19, 2024
Abstract
The
adoption
of
generative
artificial
intelligence
(GAI)
tools,
such
as
ChatGPT,
in
higher
education
presents
numerous
opportunities
and
challenges.
use
GAI
technologies
various
fields,
including
education,
has
accelerated
technology
develops.
widely
used
language
model
developed
by
OpenAI,
become
progressively
more
important,
especially
the
field
education.
This
study
employs
acceptance
to
investigate
factors
influencing
employment
ChatGPT
within
sector
Pakistan.
employed
PLS‐SEM
method
for
probing
data
collected
from
368
Pakistani
university
students.
findings
indicate
that
trust
positively
mediates
affiliation
between
self‐efficacy,
actual
use,
information
interaction.
Further,
usefulness
ease
significantly
moderate
association
self‐efficacy
trust.
Educators
must
encourage
students
safely
preserve
their
critical
thinking,
problem‐solving
abilities
creativity
during
assessments.
contributes
understanding
AI
tools
are
educational
settings
provides
insights
administrators
policymakers
aiming
implement
these
effectively.
Tourism & Management Studies,
Год журнала:
2023,
Номер
unknown, С. 21 - 34
Опубликована: Окт. 31, 2023
There
is
an
increasing
concern
regarding
the
potential
misuse
of
ChatGPT-4
in
compromising
integrity
examinations
and
assignments.
This
study
aims
to
examine
capabilities
critical
thinking
abilities,
whether
it
poses
a
threat
assignments
higher
education,
create
discussion
agenda
on
this
issue.
was
asked
generate,
answer,
criticize
questions
tourism
marketing,
management,
economics,
tourist
guidance,
gastronomy.
The
answers
were
evaluated
according
universal
standards.
findings
obtained
from
showed
that
had
commendable
competence
several
standards
could
produce
human-like
texts.
However,
there
are
certain
domains
might
be
improved
comply
more
effectively
with
expectations
norms
academia.
Educators
recommended
use
comprehensive
approaches
combine
technological
educational
techniques
address
issue
cheating
enabled
by
tools,
such
as
ChatGPT-4,
during
assessment
exam
processes.
Educational Psychology Review,
Год журнала:
2024,
Номер
36(2)
Опубликована: Июнь 1, 2024
Abstract
Generative
AIs
have
been
embraced
by
learners
wishing
to
offload
(parts
of)
complex
tasks.
However,
recent
research
suggests
that
AI
users
are
at
risk
of
failing
correctly
monitor
the
extent
their
own
contribution
when
being
assisted
an
AI.
This
difficulty
in
keeping
track
division
labor
has
shown
result
placebo
and
ghostwriter
effects.
In
case
AI-based
effect,
overestimate
ability
while
or
after
The
effect
occurs
do
not
disclose
use
despite
aware
made
These
two
troubling
effects
discussed
context
conflict
between
cognitive
externalization
anthropomorphization.
While
people
tend
load
into
environment,
they
also
often
perceive
technology
as
human-like.
natural
conversations
can
be
had
with
current
AIs,
desire
attribute
human-like
qualities
would
require
acknowledgment
contributions
appears
lacking.
Implications
suggestions
on
how
improve
use,
for
example,
employing
embodied
agents,
discussed.
Sustainability,
Год журнала:
2024,
Номер
16(22), С. 9779 - 9779
Опубликована: Ноя. 9, 2024
This
study
explored
the
transformative
potential
of
generative
artificial
intelligence
(GAI)
for
achieving
UN
Sustainable
Development
Goal
on
Quality
Education
(SDG4),
emphasizing
its
interconnectedness
with
other
SDGs.
A
proprietary
algorithm
and
cocitation
network
analysis
were
used
to
identify
analyze
SDG
features
in
GAI
research
publications
(n
=
1501).
By
examining
GAI’s
implications
ten
SDG4
targets,
findings
advocate
a
collaborative,
ethical
approach
integrating
GAI,
policy
practice
developments
that
ensure
technological
advancements
align
overarching
goals
SDG4.
The
results
highlight
multifaceted
impact
First,
this
paper
outlines
framework
leverages
enhance
educational
equity,
quality,
lifelong
learning
opportunities.
highlighting
synergy
between
SDGs,
such
as
reducing
inequalities
(SDG10)
promoting
gender
equality
(SDG5),
underscores
need
an
integrated
utilizing
GAI.
Moreover,
it
advocates
personalized
learning,
equitable
technology
access,
adherence
AI
principles,
fostering
global
citizenship,
proposing
strategic
alignment
applications
broader
agenda.
Next,
introduces
significant
challenges,
including
concerns,
data
privacy,
risk
exacerbating
digital
divide.
Overall,
our
underscore
critical
role
reforms
innovative
practices
navigating
challenges
harnessing
opportunities
presented
by
education,
thereby
contributing
comprehensive
discourse
technology’s
advancing
education
sustainable
development.
