Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
Computers & Education,
Год журнала:
2024,
Номер
unknown, С. 105224 - 105224
Опубликована: Дек. 1, 2024
Язык: Английский
Teaching and learning computer programming using ChatGPT: A rapid review of literature amid the rise of generative AI technologies
Education and Information Technologies,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 1, 2025
Язык: Английский
Towards a holistic integration of AI in EFL education: A mixed method empirical study
Computers and Education Artificial Intelligence,
Год журнала:
2025,
Номер
unknown, С. 100384 - 100384
Опубликована: Март 1, 2025
Язык: Английский
Unveiling AI literacy in K-12 education: a systematic literature review of empirical research
Interactive Learning Environments,
Год журнала:
2025,
Номер
unknown, С. 1 - 17
Опубликована: Март 28, 2025
Язык: Английский
How can we improve AI competencies for tomorrow's leaders: Insights from multi-stakeholders’ interaction
The International Journal of Management Education,
Год журнала:
2024,
Номер
22(3), С. 101070 - 101070
Опубликована: Окт. 16, 2024
Язык: Английский
Pre-service science teachers’ perception on using generative artificial intelligence in science education
Contemporary Educational Technology,
Год журнала:
2025,
Номер
17(3), С. ep579 - ep579
Опубликована: Март 27, 2025
The
development
of
generative
artificial
intelligence
(AI)
has
started
a
conversation
on
its
possible
uses
and
inherent
difficulties
in
the
field
education.
It
becomes
essential
to
understand
perceptions
pre-service
teachers
about
integration
this
technology
into
teaching
practices
as
AI
models
including
ChatGPT,
Claude,
Gemini
acquire
popularity.
This
investigation
sought
create
valid
trustworthy
instrument
for
evaluating
science
teachers’
opinions
implementation
educational
settings
related
science.
work
was
undertaken
within
faculty
education
at
Kazan
Federal
University.
total
number
participants
is
401
undergraduate
students.
process
scale
encompassed
expert
evaluation
content
validity,
exploratory
factor
analysis,
confirmatory
assessments
reliability.
resultant
consisted
four
dimensions:
optimism
utility
education,
readiness
openness
integration,
AI’s
role
inclusivity
engagement,
concerns
skepticism
demonstrated
robust
psychometric
properties,
evidenced
by
elevated
reliability
coefficients.
Cluster
analysis
unveiled
distinct
profiles
based
their
responses,
encompassing
spectrum
from
enthusiastic
skeptical
disengaged
individuals.
study
provides
comprehensive
perceptions,
thereby
informing
teacher
programs
professional
initiatives
regarding
responsible
AI.
Recommendations
entail
validation
across
varied
contexts,
exploration
longitudinal
changes,
subject-specific
applications
Язык: Английский
The Role of Artificial Intelligence in Computer Science Education: A Systematic Review with a Focus on Database Instruction
Applied Sciences,
Год журнала:
2025,
Номер
15(7), С. 3960 - 3960
Опубликована: Апрель 3, 2025
The
integration
of
artificial
intelligence
(AI)
into
computer
science
(CS)
education
is
evolving,
yet
its
specific
application
in
database
instruction
remains
underexplored.
This
systematic
review
analyzes
31
empirical
studies
published
between
2020
and
2025,
examining
how
AI
applications
support
teaching
learning
CS,
with
an
emphasis
on
education.
Following
the
PRISMA
methodology,
categorizes
according
to
instructional
design
models,
roles,
actions,
benefits,
challenges.
Findings
indicate
that
tools,
particularly
chatbots,
intelligent
tutoring
systems,
code
generators,
effectively
personalized
instruction,
immediate
feedback,
interactive
problem-solving
across
CS
database-specific
contexts.
However,
challenges
persist,
including
inaccuracies,
biases,
student
dependency
AI,
academic
integrity
risks.
also
identifies
a
shift
programming
as
reshapes
software
development
practices,
prompting
need
align
curricula
evolving
industry
expectations.
Despite
growing
attention
education,
database-related
research
limited.
highlights
necessity
for
further
investigations
specifically
more
extensive
addressing
AI-driven
pedagogical
strategies
their
long-term
impacts.
results
suggest
careful
tools
can
complement
traditional
emphasizing
critical
role
human
educators
achieving
meaningful
effective
outcomes.
Язык: Английский
Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers’ PCK and Enhance Their Preparation Program
Journal of Science Education and Technology,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 18, 2024
Abstract
Integrating
generative
artificial
intelligence
(GenAI)
in
pre-service
teachers’
education
programs
offers
a
transformative
opportunity
to
enhance
the
pedagogical
development
of
future
science
educators.
This
conceptual
paper
suggests
applying
GenAI
tool
evaluate
content
knowledge
(PCK)
among
teachers.
By
holding
interactive
dialogues
with
GenAI,
teachers
engage
lesson
planning
way
that
reveals
their
understanding
content,
pedagogy,
and
PCK
while
facilitating
practical
application
theoretical
knowledge.
Interpretation
these
interactions
provides
insights
into
teachers-to-be
skills,
enabling
personalized
learning
experiences
targeted
program
adjustments.
The
underscores
need
equip
necessary
competencies
utilize
effectively
teaching
practices.
It
contributes
ongoing
discourse
on
technology’s
role
teacher
preparation
programs,
highlighting
potential
addressing
existing
challenges
evaluating
developing
via
GenAI.
suggested
research
directions
aim
further
investigate
usage
implications
educational
contexts.
Язык: Английский