Playful Design for AI Literacy: Creating Inclusive Learning and Assessment Opportunities

International Journal of Human-Computer Studies, Год журнала: 2025, Номер unknown, С. 103508 - 103508

Опубликована: Апрель 1, 2025

Язык: Английский

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Exploring the Ethical Implications of Using Generative AI Tools in Higher Education

Informatics, Год журнала: 2025, Номер 12(2), С. 36 - 36

Опубликована: Апрель 7, 2025

A significant portion of the academic community, including students, teachers, and researchers, has incorporated generative artificial intelligence (GenAI) tools into their everyday tasks. Alongside increased productivity numerous benefits, specific challenges that are fundamental to maintaining integrity excellence must be addressed. This paper examines whether ethical implications related copyrights authorship, transparency, responsibility, influence usage GenAI in higher education, with emphasis on differences across segments. The findings, based a survey 883 researchers at University North Croatia, reveal awareness roles, gender, experience tools. Teachers demonstrated highest principles, personal potential negative consequences, while students—particularly undergraduates—showed lower levels, likely due limited exposure structured training. Gender were also significant, females consistently demonstrating all dimensions compared males. Longer was associated greater awareness, emphasizing role familiarity fostering understanding. Although strong correlations observed between dimensions, connection future adoption weaker, highlighting need integrate education practical strategies for responsible tool use.

Язык: Английский

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How do artificial intelligence literacy constructs work—based on a survey of university non-expert students

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Янв. 23, 2025

Язык: Английский

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Fostering AI literacy in pre-service physics teachers: inputs from training and co-variables

Frontiers in Education, Год журнала: 2025, Номер 10

Опубликована: Фев. 20, 2025

Background While the transformative potential of artificial intelligence (AI) in education is widely recognized, rapid evolution these technologies necessitates a corresponding teacher education. This research sought to investigate impact targeted training program on pre-service physics teachers’ AI literacy levels and their subsequent attitudes intentions toward adoption future teaching. Methods A pre-post-test control group quasi-experimental study was implemented among students. 5 weeks long out-of-curriculum intervention designed that combined theoretical grounding with practical, problem-based learning activities, focus use various tools. Results There significant upswing performance post-intervention, showcasing effective facilitating participants’ understanding application educational contexts. Additionally, perceived usefulness found be partial mediator link between scores behavioral intention embed generative solutions into Conclusion The concludes incorporating comprehensive programs curricula essential for fostering technologically adept pedagogically innovatively minded teaching workforce. Further needed explore long-term effects practice student outcomes.

Язык: Английский

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Preparing future educators for AI-enhanced classrooms: Insights into AI literacy and integration

Computers and Education Artificial Intelligence, Год журнала: 2025, Номер unknown, С. 100398 - 100398

Опубликована: Март 1, 2025

Язык: Английский

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