Effects of LLM Use and Note-Taking On Reading Comprehension and Memory: A Randomised Experiment in Secondary Schools
Опубликована: Янв. 1, 2025
Язык: Английский
Does Generative AI Help in Learning Programming: Students’ Perceptions, Reported Use and Relation to Performance
Computers in Human Behavior Reports,
Год журнала:
2025,
Номер
unknown, С. 100642 - 100642
Опубликована: Март 1, 2025
Язык: Английский
Collaborative Uses of GenAI Tools in Project-Based Learning
Education Sciences,
Год журнала:
2025,
Номер
15(3), С. 354 - 354
Опубликована: Март 12, 2025
Artificial
intelligence
(AI)
is
forcing
a
dramatic
transformation
of
the
methods
by
which
we
acquire
knowledge
and
engage
in
collaborative
learning.
Although
there
are
several
studies
on
how
AI
can
support
learning,
no
published
examining
students
actually
collaborate
among
themselves
while
interacting
with
tools.
For
this
study,
thirty
postgraduate
were
organized
into
teams
three,
each
team
developed
project
mainly
exploiting
responses
from
ChatGPT,
Google
Gemini,
MS
Copilot,
as
well
internet
class
resources.
Each
selected
specific
things
(IoT)
application
area
described
technologies
real-world
cases
area.
Then,
delivered
report
full
description
their
interactions
these
generative
(GenAI)
tools
presented
work
class.
Additionally,
answered
an
online
questionnaire
closed-
open-ended
questions
participated
focus
group
discussions.
Members
collaborated
to
design
prompts
using
five
suggested
modes
collaboration.
Eventually,
half
exploited
all
modes,
but
they
mostly
liked
preferred
three
modes.
On
average,
teammates
initially
disagreed
24%
time
eventually
reached
agreement.
Students
appreciated
GenAI
for
quick
well-structured
responses,
natural
communication
style,
broad
subject
coverage,
ability
simplify
complex
topics
personalized
However,
expressed
concerns
about
tools’
inaccurate
inconsistent
identified
key
risks,
such
passive
over-dependence,
outdated
information,
privacy
issues.
Finally,
recommended
that
should
provide
shared
well-organized
discussion
space
prompt
asking,
allowing
members
simultaneously
view
other’s
tool’s
responses.
They
also
advised
source
verification
proper
training
ensure
remain
supplementary
rather
than
primary
learning
Язык: Английский
Can ChatGPT Boost Students’ Employment Confidence? A Pioneering Booster for Career Readiness
Behavioral Sciences,
Год журнала:
2025,
Номер
15(3), С. 362 - 362
Опубликована: Март 14, 2025
This
study
examines
the
impact
of
ChatGPT
on
university
students’
employment
confidence,
utilizing
comprehensive
methodologies
such
as
regression
analysis,
Inverse
Probability
Weighting
(IPW),
and
Structural
Equation
Modeling
(SEM).
The
results
indicate
that
regular
use
significantly
enhances
confidence
in
securing
employment,
with
stronger
effects
observed
among
undergraduate
students
those
social
sciences.
Additionally,
this
reveals
experience
plays
a
partial
mediating
role
effect,
underscoring
importance
user
interaction
realizing
benefits
AI
tools.
These
findings
suggest
not
only
improves
cognitive
abilities
career-related
knowledge
but
also
boosts
proactive
job-seeking
behaviors,
fostering
increased
job
market
readiness.
implications
are
far-reaching,
highlighting
how
tools
can
enhance
career
development
support,
particularly
for
at
earlier
stages
their
academic
journey.
As
technologies
continue
to
influence
education,
offers
valuable
insights
into
effectively
prepare
market,
potentially
contributing
future
research
shaping
educational
practices
ways
address
challenges.
Язык: Английский
Perspectives of academic staff on artificial intelligence in higher education: exploring areas of relevance
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Март 26, 2025
Despite
the
recent
increase
in
research
on
artificial
intelligence
education
(AIED),
studies
investigating
perspectives
of
academic
staff
and
implications
for
future-oriented
teaching
at
higher
institutions
remain
scarce.
This
exploratory
study
provides
initial
insight
into
112
by
focusing
three
aspects
considered
relevant
sustainable,
age
AI:
instructional
design,
domain
specificity,
ethics.
The
results
indicate
that
participants
placed
greatest
importance
AIED
Furthermore,
indicated
a
strong
interest
(mandatory)
professional
development
AI
more
comprehensive
institutional
support.
Faculty
who
perceived
design
as
important
were
likely
to
use
AI-based
tools
their
practice.
However,
relevance
specificity
ethics
did
not
predict
tool
integration,
which
suggests
an
intention–behavior
gap
warrants
further
investigation
factors
such
literacy
structural
conditions
education.
findings
may
serve
basis
discussion
adequate
support
services
learning
AI.
Язык: Английский