Advances in computational intelligence and robotics book series,
Год журнала:
2025,
Номер
unknown, С. 305 - 332
Опубликована: Янв. 10, 2025
To
increase
social
interaction
and
encourage
independent
learning
in
Pancasila
citizenship
education
classes,
this
project
investigates
the
use
of
ChatGPT
as
a
new
teaching
tool.
The
main
goal
is
to
test
how
well
encourages
student
participation
group
work
different
classroom
environments.
By
offering
empirical
evidence
efficacy
tool,
research
adds
growing
body
literature
on
AI
education.
We
have
highlighted
importance
facilitating
interactions
self-directed
learning,
which
essential
for
growth
analytical
communicative
abilities.
Educators
lawmakers
can
research's
practical
insights
incorporate
tools
into
school
courses
improve
engagement
outcomes.
better
equip
their
students
face
problems
digital
age,
instructors
should
participate
ongoing
professional
development
opportunities
learn
classroom.
Advances in healthcare information systems and administration book series,
Год журнала:
2024,
Номер
unknown, С. 1 - 19
Опубликована: Фев. 9, 2024
With
the
increasing
popularity
of
artificial
intelligence
(AI)
applications
in
medical
practices,
integration
AI
technologies
into
education
has
garnered
significant
attention.
However,
there
exists
a
noticeable
research
gap
when
it
comes
to
providing
comprehensive
guidelines
and
recommendations
for
its
successful
this
domain.
Addressing
is
crucial
as
responsible
effective
incorporation
not
only
ensures
that
current
future
healthcare
professionals
are
well-prepared
demands
modern
medicine
but
also
upholds
ethical
standards,
maximizes
potential
benefits
AI,
minimizes
risks.
The
objective
chapter
fill
by
offering
practical
tips
actionable
insights
incorporating
education,
encompassing
practical,
ethical,
pedagogical,
professional
implications.
Consequently,
equips
educators
learners
alike
with
knowledge
tools
necessary
navigate
evolving
landscape
age
AI.
Human Behavior and Emerging Technologies,
Год журнала:
2024,
Номер
2024(1)
Опубликована: Янв. 1, 2024
This
study
explores
the
adoption
and
societal
implications
of
an
emerging
technology
such
as
Chat
Generative
Pre‐Trained
Transformer
(ChatGPT)
in
higher
education
students.
By
utilizing
a
mixed‐method
framework,
this
research
combines
Rogers’
diffusion
innovation
theory
with
sentiment
analysis,
offering
innovative
methodological
approach
for
examining
educational
settings.
It
five
attributes—relative
advantage,
compatibility,
ease
use,
observability,
trialability—shaping
students’
behavioral
intentions
toward
ChatGPT.
Sentiment
analysis
offers
qualitative
depth,
revealing
emotional
perceptual
aspects,
introduces
gender‐based
perspective.
The
results
suggest
that
attributes
significantly
impact
rates
perceptions
ChatGPT,
indicating
its
potential
transformative
social
change
within
sector.
Gen
Zs
viewed
ChatGPT
innovative,
compatible,
user‐friendly,
enabling
independent
pursuit
goals.
Consequently,
benefits
provided
by
motivate
students
to
use
tool.
Gender
differences
were
observed
prioritization
attributes,
male
favoring
while
female
emphasized
relative
trialability.
findings
have
understanding
how
technological
innovations
could
be
strategically
diffused
across
different
segments,
especially
academic
context
where
ethical
considerations
integrity
are
paramount.
underscores
need
demographic‐sensitive,
user‐centric
design
generative
artificial
intelligence
(AI)
technologies.
PLoS ONE,
Год журнала:
2025,
Номер
20(2), С. e0315011 - e0315011
Опубликована: Фев. 5, 2025
The
paper
presents
the
most
comprehensive
and
large-scale
global
study
to
date
on
how
higher
education
students
perceived
use
of
ChatGPT
in
early
2024.
With
a
sample
23,218
from
109
countries
territories,
reveals
that
primarily
used
for
brainstorming,
summarizing
texts,
finding
research
articles,
with
few
using
it
professional
creative
writing.
They
found
useful
simplifying
complex
information
content,
but
less
reliable
providing
supporting
classroom
learning,
though
some
considered
its
clearer
than
peers
teachers.
Moreover,
agreed
need
AI
regulations
at
all
levels
due
concerns
about
promoting
cheating,
plagiarism,
social
isolation.
However,
they
believed
could
potentially
enhance
their
access
knowledge
improve
learning
experience,
efficiency,
chances
achieving
good
grades.
While
was
as
effective
improving
literacy,
digital
communication,
content
creation
skills,
interpersonal
decision-making,
numeracy,
native
language
proficiency,
development
critical
thinking
skills.
Students
also
felt
would
boost
demand
AI-related
skills
facilitate
remote
work
without
significantly
impacting
unemployment.
Emotionally,
mostly
positive
ChatGPT,
curiosity
calmness
being
common
emotions.
Further
examinations
reveal
variations
students'
perceptions
across
different
socio-demographic
geographic
factors,
key
factors
influencing
identified.
Higher
institutions'
managers
teachers
may
benefit
these
findings
while
formulating
curricula
instructions/regulations
use,
well
when
designing
teaching
methods
assessment
tools.
policymakers
consider
strategies
secondary
system
development,
especially
light
changing
labor
market
needs
related
development.
Futurity Education,
Год журнала:
2024,
Номер
unknown, С. 126 - 146
Опубликована: Фев. 13, 2024
Artificial
intelligence
has
become
a
booming
technology
whereas
it
brings
numerous
positive
changes
within
the
educational
process.
The
aim
of
research
is
to
describe
role
artificial
in
education
through
analysis
its
opportunities
and
challenges.
study
involved
integration
qualitative
(interviews,
focus
groups,
classroom
observations)
quantitative
methods
(survey
statistical
analysis).
All
procedures
were
organized
according
ethical
standards
for
data
collection
analysis.
Over
50
recent
scientific
works
selected
analyze
problem
from
different
perspectives
present
comprehensive
overview.
56
participants
representing
instructors
institutions
higher
Ukraine.
inclusion
criteria
based
on
subject
specialization,
institution
type,
curriculum
accreditation,
experience
with
technologies.
It
was
found
that
impacts
include
personalized
adaptive
learning,
automated
administrative
tasks,
enhanced
support,
e-learning
facilitation,
inclusivity,
data-driven
decision
making,
gamification,
increased
engagement,
behaviour
predictive
analytics,
improved
assessment.
challenges
concerned
privacy,
security,
bias,
lack
understanding,
transparency,
necessity
additional
training.
findings
showed
implementation
intelligent
tutoring
systems,
content
creation
Virtual
Reality,
chatbots
can
shape
process
effectively
future
modernize
specialists’
results
be
used
increase
awareness
using
tools.
Journal of Applied Learning & Teaching,
Год журнала:
2024,
Номер
7(1)
Опубликована: Апрель 28, 2024
Generative
artificial
intelligence
(GenAI)
has
reshaped
distance
education
by
prompting
a
shift
towards
student-centred
initiatives
to
promote
responsible
AI
usage.
This
study
explores
the
transformative
impact
of
GenAI
in
learning
and
focuses
on
academic
integrity
student
voices.
uses
technology
acceptance
model
investigate
how
influences
education.
Three
objectives
guide
study:
(1)
exploring
effects
education,
(2)
understanding
its
integrity,
(3)
examining
influence
students'
voices
South
African
open
e-learning
university.
Qualitative
data
was
gathered
through
interviews
with
lecturers,
open-ended
evaluation
questions
administrative
staff,
focus
group
discussions
first-year
students
an
writing
module.
Findings
highlight
need
bridge
gap
between
negative
perceptions
AI's
positive
views
potential
boost
confidence
learning.
research
aims
analyse
GenAI's
role
provide
insight
into
potential,
challenges,
strategies
ensure
preserve
International Journal of Language Instruction,
Год журнала:
2024,
Номер
3(2), С. 59 - 72
Опубликована: Июнь 24, 2024
The
purpose
of
this
study
is
to
explore
the
students'
perspectives
on
use
ChatGPT
support
their
language
learning.
current
collects
data
from
77
Vietnamese
students
who
pursued
studies
at
some
universities
in
Vietnam
and
United
States.
questionnaire
was
designed
with
Microsoft
Forms
sent
via
personal
connections
both
countries.
found
that
or
A.I.
Chatbot
positively
viewed
as
a
useful
tool
for
facilitating
Moreover,
help
engage
learning
process
seen
an
effective
enhance
knowledge.
However,
over-alliance
might
limit
critical
thinking
creativity.
To
minimize
these
drawbacks,
compromise
between
conventional
teaching
methods
should
be
used.
suggests
educators
employ
AI
tools
innovate
research.
Deleted Journal,
Год журнала:
2024,
Номер
27(1), С. 5 - 19
Опубликована: Янв. 1, 2024
Asked
through
this
application,
and
finally,
to
express
their
views
on
the
quality
of
responses
generated
by
ChatGPT.
The
obtained
results
are
presented
discussed.
Although
most
our
interviewees
have
heard
about
experiences
they
had
were
not
planned
for
professional
development,
making
an
area
improving
program
institutional
education.
students
expressed
motivation
willingness
evaluate
possibilities
using
language
model
learn
how
use
it,
with
awareness
that
artificial
intelligence
cannot
replace
role,
but
it
has
become
a
key
tool
in
education,
which
opens
new
opportunities
teaching
learning
process.
Bioengineering,
Год журнала:
2024,
Номер
11(4), С. 342 - 342
Опубликована: Март 31, 2024
Large
language
models
(LLMs)
are
transformer-based
neural
networks
that
can
provide
human-like
responses
to
questions
and
instructions.
LLMs
generate
educational
material,
summarize
text,
extract
structured
data
from
free
create
reports,
write
programs,
potentially
assist
in
case
sign-out.
combined
with
vision
interpreting
histopathology
images.
have
immense
potential
transforming
pathology
practice
education,
but
these
not
infallible,
so
any
artificial
intelligence
generated
content
must
be
verified
reputable
sources.
Caution
exercised
on
how
integrated
into
clinical
practice,
as
produce
hallucinations
incorrect
results,
an
over-reliance
may
lead
de-skilling
automation
bias.
This
review
paper
provides
a
brief
history
of
highlights
several
use
cases
for
the
field
pathology.
Education Sciences,
Год журнала:
2024,
Номер
14(7), С. 742 - 742
Опубликована: Июль 6, 2024
This
research
investigates
how
secondary
school
mathematics
educators
in
the
Nsukka
Education
Zone,
Enugu
State,
Nigeria,
perceive
incorporation
of
artificial
intelligence-based
ChatGPT
into
teaching
mathematics.
The
study
employed
a
sequential
exploratory
mixed-methods
strategy,
starting
with
systematic
survey
and
followed
by
detailed
interviews.
Mathematics
Teachers’
Awareness
Perceptions
AI-based
Questionnaire
(MTAPACQ)
used
this
was
adapted
from
an
existing
online
administered
to
80
teachers,
who
were
selected
using
stratified
random
sampling
ensure
varied
representation
across
different
local
government
areas.
explored
teachers’
awareness,
utilisation,
perceptions
ChatGPT.
Following
quantitative
phase,
in-depth
qualitative
interviews
conducted
subset
five
teachers
familiar
gain
deeper
insights
their
experiences.
findings
indicate
limited
awareness
ChatGPT,
only
17%
demonstrating
familiarity
technology.
infrequent
utilisation
is
mainly
associated
awareness.
Teachers
integrate
report
positive
outcomes,
including
improved
effectiveness,
heightened
student
engagement,
enhanced
comprehension
complex
concepts.
Nevertheless,
overall
tool’s
impact
on
learning
are
moderate.
identified
challenges
relation
integration
include
technical
adaptability,
curriculum
alignment,
need
for
customisation
accommodate
diverse
styles.
emphasises
significance
continuous
professional
development
ongoing
support
instruction
proficiently.
derived
hold
value
educators,
policymakers,
technology
developers
aspiring
elevate
role
intelligence
education.
School Science and Mathematics,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 28, 2025
Abstract
We
applied
a
mixed‐method
survey
approach
to
explore
STEM
teachers'
perceptions,
familiarity,
and
the
support
needed
for
integrating
generative
artificial
intelligence
(GenAI)
in
K‐12
education.
The
study
collected
48
responses
from
Idaho,
USA,
predominantly
White,
female
teachers
servicing
rural
schools.
analyzed
data
using
both
descriptive
inferential
statistics,
along
with
thematic
content
analysis.
findings
revealed
diverse
perceptions
among
regarding
impact
of
GenAI
on
education,
an
almost
equal
split
between
those
who
viewed
positively
it
negatively.
Similarly,
familiarity
integration
varied
widely,
over
half
lacking
user
experience.
A
significant
positive
correlation
was
found
their
its
integration.
Despite
these
views,
there
strong
consensus
importance
equipping
students
AI‐related
knowledge
skills.
While
professional
development
identified
as
most
crucial
integration,
pointed
own
resistance
lack
awareness
school
leadership
major
challenges
implementing
GenAI‐focused
development.
discussed
implications
developing
systems
that
can
better
facilitate
