Education Sciences,
Год журнала:
2024,
Номер
14(12), С. 1363 - 1363
Опубликована: Дек. 12, 2024
Student
gender
differences
in
technology
acceptance
and
use
have
persisted
for
years,
giving
rise
to
equity
concerns
higher
education
(HE).
To
explore
if
such
extend
generative
artificial
intelligence
(genAI)
chatbot
use,
we
surveyed
a
large
Norwegian
HE
student
sample
(n
=
2692)
using
fully
mixed
concurrent
equal
status
design.
Our
findings
show
that
men
exhibit
more
frequent
engagement
with
genAI
chatbots
across
broader
spectrum
of
applications.
Further,
demonstrate
heightened
interest
as
tools
their
relevance
future
career
prospects.
Women
primarily
utilize
text-related
tasks
express
greater
regarding
critical
independent
thinking.
also
stronger
need
learn
how
determine
when
it
is
wise
trust
chatbots.
Consequences
are
discussed
the
individual,
society,
institutions
terms
social
reproduction,
diversity
competence,
equitable
teaching
practices.
Sınırsız Eğitim ve Araştırma Dergisi,
Год журнала:
2025,
Номер
10(1), С. 56 - 122
Опубликована: Март 15, 2025
The
aim
of
this
study
is
to
evaluate
the
contributions
AI
tool,
ChatGPT,
used
by
doctoral
students
improve
their
annual
plans,
and
examine
advantages
challenges
that
arise
throughout
process.
research
was
conducted
using
a
qualitative
case
approach
carried
out
with
13
students.
data
were
analyzed
content
analysis,
themes
obtained
from
analysis
result
explained
in
detail
student
quotes.
identified
related
ChatGPT's
plan
improvement,
its
disadvantages
education,
barriers
usage.
Additionally,
students'
perspectives
on
ChatGPT
examined.
findings
reveal
generally
have
positive
outlook
although
some
expressed
cautious
critical
attitudes,
voicing
concerns
about
While
offers
such
as
addressing
shortcomings,
generating
new
ideas,
clarifying
learning
outcomes,
saving
time,
it
also
presents
disadvantages,
including
reduction
teacher-student
interaction,
issues
objectivity,
potential
stifling
thinking
skills.
Furthermore,
access
limitations,
language
barriers,
technical
infrastructure
found
restrict
effective
use
technology.
Internet Reference Services Quarterly,
Год журнала:
2024,
Номер
unknown, С. 1 - 26
Опубликована: Ноя. 13, 2024
The
integration
of
AI
technologies
like
ChatGPT
has
transformed
academic
research,
yet
substantial
gaps
exist
in
understanding
the
implications
AI-generated
non-existent
references
literature
searches.
While
prior
studies
have
predominantly
focused
on
medical
and
geography
fields
using
descriptive
statistics,
a
systematic
investigation
into
4.0's
effectiveness
generating
accurate
within
realm
science
technology
education
remains
unexplored,
highlighting
significant
dearth
research
this
critical
area.
This
study,
therefore,
investigates
reliability
writing
utilizing
4.0.
Employing
non-experimental
correlational
design,
examines
impact
prompt
specificity
citation
accuracy
across
various
types
prompts,
including
general,
specific,
methodological,
review,
interdisciplinary
prompts.
findings
indicate
that
prompts
correlate
positively
with
references,
while
general
frequently
result
references.
Visualizations,
confusion
matrix
precision-recall
curve,
illustrate
model's
performance.
Ultimately,
study
underscores
necessity
well-structured
to
enhance
reference
quality
cautions
against
AI-induced
hallucinations
produce
which
can
significantly
undermine
credibility.
Journal of Chemical Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 16, 2024
Generative
artificial
intelligence
(GenAI)
is
becoming
more
prevalent
in
higher
education,
and
with
that
comes
opportunities
challenges.
One
opportunity
using
this
technology
to
help
create
educational
material,
but
one
challenge
the
output
of
these
tools
might
produce
biased
content.
Thus,
for
work,
three
text-based
GenAI
(ChatGPT-4o,
Microsoft
Copilot,
Google
Gemini)
were
used
develop
an
activity
analytical
chemistry
laboratory
course.
In
each
response,
student
names
provided
by
chatbots
quantified
respect
gender
broadly
assessed
cultural
representation.
All
generated
equal
percentage
female
("she/her")
male
("he/him")
names,
none
"they/them"
pronouns,
signaling
a
lack
inclusivity
nonbinary,
gender-neutral,
or
gender-nonconforming
individuals.
The
dominated
those
popular
English-speaking
countries,
highlighting
diversity
provided.
Both
biases
could
be
mitigated
asking
provide
gender-inclusive
represent
diverse
backgrounds.
As
educators
begin
utilize
classroom
materials
have
students
use
their
assignments,
it
important
think
about
potential
emerge,
share
limitation
tools,
work
not
perpetuate
them.
Education Sciences,
Год журнала:
2024,
Номер
14(12), С. 1363 - 1363
Опубликована: Дек. 12, 2024
Student
gender
differences
in
technology
acceptance
and
use
have
persisted
for
years,
giving
rise
to
equity
concerns
higher
education
(HE).
To
explore
if
such
extend
generative
artificial
intelligence
(genAI)
chatbot
use,
we
surveyed
a
large
Norwegian
HE
student
sample
(n
=
2692)
using
fully
mixed
concurrent
equal
status
design.
Our
findings
show
that
men
exhibit
more
frequent
engagement
with
genAI
chatbots
across
broader
spectrum
of
applications.
Further,
demonstrate
heightened
interest
as
tools
their
relevance
future
career
prospects.
Women
primarily
utilize
text-related
tasks
express
greater
regarding
critical
independent
thinking.
also
stronger
need
learn
how
determine
when
it
is
wise
trust
chatbots.
Consequences
are
discussed
the
individual,
society,
institutions
terms
social
reproduction,
diversity
competence,
equitable
teaching
practices.
