ChatGPT Promises and Challenges in Education: Computational and Ethical Perspectives

Education Sciences, Год журнала: 2024, Номер 14(8), С. 814 - 814

Опубликована: Июль 25, 2024

This paper investigates the integration of ChatGPT into educational environments, focusing on its potential to enhance personalized learning and ethical concerns it raises. Through a systematic literature review, interest analysis, case studies, research scrutinizes application in diverse contexts, evaluating impact teaching practices. The key findings reveal that can significantly enrich education by offering dynamic, experiences real-time feedback, thereby boosting efficiency learner engagement. However, study also highlights significant challenges, such as biases AI algorithms may distort content inability replicate emotional interpersonal dynamics traditional teacher–student interactions. acknowledges fast-paced evolution technologies, which render some obsolete, underscoring need for ongoing adapt strategies accordingly. provides balanced analysis opportunities challenges education, emphasizing considerations strategic insights responsible technologies. These are valuable educators, policymakers, researchers involved digital transformation education.

Язык: Английский

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Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices

Journal of Science Education and Technology, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 18, 2024

Язык: Английский

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Artificial Intelligence in Teaching and Teacher Professional Development: A Systematic Review

Computers and Education Artificial Intelligence, Год журнала: 2024, Номер unknown, С. 100355 - 100355

Опубликована: Дек. 1, 2024

Язык: Английский

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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

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Integration of ChatGPT in mathematical story-focused 5E lesson planning: Teachers and pre-service teachers' interactions with ChatGPT

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

Опубликована: Янв. 3, 2025

Язык: Английский

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Can Students Make STEM Progress With the Large Language Models (LLMs)? An Empirical Study of LLMs Integration Within Middle School Science and Engineering Practice

Journal of Educational Computing Research, Год журнала: 2025, Номер unknown

Опубликована: Янв. 6, 2025

The rapid development of large language models (LLMs) presented opportunities for the transformation science and STEM education. Research on LLMs was in exploratory phase, characterized by discussions observations rather than empirical investigations. This study a framework incorporating into Science Engineering Practice (SEP), utilizing case submarine construction, followed four-week quasi-experimental validation. research employed conditional cluster sampling, selecting two homogeneous natural classes from middle school China to serve as experimental control groups. key variable inclusion SEP project. Various validated self-developed assessment tools were used measure students’ learning outcomes. Statistical analyses, including pre- post-test paired comparisons within ANCOVA between-class differences, performed evaluate effects LLM integration. results showed that students participating integrated with significantly improved their mastery scientific knowledge, attitudes towards science, perceived usefulness technology, understanding engineering, computational thinking skills, problem-solving abilities. In contrast, traditional exhibited weaker knowledge acquisition, differences engineering concepts, lack skills. pioneering effort integrating education provided reference deeper application future.

Язык: Английский

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Exploring the Role of Generative AI in Advancing Pre-service Teachers' Digital Literacy Through Educational Technology Courses

Journal of Education and Educational Research, Год журнала: 2025, Номер 12(1), С. 29 - 34

Опубликована: Янв. 17, 2025

This study investigates the role of generative artificial intelligence (AIGC), particularly large language models, in enhancing digital literacy pre-service teachers. With rapid growth AI technologies, integrating into education has gained significant attention. The research focuses on how varying frequencies usage affect teachers’ skills information processing, problem-solving, and critical thinking. Using a polynomial regression model, we analyze relationship between factors such as frequency, problem-solving time, feedback quality, scores. results indicate that frequent use substantially improves literacy, with high-frequency group achieving higher more consistent scores compared to low-frequency group. Personalized project-based tasks, provided by AI, enhance students’ comprehension application technologies. shows incorporating teacher training programs not only supports personalized learning but also fosters essential competencies. findings provide valuable insights for teachers' lay foundation future educational practices involving

Язык: Английский

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“I Just Think It Is The Way of the Future”: Teachers Use of ChatGPT to Develop Motivationally-Supportive Math Lessons

Computers and Education Artificial Intelligence, Год журнала: 2025, Номер unknown, С. 100367 - 100367

Опубликована: Янв. 1, 2025

Язык: Английский

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Foundations and Emerging Trends in Generative Artificial Intelligence (AI) for Industrial Applications

Опубликована: Янв. 1, 2025

Язык: Английский

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Technological Self-Efficacy and Sense of Coherence: Key Drivers in Teachers' AI Acceptance and Adoption

Computers and Education Artificial Intelligence, Год журнала: 2025, Номер unknown, С. 100377 - 100377

Опубликована: Фев. 1, 2025

Язык: Английский

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