Smart Learning Environments,
Год журнала:
2024,
Номер
11(1)
Опубликована: Дек. 9, 2024
Abstract
Despite
the
increased
adoption
of
Artificial
Intelligence
in
Education
(AIED),
several
concerns
are
still
associated
with
it.
This
has
motivated
researchers
to
conduct
(systematic)
reviews
aiming
at
synthesizing
AIED
findings
literature.
However,
these
diversified
terms
focus,
stakeholders,
educational
level
and
region,
so
on.
made
understanding
overall
landscape
challenging.
To
address
this
research
gap,
study
proceeds
one
step
forward
by
systematically
meta-synthesizing
literature
reviews.
Specifically,
143
were
included
analyzed
according
technology-based
learning
model.
It
is
worth
noting
that
most
been
from
China
U.S.
Additionally,
when
discussing
AIED,
strong
focus
was
on
higher
education,
where
less
attention
paid
special
education.
The
results
also
reveal
AI
used
mostly
support
teachers
students
education
other
stakeholders
(e.g.
school
leaders
or
administrators).
provides
a
possible
roadmap
for
future
agenda
facilitating
implementation
effective
safe
AIED.
Scientific Reports,
Год журнала:
2024,
Номер
14(1)
Опубликована: Авг. 5, 2024
The
emergence
of
ChatGPT
has
significantly
impacted
the
field
education.
While
much
existing
research
predominantly
examined
theoretical
implications
ChatGPT,
there
is
a
notable
absence
empirical
studies
substantiating
these
claims.
As
pivotal
stakeholders
in
education
and
primary
users
exploring
willingness
influencing
factors
higher
students
to
use
can
offer
valuable
insights
into
real-world
needs
student
users.
This,
turn,
serve
as
foundation
for
empowering
with
intelligent
technologies
future.
This
study
focuses
specifically
on
demographic
Chinese
who
have
utilized
ChatGPT.
Using
semi-structured
interviews
grounded
theory
methodology,
we
aim
comprehensively
understand
extent
which
embrace
new
technologies.
Our
objective
elucidate
behavioral
inclinations
findings
this
will
contribute
practical
refining
policy
frameworks,
expanding
dissemination
quality
resources,
optimizing
upgrading
products
an
enhanced
user
experience,
fostering
higher-order
thinking
skills
adeptly
navigate
evolving
technological
landscapes.
In
conclusion,
endeavors
bridge
gap
between
discussions
applications.
Information,
Год журнала:
2024,
Номер
15(11), С. 676 - 676
Опубликована: Окт. 28, 2024
(1)
Background:
The
development
of
generative
artificial
intelligence
(GAI)
is
transforming
higher
education.
This
systematic
literature
review
synthesizes
recent
empirical
studies
on
the
use
GAI,
focusing
its
impact
teaching,
learning,
and
institutional
practices.
(2)
Methods:
Following
PRISMA
guidelines,
a
comprehensive
search
strategy
was
employed
to
locate
scientific
articles
GAI
in
education
published
by
Scopus
Web
Science
between
January
2023
2024.
(3)
Results:
identified
102
articles,
with
37
meeting
inclusion
criteria.
These
were
grouped
into
three
themes:
application
technologies,
stakeholder
acceptance
perceptions,
specific
situations.
(4)
Discussion:
Key
findings
include
GAI’s
versatility
potential
use,
student
acceptance,
educational
enhancement.
However,
challenges
such
as
assessment
practices,
strategies,
risks
academic
integrity
also
noted.
(5)
Conclusions:
help
identify
directions
for
future
research,
including
pedagogical
ethical
considerations
policy
development,
teaching
learning
processes,
perceptions
students
instructors,
technological
advancements,
preparation
skills
workforce
readiness.
study
has
certain
limitations,
particularly
due
short
time
frame
criteria,
which
might
have
varied
if
conducted
different
researchers.
Smart Learning Environments,
Год журнала:
2024,
Номер
11(1)
Опубликована: Дек. 9, 2024
Abstract
Despite
the
increased
adoption
of
Artificial
Intelligence
in
Education
(AIED),
several
concerns
are
still
associated
with
it.
This
has
motivated
researchers
to
conduct
(systematic)
reviews
aiming
at
synthesizing
AIED
findings
literature.
However,
these
diversified
terms
focus,
stakeholders,
educational
level
and
region,
so
on.
made
understanding
overall
landscape
challenging.
To
address
this
research
gap,
study
proceeds
one
step
forward
by
systematically
meta-synthesizing
literature
reviews.
Specifically,
143
were
included
analyzed
according
technology-based
learning
model.
It
is
worth
noting
that
most
been
from
China
U.S.
Additionally,
when
discussing
AIED,
strong
focus
was
on
higher
education,
where
less
attention
paid
special
education.
The
results
also
reveal
AI
used
mostly
support
teachers
students
education
other
stakeholders
(e.g.
school
leaders
or
administrators).
provides
a
possible
roadmap
for
future
agenda
facilitating
implementation
effective
safe
AIED.
