The influence of ChatGPT on student engagement: A systematic review and future research agenda
Computers & Education,
Год журнала:
2024,
Номер
219, С. 105100 - 105100
Опубликована: Июнь 8, 2024
ChatGPT,
a
state-of-the-art
artificial
intelligence
(AI)
chatbot,
has
gained
considerable
attention
as
transformative
yet
controversial
tool
for
enhancing
teaching
and
learning
experiences.
Several
reviews
numerous
articles
have
been
written
about
harnessing
ChatGPT
in
education
since
its
release
on
November
30,
2022.
Besides
summarising
strengths,
weaknesses,
opportunities,
threats
(SWOT)
identified
previous
systematic
of
research,
this
review
aims
to
develop
new
understanding
influence
student
engagement
by
synthesising
the
existing
related
research
using
three-dimensional
framework
comprising
behavioural,
emotional,
cognitive
aspects.
We
searched
relevant
databases
included
72
empirical
studies
published
within
one
year
ChatGPT's
initial
release.
The
findings
reveal
robust
but
narrowly
focused
evidence
behavioural
(i.e.,
work
with
ChatGPT)
disengagement
academic
dishonesty).
emotional
aspect
is
mixed,
instances
both
(e.g.,
satisfaction
interest/fun)
disappointment
worry/anxiety).
There
broad
weak
regarding
increased
positive
self-perception)
reduced
critical
thinking
overreliance).
Our
uncovers
several
under-explored
indicators
engagement,
pointing
need
further
research.
Specifically,
future
could
focus
students'
study
habits
attendance
(behavioural
engagement),
social
interaction
(emotional
self-regulation
(cognitive
engagement)
ChatGPT-supported
environments.
Язык: Английский
Empowering education development through AIGC: A systematic literature review
Education and Information Technologies,
Год журнала:
2024,
Номер
29(13), С. 17485 - 17537
Опубликована: Фев. 29, 2024
Язык: Английский
The Integration of AI and Metaverse in Education: A Systematic Literature Review
Applied Sciences,
Год журнала:
2025,
Номер
15(2), С. 863 - 863
Опубликована: Янв. 16, 2025
The
use
of
the
metaverse
in
educational
environments
has
grown
significantly
recent
years,
particularly
following
shift
major
tech
companies
towards
virtual
worlds
and
immersive
technologies.
Virtual
reality
augmented
technologies
are
employed
to
construct
learning
environments.
is
generally
understood
as
a
vast
digital
ecosystem
or
space,
facilitating
transition
individuals
from
physical
environments,
applicable
domains
where
practical
experiments
challenging
fraught
with
risks,
such
space
exploration,
chemical
experimentation,
flight
simulation
training.
In
addition,
integration
artificial
intelligence
within
contexts
enriched
environment,
giving
rise
AI-driven
teaching
systems
tailored
each
student’s
individual
pace
modalities.
As
result,
number
research
articles
have
been
conducted
explore
applications
education.
This
paper
provides
systematic
literature
review
PRISMA
methodology
analyze
investigate
significance
impact
education,
specific
focus
on
AI
metaverse.
We
address
inquiries
regarding
applications,
challenges,
academic
disciplines,
effects
integrating
education
that
not
yet
explored
most
articles.
Additionally,
we
study
techniques
used
their
roles.
affirms
utilization
will
enrich
by
improving
students’
understanding
comprehension
across
diverse
disciplines.
Язык: Английский
Unlocking immersive education: the emergence of the meta-governance framework
Information Technology and People,
Год журнала:
2024,
Номер
unknown
Опубликована: Май 26, 2024
Purpose
With
the
rapid
diffusion
of
metaverse
into
all
aspects
businesses
and
education
industry,
scholars
have
predominantly
focused
on
examining
its
projected
benefits
harms,
yet
overlooked
to
empirically
explore
unpredictable
nature,
which
offers
an
exciting
realm
unexplored
challenges
opportunities.
Design/methodology/approach
This
research
adopts
a
qualitative
design
in
form
24
interviews
from
single
EdTech
investigate
possibility
unexpected
developments
resulting
integration
solutions.
Findings
Three
noteworthy
observations
emerged
analysis:
technological
obsolescence,
resource
allocation
imbalance,
monoculturalism.
Originality/value
pioneers
empirical
exploration
latent
outcomes
stemming
adoption
within
EdTechs,
while
also
introducing
novel
theoretical
framework
termed
“meta-governance,”
extends
Edu-Metaverse
ecosystem.
Язык: Английский
Metaverse in Higher Education – A Systematic Literature Review
Опубликована: Май 29, 2024
Due
to
the
COVID-19
pandemic
and
resulting
restrictions,
need
for
a
rapid
conversion
of
teaching
digital
formats
has
increased
significantly.
Not
all
content
are
suitable
traditional
video
conferencing,
so
Metaverse,
an
interconnection
virtual
worlds,
experienced
significant
upswing
in
education
sector.
Therefore,
we
conduct
systematic
literature
review
determine
current
state
research
on
Metaverse
higher
identify
its
definitions,
benefits
challenges,
types,
technologies.
The
initially
found
5,539
papers
were
systematically
filtered
92
fully
coded
articles.
Our
findings
reveal
lack
standardized
early-stage
prototyping,
prescriptive
design
knowledge,
pedagogical
methodological
concepts
blueprints.
These
gaps
lead
derivation
future
streams.
Язык: Английский
Exploration and Integration Potential of ChatGPT in Civil Engineering: Advances, Challenges and Application Prospects
Lecture notes in networks and systems,
Год журнала:
2024,
Номер
unknown, С. 407 - 418
Опубликована: Янв. 1, 2024
Язык: Английский
Study on the Development of a Prototype for an AI-Powered Learning Support Avatar in the Metaverse Environment
The Journal of Korean Association of Computer Education,
Год журнала:
2024,
Номер
27(6), С. 37 - 47
Опубликована: Сен. 30, 2024
Язык: Английский
Integrating large language models into project-based learning based on self-determination theory
Interactive Learning Environments,
Год журнала:
2024,
Номер
unknown, С. 1 - 13
Опубликована: Дек. 30, 2024
The
use
of
Large
Language
Models
(LLMs)
in
education
offers
many
opportunities
to
enhance
the
learning
experience
for
students
and
support
work
teachers.
However,
there
is
a
deficiency
universally
applicable
instructional
strategies
theoretical
frameworks
guiding
integration
LLMs
practices,
particularly
within
traditional
face-to-face
classroom
settings.
In
this
article,
research
team
employs
Self-Determination
Theory
(SDT)
as
framework
quasi-experimentally
investigate
whether
two-week
project-based
lesson
can
improve
student
engagement
outcomes
two
junior
high
schools
southwestern
China.
findings
demonstrate
that
when
application
fulfills
students'
psychological
needs,
it
effectively
promote
collaborative
group
inquiries.
This
article
also
provided
suggestions
regarding
how
design
meet
needs
they
learn
with
LLMs.
Язык: Английский