Опубликована: Дек. 12, 2024
Язык: Английский
Journal of Educational Computing Research, Год журнала: 2024, Номер 62(7), С. 1896 - 1933
Опубликована: Авг. 27, 2024
The use of generative artificial intelligence (Gen-AI) to assist college students in their studies has become a trend. However, there is no academic consensus on whether Gen-AI can enhance the achievement students. Using meta-analytic approach, this study aims investigate effectiveness improving and explore effects different moderating variables. A total 28 articles (65 independent studies, 1909 participants) met inclusion criteria for study. results showed that significantly improved students’ with medium effect size (Hedges’s g = 0.533, 95% CI [0.408,0.659], p < .05). There were within-group differences three moderator variables, activity categories, sample size, generated content, when content was text ( 0.554, .05), 21–40 0.776, learning styles 0.600, .05) had most significant improvement student’s achievement. intervention duration, discipline types, assessment tools also moderate positive impact achievement, but any This provides theoretical basis empirical evidence scientific application development educational technology policy.
Язык: Английский
Процитировано
13
British Journal of Educational Technology, Год журнала: 2024, Номер unknown
Опубликована: Дек. 10, 2024
Abstract With the continuous development of technological and educational innovation, learners nowadays can obtain a variety supports from agents such as teachers, peers, education technologies, recently, generative artificial intelligence ChatGPT. In particular, there has been surge academic interest in human‐AI collaboration hybrid learning. The concept is still at nascent stage, how benefit symbiotic relationship with various AI, human experts intelligent learning systems unknown. emerging also lacks deep insights understanding mechanisms consequences based on strong empirical research. order to address this gap, we conducted randomised experimental study compared learners' motivations, self‐regulated processes performances writing task among different groups who had support agents, that is, ChatGPT (also referred AI group), chat expert, analytics tools, no extra tool. A total 117 university students were recruited, their multi‐channel learning, performance motivation data collected analysed. results revealed that: (1) received showed difference post‐task intrinsic motivation; (2) significant differences frequency sequences groups; (3) group outperformed essay score improvement but knowledge gain transfer not significantly different. Our research found absence motivation, exhibited processes, ultimately leading differentiated performance. What particularly noteworthy technologies may promote dependence technology potentially trigger “metacognitive laziness”. conclusion, leveraging respective strengths weaknesses critical field future intelligence. Practitioner notes already known about topic Hybrid intelligence, combining machine aims augment capabilities rather than replace them, creating opportunities for more effective lifelong collaboration. Generative ChatGPT, shown potential enhancing by providing immediate feedback, overcoming language barriers facilitating personalised experiences. effectiveness contexts varies, some studies highlighting its benefits improving while others note limitations ability teachers entirely. paper adds We lab setting agent (AI, expert checklist tools). metacognitive "laziness", which hinder self‐regulate engage deeply improve short‐term performance, it boost transfer. Implications practice and/or policy When using should focus deepening actively evaluation, monitoring, orientation, blindly following ChatGPT's feedback solely complete tasks efficiently. teaching, think are suitable assistance pay attention stimulating develop scaffolding assist active Researcher design multi‐task cross‐context deepen our could ethically effectively learn, regulate, collaborate evolve AI.
Язык: Английский
Процитировано
8
Educational Technology Research and Development, Год журнала: 2025, Номер unknown
Опубликована: Фев. 17, 2025
Язык: Английский
Процитировано
1
Journal of Research in Technical Careers, Год журнала: 2024, Номер 8(1), С. 1 - 1
Опубликована: Май 6, 2024
A posttest-only control group experimental design compared novice Arduino programmers who developed their own programs (self-programming group, n =17) with used ChatGPT 3.5 to write (ChatGPT-programming = 16) on the dependent variables of programming scores, interest in programming, self-efficacy, posttest and types errors. Students were undergraduates an introductory agricultural systems technology course Fall 2023. The results indicated no significant (p < .10) differences between groups for rubric scores .50) or .50). There .03, Cohen's d 0.75) 0.76); students self-programming scored significantly higher both measures. Analysis students' errors made .01) more program punctuation These writing greater self-efficacy ability than using ChatGPT. Nevertheless, may still play important role assisting novices microcontroller programs.
Язык: Английский
Процитировано
5
European Journal of Education, Год журнала: 2025, Номер 60(1)
Опубликована: Янв. 7, 2025
ABSTRACT This scoping review discusses artificial intelligence's (AI) transformative role in strategic enhancement planning and academic excellence at Qatar University (QU). In response to the unprecedented rise integration of AI into higher education institutions worldwide, this study aims understand its influence on institutional strategies development student competencies. A literature search using Web Science, Scopus, Google Scholar IEEE Xplore. respect, 156 relevant studies were identified. Data extraction charting for Covidence provided insights effects teaching, administrative efficiency learning experiences. The emphasises how could enhance provide personalised learning. Still, it also points challenges that must be faced: data privacy reduced human interaction. findings suggest offers significant advantages but needs prudent implementation meet risks associated with adopting emerging technology. would address need effective complementarity traditional educational methods.
Язык: Английский
Процитировано
0
Multimodal Technologies and Interaction, Год журнала: 2025, Номер 9(3), С. 20 - 20
Опубликована: Фев. 27, 2025
The rapid evolution of technology in education highlights the need for methodologies that enhance student engagement and skill development. This study examines students’ perceptions designing educational escape rooms using ICT tools generative AI (GenAI) as a learning methodology. A total 47 students participated creating digital with GenAI, Genially, HeroForge course “Mediation Conflicts Situations Violence” within Social Education degree. qualitative approach was used, analyzing focus group discussions conducted after activity. Results indicate valued experience, emphasizing its impact on competence, creativity, problem-solving skills. Collaborative helped overcome initial technical challenges, recognized practical applicability room design mediation contexts. However, they identified areas improvement, such more training, extended development time, better access to tools. contributes game-based AI-enhanced research, positioning active designers rather than passive users. Future research should explore long-term knowledge retention transferable skills professional settings.
Язык: Английский
Процитировано
0
Behavioral Sciences, Год журнала: 2025, Номер 15(3), С. 362 - 362
Опубликована: Март 14, 2025
This study examines the impact of ChatGPT on university students’ employment confidence, utilizing comprehensive methodologies such as regression analysis, Inverse Probability Weighting (IPW), and Structural Equation Modeling (SEM). The results indicate that regular use significantly enhances confidence in securing employment, with stronger effects observed among undergraduate students those social sciences. Additionally, this reveals experience plays a partial mediating role effect, underscoring importance user interaction realizing benefits AI tools. These findings suggest not only improves cognitive abilities career-related knowledge but also boosts proactive job-seeking behaviors, fostering increased job market readiness. implications are far-reaching, highlighting how tools can enhance career development support, particularly for at earlier stages their academic journey. As technologies continue to influence education, offers valuable insights into effectively prepare market, potentially contributing future research shaping educational practices ways address challenges.
Язык: Английский
Процитировано
0
Journal of Educational Computing Research, Год журнала: 2025, Номер unknown
Опубликована: Апрель 11, 2025
Generative artificial intelligence (GenAI) has significant potential for educational innovation, although its impact on students’ learning outcomes remains controversial. This study aimed to examine the of GenAI K-12 and higher education students, explore moderating factors influencing this impact. A meta-analysis 49 articles showed that mean effect sizes achievement motivation were 0.857 0.803, respectively, indicating a positive education. However, varied according moderators, including level, subject classification, interface, development, interaction approaches, experimentation time, which enhanced Specifically, had greater academic performance students interacted more effectively with using text than mixed media, such as images or audio. Although novel motivation, size decreases over time. These findings provide empirical support beneficial effects offer insights optimizing use in teaching practices.
Язык: Английский
Процитировано
0
Advances in Mobile Learning Educational Research, Год журнала: 2024, Номер 4(2), С. 1197 - 1207
Опубликована: Дек. 4, 2024
Artificial intelligence (AI) in education is increasing, including ChatGPT as a learning tool physics subjects. This study aims to analyze high school students' perceptions of using learning, focusing on demographic factors such gender, academic level, and duration use. Involving 167 students, the used survey evaluate views various aspects experience with ChatGPT, effectiveness, clarity, consistency information, tool's ability enrich understanding concepts. Results showed that were positive overall, perceived helping deepen concept understanding, improving correct misconceptions, providing an enjoyable experience. Significant differences found based gender while use no overall significant effect, though longer enhanced specific benefits. These findings highlight potential support by addressing diverse needs outcomes, offering insights for educators integrating AI tools effectively into classrooms.
Язык: Английский
Процитировано
3
Advances in Mobile Learning Educational Research, Год журнала: 2024, Номер 4(1), С. 973 - 982
Опубликована: Апрель 15, 2024
Since ChatGPT was released by OpenAI, an American company, in 2022 for the public, has become talk of every town, as evident its over 180 million users worldwide. This chatbot's ability to engage human-like conversations, answer questions, and generate diverse content sparked widespread debates across various fields, including education. In response growing rise influence ChatGPT, educators have contrasting opinions; some view opportunity, whereas others regard it a challenge that needs be addressed on time. order deal with complexities caused field education, universities formulated their policies AI. Guided research question, "How does universities' policy AI reflect academia's toward ChatGPT?" this study attempts review nine academic institutions under UT system United States. The primary goal is understand extent which adapted challenges opportunities posed how these broader sentiments within academia. To achieve this, reviews regarding using qualitative data analysis methodology. sources include official policies, statements, guidelines developed presented ChatGPT. While reviewing determines whether banned why. Or embraced, if so, what ways? By examining aims uncover approaches taken integrate or regulate use environments. thesis twofold. First, seeks provide comprehensive overview US responded educational landscape. involves identifying common themes, concerns, strategies employ introduced generative language model. Second, contribute existing scholarship offering insights into academia adapts technologies like examines intersection education evolving nature norms digital age uncovering perspectives university policies.
Язык: Английский
Процитировано
2