Online
reviews
help
people
make
better
decisions.
Review
platforms
usually
depend
on
typed
input,
where
leaving
a
good
review
requires
significant
effort
because
users
must
carefully
organize
and
articulate
their
thoughts.
This
may
discourage
from
comprehensive
high-quality
reviews,
especially
when
they
are
the
go.
To
address
this
challenge,
we
developed
Vocalizer,
mobile
application
that
enables
to
provide
through
voice
with
enhancements
large
language
model
(LLM).
In
longitudinal
study,
analysed
user
interactions
app,
focusing
AI-driven
features
refine
improve
reviews.
Our
findings
show
frequently
utilized
AI
agent
add
more
detailed
information
We
also
how
interactive
can
users'
self-efficacy
willingness
share
online.
Finally,
discuss
opportunities
challenges
of
integrating
assistance
into
review-writing
systems.
Educational Process International Journal,
Год журнала:
2024,
Номер
13(1)
Опубликована: Янв. 1, 2024
Background/purpose.Exploring
intelligent
agents
in
digital
learning
raises
questions
about
the
essence
of
Artificial
Intelligence
(AI)
and
its
potential
impact
on
education.This
article
provides
insights
into
these
inquiries
outlines
outcomes
from
various
experimental
implementations,
emphasizing
pivotal
role
conversational
bots.These
technologies
have
power
to
revolutionize
education
by
nurturing
adaptive
problem-solving
skills
among
university
students.This
work
builds
existing
research,
aiming
articulate
a
conceptual
understanding
AI
as
strategic
tool
for
learning.Materials/methods.The
study
systematically
collected
data
Colombian
universities
underwent
thorough
analysis
through
systematic
review
process.Findings
were
meticulously
organized
according
themes
categories,
enriched
contemporary
perspectives
theories
artificial
intelligence,
ensuring
comprehensive
exploration
within
context
higher
education.Results.The
synergy
between
repositories
intelligence
significantly
enhances
capability
discover,
analyze,
manage
academic
information.This
amalgamation
holds
great
promise
strategy
enhance
efficiency
precision
research
process.Conclusion.The
reveals
promising
future.The
integration
technology
teaching
improves
learning,
making
valuable
ally
progress
evolution
education.
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.
Education Sciences,
Год журнала:
2025,
Номер
15(1), С. 102 - 102
Опубликована: Янв. 18, 2025
Artificial
Intelligence
(AI)
has
gained
significant
prominence
in
science
education,
yet
its
practical
applications,
particularly
teacher
training,
remain
underexplored.
Specifically,
there
is
a
lack
of
research
on
AI’s
potential
to
support
personalized
professional
development
through
automated
analysis
classroom
interactions
and
tailored
feedback.
As
education
requires
skill
complex
scientific
concepts
within
problem-based
learning
(PBL)
contexts,
growing
need
for
innovative,
technology-driven
instructional
tools.
AI-generated
videos
are
increasingly
recognized
as
powerful
tools
enhancing
educational
experiences.
This
study
investigates
the
impact
videos,
designed
using
established
design
principles,
self-efficacy,
task
performance,
outcomes
education.
Employing
within-subjects
design,
current
included
pre-test,
post-test,
transfer
assessments
evaluate
durability
transferability,
consistent
with
design-based
methodology.
Moreover,
this
compares
effectiveness
two
video
formats:
one
an
embedded
preview
feature
allowing
learners
key
before
detailed
instruction
(video-with-preview
condition)
another
without
(video-without-preview
condition).
It
specifically
examines
role
features
these
during
training
55
Greek
pre-service
teachers
(n
=
55;
mean
age
27.3
years;
range
22–35).
The
results
demonstrated
that
effectively
supported
knowledge
retention.
However,
no
differences
were
observed
between
across
all
assessed
metrics
tests.
These
findings
also
indicate
can
enhance
retention,
transfer,
positioning
them
promising
assets
limited
highlights
careful
evaluation
elements,
such
interactivity
adaptive
algorithms,
fully
realize
their
potential.
The
recent
surge
of
generative
artificial
intelligence
(AI)
in
higher
education
presents
a
fascinating
landscape
opportunities
and
challenges.
AI
has
the
potential
to
personalize
create
more
engaging
learning
experiences.
However,
effectiveness
interventions
relies
on
well-considered
implementation
strategies.
impact
platforms
is
largely
determined
by
particular
environment
distinct
needs
each
student.
Consequently,
investigating
attitudes
future
educators
towards
this
technology
becoming
critical
area
research.
This
study
explores
students’
performance,
experience,
satisfaction
within
education.
It
specifically
focuses
experiences
with
varying
levels
technological
proficiency.
A
comparative
was
conducted
two
groups
from
different
academic
contexts
undergoing
same
experimental
condition
design,
develop,
implement
instructional
design
projects
using
various
produce
multimedia
content
tailored
their
respective
subjects.
Undergraduates
disciplines—Early
Childhood
Education
(n
=
32)
Computer
Science
34)—participated
study,
which
examined
integration
into
educational
implementation.
Results
indicate
that
both
demonstrated
similar
performance
designing,
developing,
implementing
projects.
Regarding
user
general
outcomes
were
across
groups;
however,
Early
students
rated
usefulness
significantly
higher.
Conversely,
reported
slightly
comfort
level
these
tools.
In
terms
overall
satisfaction,
expressed
greater
software
than
counterparts,
acknowledging
its
importance
for
careers.
contributes
understanding
how
affect
diverse
backgrounds,
bridging
gap
knowledge
experience
outcomes.
Furthermore,
exploring
best
practices
integrating
contexts,
it
provides
valuable
insights
scholars
seeking
optimize
enhance
Revista de Educación a Distancia (RED),
Год журнала:
2024,
Номер
24(78)
Опубликована: Май 30, 2024
This
study
examines
the
impact
of
ChatGPT
on
narrative
scriptwriting
abilities
and
cognitive
load
in
a
sample
41
master's
students
enrolled
Digital
Narratives
course.
Using
randomized
experimental
design,
participants
were
divided
into
two
groups:
an
group
(n
=
20)
that
interacted
with
control
21)
did
not.
Our
methods
involved
pre-
post-tests
to
assess
changes
digital
storytelling
skills
load,
as
defined
by
intrinsic,
extraneous,
germane
measures.
The
results
indicated
no
significant
improvement
for
compared
group,
suggesting
use
does
not
markedly
enhance
writing
short
term.
However,
reduction
was
observed
among
pointing
ChatGPT's
potential
facilitate
learning
process
reducing
mental
effort
required
task
integration
application.
underscores
complexity
integrating
AI
environments
highlights
need
strategic
implementation
tailored
specific
educational
objectives.
It
also
points
importance
longitudinal
research
fully
understand
long-term
effects
development.
Este
estudio
examina
el
impacto
de
en
las
habilidades
escritura
guiones
narrativos
y
la
carga
cognitiva
una
muestra
estudiantes
maestría
matriculados
un
curso
Narrativas
Digitales.
Utilizando
diseño
aleatorio,
los
participantes
se
dividieron
dos
grupos:
grupo
que
interactuaba
con
lo
hacía.
Nuestros
métodos
incluyeron
pruebas
previas
posteriores
para
evaluar
cambios
narración
cognitiva,
según
definido
por
medidas
intrínsecas,
extrañas
pertinentes.
Los
resultados
indicaron
mejora
significativa
comparación
control,
sugiere
uso
notablemente
narrativa
corto
plazo.
Sin
embargo,
observó
reducción
relevante
entre
experimental,
apunta
al
potencial
facilitar
proceso
aprendizaje
reducir
esfuerzo
requerido
integración
aplicación
tareas.
El
subraya
complejidad
integrar
IA
entornos
destaca
necesidad
implementación
estratégica
adaptada
objetivos
educativos
específicos.
También
señala
importancia
investigación
comprender
plenamente
efectos
largo
plazo
desarrollo
cognitivo.
Systems,
Год журнала:
2024,
Номер
12(9), С. 332 - 332
Опубликована: Авг. 29, 2024
This
study
investigates
the
factors
influencing
undergraduate
students’
self-directed
learning
(SDL)
abilities
in
generative
Artificial
Intelligence
(AI)-driven
interactive
environments.
The
advent
of
AI
has
revolutionized
environments,
offering
unprecedented
opportunities
for
personalized
and
adaptive
education.
Generative
supports
teachers
delivering
smart
education,
enhancing
acceptance
technology,
providing
personalized,
experiences.
Nevertheless,
application
higher
education
is
underexplored.
explores
how
these
AI-driven
platforms
impact
abilities,
focusing
on
key
teacher
support,
strategies,
technology
acceptance.
Through
a
quantitative
approach
involving
surveys
306
undergraduates,
we
identified
motivation,
technological
familiarity,
quality
interaction.
findings
reveal
mediating
roles
self-efficacy
motivation.
Also,
confirmed
that
improvements
support
strategies
within
AI-enhanced
environments
contribute
to
increasing
self-efficacy,
acceptance,
contributes
uncovering
can
inform
design
more
effective
educational
technologies
enhance
student
autonomy
outcomes.
Our
theoretical
model
research
deepen
understanding
applying
while
important
contributions
managerial
implications.
Australian Review of Applied Linguistics,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 6, 2025
Abstract
Publicly
available
Generative
Artificial
Intelligence
(GenAI)
tools
are
said
to
liberate
students
from
the
instrumental
use
of
English
and
empower
them
write
creative
texts
communicate
with
different
communities.
This
paper
reports
on
an
undergraduate
language-related
service-learning
subject
in
a
Hong
Kong
tertiary
institution.
In
subject,
co-created
digital
stories
asylum-seeking
children,
written
podcast
formats,
help
GenAI.
The
qualitative
content
analysis
semi-structured
interviews
found
that
this
experience
expanded
students’
potential.
Meanwhile,
GenAI
played
peripheral
role
story
creation
processes,
exercised
agency
remained
critical
AI-generated
content.
study
argues
storytelling
GenAI,
when
used
critically,
promotes
linguistic,
cultural
awareness
among
ESL
learners,
offering
third
space
interact
culturally
diverse
communities
giving
genuine
ownership
for
communicative
purposes.
