Redesigning Assessments for AI-Enhanced Learning: A Framework for Educators in the Generative AI Era
Education Sciences,
Год журнала:
2025,
Номер
15(2), С. 174 - 174
Опубликована: Фев. 2, 2025
The
emergence
of
generative
artificial
intelligence
(Gen
AI)
in
education
offers
both
opportunities
and
challenges,
particularly
the
context
student
assessment.
This
study
examines
faculty
members’
motivations
to
redesign
assessments
for
their
courses
Gen
AI
era
introduces
a
framework
this
purpose.
A
qualitative
methodology
was
employed,
gathering
data
through
semi-structured
interviews
focus
groups,
along
with
examples
redesigned
assessments.
Sixty-one
members
participated
study,
were
analyzed
using
deductive
inductive
thematic
approaches.
Key
redesigning
included
maintaining
academic
integrity,
preparing
learners
future
careers,
adapting
technological
advancements,
aligning
institutional
policies.
However,
also
highlighted
significant
such
as
need
professional
development
addressing
equity
accessibility
concerns.
findings
identified
various
innovative
assessment
approaches
tailored
requirements
era.
Based
on
these
insights,
developed
conceptual
titled
“Against,
Avoid,
Adopt,
Explore”.
Future
research
is
needed
validate
further
refine
its
application
educational
contexts.
Язык: Английский
It Is Not the Huge Enemy: Preservice Teachers’ Evolving Perspectives on AI
Education Sciences,
Год журнала:
2025,
Номер
15(2), С. 152 - 152
Опубликована: Янв. 26, 2025
The
application
of
Artificial
Intelligence
(AI)
to
teacher
training
is
a
rather
recent
phenomenon
and
there
need
for
more
research
on
its
use
in
education.
This
paper
examines
the
interpretation
AI
by
student
language
teachers
during
10-week
telecollaborative
course
between
students
from
two
universities,
one
USA
other
Spain
(n
=
46).
focused
Technology-Enhanced
Project-Based
Language
Learning
(TePBLL)
was
divided
into
different
‘technological
blocks’.
article
centered
around
technology
block.
analysis
based
three
exit
tickets
(reflection
prompts)
that
demonstrate
participants’
thoughts
changing
perspectives
towards
AI.
Through
thematic
open-ended
responses,
this
study
shows
participants
initially
appeared
skeptical
before
moving
tentative
optimism
after
first
studying
theory
examples
AI,
followed
creation
AI-based
lessons
activities.
identify
as
means
personalize
make
learning
efficient
while
expressing
concerns
related
overuse,
ethical
issues
potential
undermining
critical
thinking
creativity.
small
looks
at
evolution
teachers’
concepts
about
AI-enhanced
teaching
before,
they
engage
findings
suggest
hands-on
includes
lesson
design
helps
view
complementary
tool
many
aspects
their
teaching,
although
can
only
be
achieved
through
an
adequate
pedagogical
application.
Язык: Английский
GenAI in Indian Higher Education: Faculty at the Crossroads of Adoption
Research Square (Research Square),
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 10, 2025
Abstract
While
global
institutions
embrace
GenAI
to
enhance
education,
many
faculty
members
in
India
remain
hesitant
adopt
it.
Earlier
research
found
that
only
a
few
studies
have
examined
the
adoption
of
at
university
level,
especially
developing
countries.
Sparsely
explores
how
teachers
accept
and
use
GenAI,
they
failed
provide
complete
picture
its
adoption.
It
highlights
significant
gap.
This
study
provides
what
influences
GenAI.
Being,
part
an
information
system,
novel
construct
'Output
Quality'
TAM
is
added.
The
employed
quantitative,
single
cross-sectional
design.
A
total
455
from
higher
education
participated,
their
responses
were
analyzed
using
CB-SEM.
reveals
perceived
ease
drives
most,
followed
by
usefulness
social
norms.
Output
quality
has
most
decisive
impact
on
use.
Institutions
can
inspire
through
incentives
recognition.
findings
will
guide
educators,
administrators,
policymakers
who
want
integrate
into
education.
Язык: Английский
Bridging expectations and reality: Addressing the price-value paradox in teachers' AI integration
Education and Information Technologies,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 4, 2025
Язык: Английский
What percentage of secondary school students do their homework with the help of artificial intelligence? - A survey of attitudes towards artificial intelligence
Computers and Education Artificial Intelligence,
Год журнала:
2025,
Номер
unknown, С. 100394 - 100394
Опубликована: Март 1, 2025
Язык: Английский
Exploring the Determinants of the Sustainable Use of Artificial Intelligence in Peruvian University Teachers: A Structural Equation Modeling Analysis
Sustainability,
Год журнала:
2025,
Номер
17(7), С. 2834 - 2834
Опубликована: Март 22, 2025
This
study
examines
the
determinants
of
sustainable
use
artificial
intelligence
(AI)
among
university
professors
in
Peru.
research
adopted
a
quantitative
approach
through
cross-sectional
empirical–explanatory
study,
employing
structural
equation
model.
Data
were
collected
from
368
eight
Peruvian
universities
using
structured
questionnaire
that
assessed
six
main
constructs:
attitude
toward
AI,
prejudice
against
facilitating
conditions,
teaching
concerns,
and
ethical
perception.
While
results
reveal
significant
correlational
relationships—with
AI
showing
association
with
its
use,
relationship
professors’
perceptions—the
nature
this
precludes
causal
inferences.
No
was
found
between
concerns.
Additionally,
demographic
variables
such
as
gender
age
did
not
exhibit
moderating
effects.
These
findings
contribute
to
understanding
factors
related
adoption
higher
education
provide
valuable
insights
for
development
effective
institutional
strategies
Latin
American
context.
Язык: Английский
Inteligencia artificial generativa en la educación superior: usos y opiniones de los profesores
European Public & Social Innovation Review,
Год журнала:
2024,
Номер
9, С. 1 - 20
Опубликована: Авг. 29, 2024
Introducción:
La
inteligencia
artificial
generativa
(IAG)
ha
suscitado
gran
interés
en
el
ámbito
educativo,
así
como
preocupaciones
sobre
su
mal
uso.
Este
estudio
exploró
las
inquietudes
de
los
docentes
uso,
cómo
la
han
utilizado
ellos,
medidas
preventivas
que
adoptan
y
formación
tema.
Metodología:
Se
realizó
una
investigación
tipo
cuantitativa,
no
experimental,
transversal,
con
alcance
exploratorio
descriptivo.
Incluyó
elaboración
aplicación
un
instrumento
cuestionario,
análisis
Resultados:
encontró
docentes:
a)
están
preocupados
por
riesgo
exámenes
tareas
sean
resueltos
apoyo
IAG,
b)
reconocen
beneficios
IAG
para
datos,
generación
ideas,
redacción
actividades
aprendizaje
creación
materiales
didácticos,
destacando
ahorro
tiempo
mejora
calidad
educativa,
c)
formándose
y,
general,
se
perciben
capaces
integrar
sus
clases.
Conclusiones:
Los
muestran
ávidos
uso
lo
personal
académico,
pero
clases
sienten
preocupación
riesgos,
aunque
aún
realizan
ajustes
a
mecanismos
evaluación.
The impact of pedagogical beliefs on the adoption of generative AI in higher education: predictive model from UTAUT2
Frontiers in Artificial Intelligence,
Год журнала:
2024,
Номер
7
Опубликована: Окт. 17, 2024
Artificial
Intelligence
in
Education
(AIEd)
offers
advanced
tools
that
can
personalize
learning
experiences
and
enhance
teachers'
research
capabilities.
This
paper
explores
the
beliefs
of
425
university
teachers
regarding
integration
generative
AI
educational
settings,
utilizing
UTAUT2
model
to
predict
their
acceptance
usage
patterns
through
Partial
Least
Squares
(PLS)
method.
The
findings
indicate
performance
expectations,
effort
expectancy,
social
influence,
facilitating
conditions,
hedonic
motivation
all
positively
impact
intention
behavior
related
use
AIEd.
Notably,
study
reveals
with
constructivist
pedagogical
are
more
inclined
adopt
AIEd,
underscoring
significance
considering
attitudes
motivations
for
effective
technology
education.
provides
valuable
insights
into
factors
influencing
decisions
embrace
thereby
contributing
a
deeper
understanding
contexts.
Moreover,
study's
results
emphasize
critical
role
orientations
utilization
technologies.
Constructivist
educators,
who
student-centered
active
engagement,
shown
be
receptive
incorporating
AIEd
compared
transmissive
counterparts,
focus
on
direct
instruction
information
dissemination.
distinction
highlights
need
tailored
professional
development
programs
address
specific
needs
different
teaching
philosophies.
Furthermore,
comprehensive
approach,
various
dimensions
model,
robust
framework
analyzing
Язык: Английский
Adoption of artificial intelligence in higher education: an empirical study of the UTAUT model in Indian universities
International Journal of Systems Assurance Engineering and Management,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 2, 2024
Язык: Английский
Innovations in Introductory Programming Education: The Role of AI with Google Colab and Gemini
Education Sciences,
Год журнала:
2024,
Номер
14(12), С. 1330 - 1330
Опубликована: Дек. 4, 2024
This
study
explores
the
impact
of
artificial
intelligence
on
teaching
programming,
focusing
GenAI
Gemini
tool
in
Google
Colab.
It
evaluates
how
this
technology
influences
comprehension
fundamental
concepts,
processes,
and
effective
practices.
In
research,
students’
motivation,
interest,
satisfaction
are
determined,
as
well
fulfillment
surpassing
their
learning
expectations.
With
a
quantitative
approach
quasi-experimental
design,
an
investigation
was
carried
out
seven
programming
groups
polytechnic
university
Guayaquil,
Ecuador.
The
results
reveal
that
use
significantly
increases
interest
with
91%
respondents
expressing
increased
enthusiasm.
addition,
90%
feel
integration
meets
expectations,
it
has
exceeded
those
expectations
terms
educational
support.
evidences
value
integrating
advanced
technologies
into
education,
suggesting
can
transform
programming.
However,
successful
implementation
depends
timely
training
educators,
ethics
for
students,
ongoing
technology,
curriculum
design
maximizes
capabilities
GenAI.
Язык: Английский