Опубликована: Июль 26, 2024
Язык: Английский
International Journal of Educational Research, Год журнала: 2024, Номер 127, С. 102411 - 102411
Опубликована: Янв. 1, 2024
ChatGPT has gained significant attention in the higher education sector as it can be applied across a wide range of topics. Despite ChatGPT's versatility offering support various educational disciplines, is still its early stages and requires further exploration to fully utilized effectively education. This systematic literature review aims explore trends, adoption measures, diverse applications, current limitations research systematically analyzed 57 articles published between 2023 2024. study identified trends by providing temporal views, geographical locations, methods used. Furthermore, this explored users' intention adopt use focusing on post-adoption, use, acceptance stages. Considering extensive advantages brings academic community, explores applications settings for staff, students, researchers, non-academic users. Finally, outlined within proposed future directions, aiming continuous improvement field. benefit valuable insights into effective utilization ChatGPT.
Язык: Английский
Процитировано
15
International Journal of Educational Technology in Higher Education, Год журнала: 2025, Номер 22(1)
Опубликована: Фев. 2, 2025
Abstract Generative Artificial Intelligence (GenAI) tools hold significant promises for enhancing teaching and learning outcomes in higher education. However, continues usage behavior satisfaction of educators with GenAI systems are still less explored. Therefore, this study aims to identify factors influencing academic staff continuous education, employing a survey method analyzing data using Partial Least Squares Structural Equation Modeling (PLS-SEM). This research utilized the Unified Theory Acceptance Use Technology (UTAUT) Expectation Confirmation Model (ECM) as its theoretical foundations, while also integrating ethical concerns factor. Data was collected from sample 127 university through an online questionnaire. The found positive correlation between effort expectancy, consideration, expectation confirmation, satisfaction. performance expectancy did not show Performance positively related intention use tools, influenced GenAI. social influence correlate Security privacy were associated Facilitation conditions findings provide valuable insights academia policymakers, guiding responsible integration education emphasizing policy considerations developers tools.
Язык: Английский
Процитировано
2
AI and Ethics, Год журнала: 2024, Номер unknown
Опубликована: Фев. 19, 2024
Язык: Английский
Процитировано
14
Systems, Год журнала: 2024, Номер 12(10), С. 385 - 385
Опубликована: Сен. 24, 2024
This research explores the use of Generative Artificial Intelligence (GenAI) tools among higher education students in Saudi Arabia, aiming to understand their current perceptions these technologies. study utilizes Technology Acceptance Model (TAM) and theory Task-Technology Fit (TTF) examine students’ utilization, perceived benefits, challenges associated with tools. A cross-sectional survey was conducted, yielding 859 responses. The findings indicate that 78.7% frequently GenAI tools, while 21.3% do not, often due a lack knowledge or interest. ChatGPT emerged as most widely used tool, utilized by 86.2% respondents, followed other like Gemini, Socratic, CoPilot. Students primarily for defining clarifying concepts, translation, generating ideas writing, summarizing academic literature. They cite benefits such ease access, time-saving, instant feedback. However, they express concerns about challenges, including subscription fees, unreliable information, plagiarism, reduced human-to-human interaction, impacts on learning autonomy. underscores need increased awareness, ethical guidelines, robust integrity measures ensure responsible educational settings. These highlight balanced utilization maximizes addressing potential guides development policies, curricula, support systems.
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
The Internet and Higher Education, Год журнала: 2025, Номер unknown, С. 100996 - 100996
Опубликована: Янв. 1, 2025
Язык: Английский
Процитировано
1
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.
Язык: Английский
Процитировано
6
Education and Information Technologies, Год журнала: 2024, Номер unknown
Опубликована: Ноя. 22, 2024
Язык: Английский
Процитировано
5
Sustainability, Год журнала: 2025, Номер 17(6), С. 2592 - 2592
Опубликована: Март 15, 2025
With the rapid advancement of mobile technology, e-learning has expanded significantly, making language learning more accessible than ever. At same time, rise artificial intelligence (AI) technologies opened new avenues for adaptive and personalized experiences. However, traditional methods remain limited by their reliance on static, predefined materials, which restricts equitable access to resources fails fully support lifelong learning. To address this limitation, study proposes a location-based AI-driven system that dynamically generates materials tailored real-world contexts integrating location-awareness technology with AI. This approach enables learners acquire skills are directly applicable physical surroundings, thereby enhancing engagement, comprehension, retention. Both objective evaluation user surveys confirm reliability effectiveness AI-generated materials. Specifically, indicate generated content achieves relevance score 8.4/10, an accuracy 8.8/10, motivation 7.9/10, efficiency 7.8/10. Our method can reduce content, allowing location-relevant anytime anywhere, improving accessibility fostering in context sustainable education.
Язык: Английский
Процитировано
0
Education and Information Technologies, Год журнала: 2025, Номер unknown
Опубликована: Апрель 2, 2025
Язык: Английский
Процитировано
0