REVOLUTIONIZING EDUCATION THROUGH AI: A COMPREHENSIVE REVIEW OF ENHANCING LEARNING EXPERIENCES

International Journal of Applied Research in Social Sciences, Год журнала: 2024, Номер 6(4), С. 589 - 607

Опубликована: Апрель 10, 2024

Artificial Intelligence (AI) is transforming the landscape of education, offering innovative solutions to enhance learning experiences. This review provides a comprehensive overview how AI revolutionizing focusing on its impact outcomes, teaching methodologies, and overall educational ecosystem. The adoption in education has led personalized experiences tailored individual student needs. AI-powered adaptive systems analyze performance data create customized paths, ensuring that students receive content at their pace level understanding. approach improves engagement academic performance. also reshaping providing educators with tools streamline administrative tasks instructional strategies. can automate grading, interactive lessons, provide real-time feedback students. allows teachers focus more facilitating developing critical thinking skills Furthermore, assessment process, moving beyond traditional exams dynamic insightful evaluation methods. responses real-time, immediate insights into comprehension progress. integration extends functions, such as enrollment, scheduling, resource allocation. optimize these processes, leading efficient effective management institutions. Despite numerous benefits challenges remain, including concerns about privacy, algorithmic bias, need for teacher training. Addressing will be crucial maximizing potential equitable access quality all. In conclusion, by enhancing experiences, optimizing processes. As continues evolve, expected grow, new opportunities improve outcomes prepare success digital age. Keywords: Revolutionizing, AI, Enhancing, Learning, Experiences.

Язык: Английский

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The promise and challenges of generative AI in education

Behaviour and Information Technology, Год журнала: 2024, Номер unknown, С. 1 - 27

Опубликована: Сен. 2, 2024

Generative artificial intelligence (GenAI) tools, such as large language models (LLMs), generate natural and other types of content to perform a wide range tasks. This represents significant technological advancement that poses opportunities challenges educational research practice. commentary brings together contributions from nine experts working in the intersection learning technology presents critical reflections on opportunities, challenges, implications related GenAI technologies context education. In commentary, it is acknowledged GenAI's capabilities can enhance some teaching practices, design, regulation learning, automated content, feedback, assessment. Nevertheless, we also highlight its limitations, potential disruptions, ethical consequences, misuses. The identified avenues for further include development new insights into roles human play, strong continuous evidence, human-centric design technology, necessary policy, support competence mechanisms. Overall, concur with general skeptical optimism about use tools LLMs Moreover, danger hastily adopting education without deep consideration efficacy, ecosystem-level implications, ethics, pedagogical soundness practices.

Язык: Английский

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Crafting personalized learning paths with AI for lifelong learning: a systematic literature review

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Авг. 8, 2024

The rapid evolution of knowledge requires constantly acquiring and updating skills, making lifelong learning crucial. Despite decades artificial intelligence, recent advances promote new solutions to personalize in this context. purpose article is explore the current state research on development intelligence-mediated for design personalized paths. To achieve this, a systematic literature review (SRL) 78 articles published between 2019 2024 from Scopus Web or Science databases was conducted, answering seven questions grouped into three themes: characteristics research, context type solution analyzed. This study identified that: (a) greatest production scientific topic developed China, India United States, (b) focus mainly directed towards educational at higher education level with areas opportunity application work context, (c) adaptive technologies predominates; however, there growing interest generative language models. contributes related under intelligence mediated that will serve as basis academic institutions organizations programs model.

Язык: Английский

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Potential Benefits and Risks of Artificial Intelligence in Education

Bartın University Journal of Faculty of Education, Год журнала: 2024, Номер 13(2), С. 232 - 244

Опубликована: Март 21, 2024

Artificial Intelligence (AI) technologies are rapidly advancing and causing profound transformations in all aspects of life. In particular, the widespread adoption generative AI systems like ChatGPT is taking this transformation to even more dramatic dimensions. context, most comprehensive impact observed educational systems. Educational systems, on one hand, faced with urgent need restructure education response skill changes professions caused by proliferation such labor market. On other challenging questions arise about whether what extent these should be integrated into education, how they if at all, ethical issues arising from can addressed. This study evaluates potential benefits possible risks using perspectives students, teachers, administrators. Therefore, discusses uses as well may pose. Policy recommendations developed maximize while mitigating cause. Additionally, emphasizes importance increasing literacy for stakeholders. It suggests that raising awareness both contribute enhancing minimizing their harms.

Язык: Английский

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Generative artificial intelligence and sustainable higher education: Mapping the potential

Journal of Digital Educational Technology, Год журнала: 2025, Номер 5(1), С. ep2506 - ep2506

Опубликована: Янв. 15, 2025

Generative artificial intelligence (GAI) becomes widespread in higher education, and it creates new educational possibilities, with a potential to transform the process promote sustainability. This study aims explore of GAI tools such as ChatGPT promoting sustainable education. was utilized aid investigation at initial stage, while output generated reviewed edited by researcher. It is indicated that GAI’s integration into education can lead advancements sustainability, enhancing practices (e.g., personalized learning, automated assessment feedback, educators’ professional development), optimizing resource utilization digital learning resources, efficient energy use), supporting inclusive accessible environmental awareness Through these contributions, assist creation more efficient, inclusive, environments. suggested policies are modified re-formulated serve development, empirical research on implementation necessity (most publications theoretical/conceptual). Limitations ethical considerations should also be addressed. The contributes ongoing debate role for sustainability

Язык: Английский

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Generative AI and the future of connectivist learning in higher education

Journal of Asian Public Policy, Год журнала: 2024, Номер unknown, С. 1 - 23

Опубликована: Авг. 27, 2024

The burgeoning field of Generative Artificial Intelligence (GenAI) presents a new avenue for enhancing teaching and learning practices within higher education. While existing research has predominantly focused on GenAI's capabilities to perform specific educational tasks, its potential as an interactive agent engaging in human-like conversations forming connections remains underexplored. Drawing upon connectivist lens that recognizes occurs networks interactions, we investigate how GenAI tools can contribute social entrepreneurship Through qualitative interviews with multiple key stakeholder groups, this study reveals three dimensions dialogic spaces be enabled by GenAI: collaborative learning, knowledge connectivity, theory-practice integration. This makes several contributions. First, it expands current discussions AI education, moving beyond tool-based acceptance actively exploring active agent. Second, contributes the literature demonstrating not only interaction facilitators but also agents create interactions across different levels. Finally, offers practical insights bridging voices perspectives stakeholders envision future where coexists traditional agents.

Язык: Английский

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Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities

Education Sciences, Год журнала: 2024, Номер 14(11), С. 1223 - 1223

Опубликована: Ноя. 7, 2024

The emergence of Artificial Intelligence (AI) and Virtual Reality (VR) technologies offers transformative potential for the advancement inclusive education, particularly students with disabilities. This systematic review critically evaluates current state research to assess impact AI VR on enhancing educational accessibility, personalisation social inclusion in education. AI-driven adaptive systems can dynamically tailor learning experiences individual needs, while immersive, multi-sensory environments that promote experiential learning. Despite these advances, also identifies significant challenges, including high cost implementation, technical barriers limited teacher readiness, which hinder widespread adoption. Ethical concerns such as privacy algorithmic bias are cited key areas need careful consideration. findings underscore urgent further empirical explore long-term advocate more equitable access tools underserved settings. Ultimately, highlights importance integrating part a broader strategy foster genuinely align goals Convention Rights Persons Disabilities (CRPD).

Язык: Английский

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Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students

Future in Educational Research, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 23, 2024

Abstract Artificial intelligence (AI) literacy education for young students is gaining traction among researchers and educators. Researchers are developing courses attempting to teach AI younger students, using age‐appropriate educational learning tools. Although teachers play a crucial role in education, their perceptions attitudes have received little attention. This study explores the of 60 regarding use tools, examines factors influencing relation implementing education. The technological acceptance model technological, pedagogical, content knowledge (CK) (TPACK) framework inform research design, mixed method, combining statistical package Social Science thematic analysis, employed data analysis. reveals that positive usefulness ease tools teaching. paper also embrace an arts‐based approach teaching literacy. qualitative reveal face challenges such as insufficient CK experience with AI; TPACK. five affecting are: (a) teachers' (technological knowledge); (b) technical stakeholder acceptance; (c) attributes tools; (d) school infrastructure budget constraints; (e) potential distraction negative emotional responses. offers insights policymakers professional development initiatives support mechanisms, thereby facilitating more effective implementation.

Язык: Английский

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Forecasting sustainable development goals scores by 2030 using machine learning models

Sustainable Development, Год журнала: 2024, Номер unknown

Опубликована: Май 15, 2024

Abstract The Sustainable Development Goals (SDGs) set by the United Nations are a worldwide appeal to eliminate poverty, preserve environment, address climate change, and guarantee that everyone experiences peace prosperity 2030. These 17 goals cover various global issues concerning health, education, inequality, environmental decline, change. Several investigations have been carried out track advancements toward these goals. However, there is limited research on forecasting SDG scores. This aims forecast scores for regions 2030 using ARIMAX LR (Linear Regression) smoothed HW (Holt‐Winters') multiplicative technique. To enhance model performance, we used predictors identified from SDGs more likely be influenced Artificial Intelligence (AI) in future. results show “OECD countries” (80) (with 2.8% change) “Eastern Europe Central Asia” (74) 2.37% expected achieve highest “Latin America Caribbean” (73) 4.17% change), “East South (69) 2.64% “Middle East North Africa” (68) 2.32% “Sub‐Saharan (56) 7.2% will display lower levels of achievement, respectively.

Язык: Английский

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What Is Known about Assistive Technologies in Distance and Digital Education for Learners with Disabilities?

Education Sciences, Год журнала: 2024, Номер 14(6), С. 595 - 595

Опубликована: Май 30, 2024

Distance education and the development of assistive technologies represent a possibility balancing access participation people with special educational needs in learning experiences society. This study is aimed at finding out what known about distance mediated by technology based on an analysis characteristics scientific production. Through review literature, sample content analyzed, culminating trends that point towards autonomy independence this people, need for accommodation accompaniment scenario permanent technological change, initial training continuing inclusive teachers, as well collegiate between professionals, community, family design courses needs. The results reveal limited productivity all levels, greater use to assist visual hearing disabilities. emphasize autonomy, Universal Design Learning, challenges adaptation. Findings are discussed synthesized purpose informing policy makers, researchers, school communities.

Язык: Английский

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