International Journal of Community Service Learning,
Год журнала:
2024,
Номер
8(4), С. 407 - 414
Опубликована: Ноя. 25, 2024
ChatGPT
technology
opens
up
great
education
opportunities,
especially
in
supporting
the
development
of
educator
competencies
needed
21st
century.
However,
teacher
competency
utilizing
Artificial
Intelligence
(AI)
is
still
low.
As
a
result,
existing
learning
media
are
not
optimal
presenting
engaging
and
interactive
digital
teaching
materials
according
to
needs
students
era
4.0.
This
community
service
aims
improve
competence
vocational
high
school
teachers
using
AI
applications
for
media.
study
involved
60
from
various
fields.
The
methods
used
were
lectures,
discussions,
direct
practice
with
online
assistance.
Teachers
trained
create
other
applications.
data
analysis
technique
qualitative
descriptive
analysis.
post-test
results
showed
significant
increase
applications,
an
average
score
above
4
out
5
key
aspects
such
as
material
usefulness
skill
development.
activity
increased
teachers'
ability
utilize
digital-based
media,
videos
materials.
significantly
improves
quality
process
schools.
training
expected
optimize
skills
face
challenges
Education Sciences,
Год журнала:
2024,
Номер
14(7), С. 742 - 742
Опубликована: Июль 6, 2024
This
research
investigates
how
secondary
school
mathematics
educators
in
the
Nsukka
Education
Zone,
Enugu
State,
Nigeria,
perceive
incorporation
of
artificial
intelligence-based
ChatGPT
into
teaching
mathematics.
The
study
employed
a
sequential
exploratory
mixed-methods
strategy,
starting
with
systematic
survey
and
followed
by
detailed
interviews.
Mathematics
Teachers’
Awareness
Perceptions
AI-based
Questionnaire
(MTAPACQ)
used
this
was
adapted
from
an
existing
online
administered
to
80
teachers,
who
were
selected
using
stratified
random
sampling
ensure
varied
representation
across
different
local
government
areas.
explored
teachers’
awareness,
utilisation,
perceptions
ChatGPT.
Following
quantitative
phase,
in-depth
qualitative
interviews
conducted
subset
five
teachers
familiar
gain
deeper
insights
their
experiences.
findings
indicate
limited
awareness
ChatGPT,
only
17%
demonstrating
familiarity
technology.
infrequent
utilisation
is
mainly
associated
awareness.
Teachers
integrate
report
positive
outcomes,
including
improved
effectiveness,
heightened
student
engagement,
enhanced
comprehension
complex
concepts.
Nevertheless,
overall
tool’s
impact
on
learning
are
moderate.
identified
challenges
relation
integration
include
technical
adaptability,
curriculum
alignment,
need
for
customisation
accommodate
diverse
styles.
emphasises
significance
continuous
professional
development
ongoing
support
instruction
proficiently.
derived
hold
value
educators,
policymakers,
technology
developers
aspiring
elevate
role
intelligence
education.
Education Sciences,
Год журнала:
2025,
Номер
15(3), С. 390 - 390
Опубликована: Март 20, 2025
Artificial
Intelligence
(AI)
is
currently
transforming
many
areas
of
society,
including
education.
AI
offers
innovative
tools
and
methods
that
personalise
learning,
automate
processes
improve
the
educational
experience.
Social
education
seeks
to
foster
integral
human
development
collective
well-being,
can
be
a
powerful
tool
achieve
these
goals.
For
this
reason,
main
objective
study
learn
about
use
by
future
social
educators.
This
research
approached
from
qualitative
methodology.
A
total
69
undergraduate
students
Education
two
universities
in
Spain
Portugal
participated
study.
As
results
conclusions,
it
worth
highlighting
educators
define
with
key
words
such
as
tools,
technology
or
help-solution.
Most
had
used
throughout
their
academic
life.
In
fact,
they
academically,
at
work
personally
search
for
information
generate
images,
mainly
through
ChatGPT
(version
4.0).
They
highlighted
an
advantage
speed
information,
time-saving
feature.
The
limitation
was
reduction
activities.
general,
considered
has
positive
impact
would
like
continue
using
it.
Journal of Research in Innovative Teaching & Learning,
Год журнала:
2024,
Номер
17(2), С. 196 - 212
Опубликована: Июнь 19, 2024
Purpose
Digital
technology's
integration
into
education
has
transformed
learning
frameworks,
necessitating
the
exploration
of
factors
influencing
students’
engagement
in
digital
informal
settings.
This
study,
grounded
self-determination
theory
(SDT),
proposes
a
model
comprising
artificial
intelligence
(AI)
competence,
chatbot
usage,
perceived
autonomy
(PA),
(DIL)
and
engagement.
Design/methodology/approach
The
study
collected
survey
data
from
409
participants
at
Saudi
Arabian
universities,
ultimately
using
387
valid
responses
for
analysis.
dataset
was
subjected
to
thorough
examination
confirm
validity
our
proposed
model.
To
decipher
complex
interactions
within
model,
we
utilized
partial
least
squares
structural
equation
modeling
(PLS-SEM).
adopted
disjoint
two-stage
method
formulate
reflective-formative
higher-order
construct
(HOC).
Findings
study's
findings
showed
that
cognitive
(CL),
metacognitive
(MCL)
social
motivational
(SML)
are
essential
components
DIL.
Significantly,
determined
AI
PA
DIL
markedly
affect
Moreover,
R
2
value
0.592
student
indicates
model's
robustness
explaining
59.2%
variance,
highlighting
its
effectiveness
identifying
key
drivers
contexts.
Originality/value
research
enhances
understanding
by
detailing
intricate
relationships
among
learning.
It
extends
SDT
emphasize
intrinsic
motivations
capabilities,
introducing
HOCs
comprehending
educational
intricacies.
provides
practical
strategies
enhancing
abilities
use
education,
promoting
personalized,
engaging
autonomous
spaces,
thereby
advancing
practice.
Journal of Computer Assisted Learning,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 8, 2024
Abstract
Background
Artificial
Intelligence
(AI)
technologies
offer
unique
capabilities
for
preservice
teachers
(PSTs)
to
engage
in
authentic
and
real‐time
interactions
using
natural
language.
However,
the
impact
of
AI
technology
on
PSTs'
responsive
teaching
skills
remains
uncertain.
Objectives
The
primary
objective
this
study
is
examine
whether
interaction
with
a
AI‐based
chatbot
that
acts
as
virtual
student
improves
pre‐service
teachers'
noticing
abilities.
second
compare
how
presence
or
absence
responses
affects
changes
questioning
practices.
Finally,
third
investigate
experience
interacting
perceptions
effectiveness
their
questioning,
satisfaction
interactions,
confidence
about
real
compared
non‐responsive
chatbot.
Methods
A
randomised
controlled
pre‐
post‐test
design
was
used
50
PSTs.
noticing,
chatbot,
post‐survey
data
were
collected,
t
‐test
conducted
significant
differences
by
group.
Results
Conclusion
In
experimental
group,
responded
questions,
while
control
she
did
not.
Notable
observed
Takeaways
Overall,
chatbots
hold
promise
enhancing
skills.
Future
research
needed
long‐term
use
Malaysian Journal of Social Sciences and Humanities (MJSSH),
Год журнала:
2024,
Номер
9(8), С. e002954 - e002954
Опубликована: Авг. 25, 2024
Artificial
intelligence
has
significantly
reduced
the
need
for
human
activity
in
education.
Numerous
AI
technologies
are
already
present
various
academic
applications
created
to
help
students
with
their
writing.
However,
although
leverage
of
writing
a
student
is
associated
numerous
opportunities,
it
also
raises
multiple
issues
and
problems
that
should
be
thoroughly
investigated.
The
objective
this
study
review
implications
leveraging
This
employed
analysis
approach,
examining
relevant
literature
based
on
specified
keywords.
methodology
includes:
(a)
technique
searching
literature;
(b)
determining
inclusion
exclusion
criteria;
(c)
process.
identified
several
students’
They
include,
but
not
limited
to:
paradigm
shift
learning;
ethical
considerations
research
integrity;
enhancing
abilities
efficiency;
(d)
redefining
practices;
(e)
collaboration
between
writers.
In
conclusion,
as
supplementary
tool
revealed
positive
students'
considered
significance
relevance
these
findings.
For
additional
studies,
broader
discussion
concerns
will
have
developed.
Advances in educational technologies and instructional design book series,
Год журнала:
2024,
Номер
unknown, С. 49 - 72
Опубликована: Сен. 20, 2024
This
study
explores
the
role
of
artificial
intelligence
(AI)
in
supporting
lifelong
learning
and
development
developing
countries,
focusing
on
low-resource
contexts.
By
analyzing
case
studies
ConveGenius
EkStep
India,
Eneza
Education
Geekie
Kenya,
research
highlights
AI's
potential
to
deliver
personalized
adaptive
experiences.
The
findings
demonstrate
significant
improvements
educational
outcomes
engagement,
despite
challenges
related
digital
access,
teacher
training,
infrastructure.
Expert
interviews
provide
additional
insights
into
practical,
societal,
theoretical
implications,
emphasizing
need
for
sustainable
scalable
solutions.
contributes
understanding
transformative
impact
education
offers
recommendations
enhancing
its
effectiveness
diverse
settings.
