Technology Knowledge and Learning, Год журнала: 2024, Номер unknown
Опубликована: Дек. 21, 2024
Язык: Английский
Education Sciences, Год журнала: 2024, Номер 14(8), С. 814 - 814
Опубликована: Июль 25, 2024
This paper investigates the integration of ChatGPT into educational environments, focusing on its potential to enhance personalized learning and ethical concerns it raises. Through a systematic literature review, interest analysis, case studies, research scrutinizes application in diverse contexts, evaluating impact teaching practices. The key findings reveal that can significantly enrich education by offering dynamic, experiences real-time feedback, thereby boosting efficiency learner engagement. However, study also highlights significant challenges, such as biases AI algorithms may distort content inability replicate emotional interpersonal dynamics traditional teacher–student interactions. acknowledges fast-paced evolution technologies, which render some obsolete, underscoring need for ongoing adapt strategies accordingly. provides balanced analysis opportunities challenges education, emphasizing considerations strategic insights responsible technologies. These are valuable educators, policymakers, researchers involved digital transformation education.
Язык: Английский
Процитировано
21
International Journal of Technology in Education, Год журнала: 2024, Номер 7(3), С. 373 - 385
Опубликована: Май 30, 2024
Recently, ChatGPT, a cutting-edge large language model, has emerged as powerful Generative Artificial Intelligence (GenAI) tool with the capacity to influence education. ChatGPT provides ample opportunities for learners, researchers, educators, and practitioners achieve intended learning outcomes in various disciplines. This special issue examines diverse applications implications of GenAI tools including education, highlighting their potential enhance teaching across contexts. Key findings from seventeen studies collected this demonstrate that can significantly improve educational by providing personalized feedback, facilitating learning, supporting both qualitative quantitative research methodologies. The emphasize GenAI’s increase learner engagement motivation, yet also underscore need robust ethical guidelines human oversight due issues privacy, bias, accuracy. highlights challenges faces, such limitations contextual understanding its impact on critical thinking skills. In addition, it foundational framework exploring effective responsible integration, aiming enrich experiences. We conclude future should focus longitudinal effects outcomes, developing frameworks use, ensuring adaptability populations promote inclusive practices.
Язык: Английский
Процитировано
20
International Journal of Technology in Education, Год журнала: 2024, Номер 7(2), С. 308 - 325
Опубликована: Март 30, 2024
This study introduces the Questionnaire of AI Use Motives (QAIUM), an instrument designed to measure motivation levels in individuals using artificial intelligence (AI) applications. Building on a theoretical framework that emphasizes over dispositions and defines as expectancy/value, QAIUM aims fill research gap understanding motivational factors govern application use. Previous studies have often overlooked this human aspect, focusing instead technological facets while failing provide robust foundation for measuring motivation. The QAIUM, administered 1068 university students across various degree programs, was evaluated its factorial structure, reliability, discriminatory capacity, correlation with General Attitudes Artificial Intelligence Scale (GAAIS). results demonstrate aligns Eccles Wigfield model, boasts good reliability levels, significant GAAIS, confirming validation reliability. Hence, provides effective tool investigating affecting utilization academic instruction intervention.
Язык: Английский
Процитировано
11
Digital Experiences in Mathematics Education, Год журнала: 2025, Номер unknown
Опубликована: Фев. 17, 2025
Язык: Английский
Процитировано
1
Computers and Education Artificial Intelligence, Год журнала: 2024, Номер unknown, С. 100355 - 100355
Опубликована: Дек. 1, 2024
Язык: Английский
Процитировано
7
Computers and Education Artificial Intelligence, Год журнала: 2024, Номер 7, С. 100328 - 100328
Опубликована: Ноя. 1, 2024
Язык: Английский
Процитировано
6
Education and Information Technologies, Год журнала: 2025, Номер unknown
Опубликована: Янв. 3, 2025
Язык: Английский
Процитировано
0
Education Sciences, Год журнала: 2025, Номер 15(2), С. 196 - 196
Опубликована: Фев. 6, 2025
As of late, generative AI tools have been rapidly gaining purchase as an important part life. Thus, one cannot ignore their growing integration into educational landscapes, including teacher education. This qualitative study examines how pre-service teachers (PSTs) leverage ChatGPT-4 to apply constructivist theory in curriculum planning (CP). The findings revealed three approaches through which PSTs used the chatbot practice: (a) simplifying theory, (b) applying and (c) visualizing theory. suggest that need refine prompts using curricular language engaging creative critical thinking supported translation process. In incorporating CP, considered multiple factors, ideation, inspiration, creativity, reliability, insufficient personalization—attesting a balanced perspective on use this tool, i.e., recognizing potential benefits utilizing chatbot, while remaining cognizant its associated risks limitations. points aspects CP AI, educators should discuss with PSTs.
Язык: Английский
Процитировано
0
Journal of Digital Learning in Teacher Education, Год журнала: 2025, Номер unknown, С. 1 - 15
Опубликована: Март 7, 2025
Язык: Английский
Процитировано
0
Nutrition and Health, Год журнала: 2025, Номер unknown
Опубликована: Март 17, 2025
Study purpose this study aims to investigate the extent which ChatGPT enhances medical educators’ pedagogical practices, fosters reflective teaching, and contributes their ongoing learning growth. Methods cross-sectional survey assessed ChatGPT's efficacy in contributing professional development among educators. Utilizing purposive convenience sampling, a questionnaire was administered 309 Statistical analyses, including t-tests ANOVA, were conducted evaluate perceptions of effectiveness, considering demographic factors impairment types. Results resource recommendations received highest mean score (4.08), while continuing education had lowest (3.62). T-tests showed no significant gender differences ( p > .05), ANOVA indicated variances across job roles < .0001) age groups .0001). Lecturers consistently rated support highest, followed by assistant professors associate professors, with providing lower ratings. Conclusion personalized feedback, recommendations, guidance, other forms support. However, addressing challenges such as ethical considerations ensuring accuracy remains imperative for its effective integration into educational contexts.
Язык: Английский
Процитировано
0