Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes

Information, Год журнала: 2024, Номер 15(6), С. 314 - 314

Опубликована: Май 28, 2024

Recent research emphasizes the importance of Artificial Intelligence applications as supporting tools for students in higher education. Simultaneously, an intensive exchange views has started public debate international educational community. However, a more proper use these applications, it is necessary to investigate factors that explain their intention and actual future. With Unified Theory Acceptance Use Technology (UTAUT2) model, this work analyses influencing students’ technology. For purpose, sample 197 Greek at School Humanities Social Sciences from University Patras participated survey. The findings highlight expected performance, habit, enjoyment are key determinants teachers’ intentions them. Moreover, behavioural intention, facilitating conditions usage applications. This study did not reveal any moderating effects. limitations, practical implications, proposed directions future based on results discussed.

Язык: Английский

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AI Chatbots and Cognitive Control: Enhancing Executive Functions Through Chatbot Interactions: A Systematic Review

Brain Sciences, Год журнала: 2025, Номер 15(1), С. 47 - 47

Опубликована: Янв. 6, 2025

Background/Objectives: The evolution of digital technology enhances the broadening a person's intellectual growth. Research points out that implementing innovative applications world improves human social, cognitive, and metacognitive behavior. Artificial intelligence chatbots are yet another human-made construct. These forms software simulate conversation, understand process user input, provide personalized responses. Executive function includes set higher mental processes necessary for formulating, planning, achieving goal. present study aims to investigate executive reinforcement through artificial chatbots, outlining potentials, limitations, future research suggestions. Specifically, examined three questions: use conversational in functioning training, their impact on executive-cognitive skills, duration any improvements. Methods: assessment existing literature was implemented using systematic review method, according PRISMA 2020 Principles. avalanche search method employed conduct source following databases: Scopus, Web Science, PubMed, complementary Google Scholar. This included studies from 2021 experimental, observational, or mixed methods. It AI-based conversationalists support functions, such as anxiety, stress, depression, memory, attention, cognitive load, behavioral changes. In addition, this general populations with specific neurological conditions, all peer-reviewed, written English, full-text access. However, excluded before 2021, reviews, non-AI-based conversationalists, not targeting range skills abilities, without open criteria aligned objectives, ensuring focus AI agents function. initial collection totaled n = 115 articles; however, eligibility requirements led final selection 10 studies. Results: findings suggested positive effects enhance improve skills. Although, several limitations were identified, making it still difficult generalize reproduce effects. Conclusions: an tool can assistant learning expanding contributing metacognitive, social development individual. its training is at primary stage. highlighted need unified framework reference studies, better designs, diverse populations, larger sample sizes participants, longitudinal observe long-term use.

Язык: Английский

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Factors influencing academic staff satisfaction and continuous usage of generative artificial intelligence (GenAI) in higher education

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

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Impact of Generative AI in Academic Integrity and Learning Outcomes: A Case Study in the Upper East Region

Asian Journal of Research in Computer Science, Год журнала: 2024, Номер 17(8), С. 70 - 88

Опубликована: Июль 30, 2024

With the increasing use of Generative Artificial Intelligence (AI) tools like ChatGPT and Bard, universities face challenges in maintaining academic integrity. This research investigates impact these on learning outcomes (factual knowledge, comprehension, critical thinking) selected Ghana's Upper East Region during 2023-2024 year. The study specifically analyzes changes student comprehension integrity concerns when using AI for content generation, assistance, summarizing complex topics. A mixed-methods approach was employed, combining qualitative data from interviews open-ended questions with quantitative analysis survey records. focuses three institutions: C. K. Tedam University Technology Applied Sciences, Bolgatanga Technical University, Regentropfen College. purposive sampling technique recruited 150 participants (50 each university) who had used tools. Key findings show that 72% students reported improved understanding course material through use, yet 75% cited as a primary concern. Quantitative revealed weak to moderate positive correlation (r = 0.45) between tool usage grades, variations depending specific tasks performed. Qualitative highlighted about overreliance its thinking skills. contributes ongoing debate AI's role education by providing valuable insights educators policymakers worldwide. suggest while can enhance ethical considerations potential drawbacks related require careful attention. concludes recommendations integrating literacy programs, developing guidelines, implementing advanced plagiarism detection systems harness benefits mitigating risks Although Ghana, may be applicable other educational similar characteristics.

Язык: Английский

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Co-creating stories with generative AI

Australian Review of Applied Linguistics, Год журнала: 2025, Номер unknown

Опубликована: Янв. 6, 2025

Abstract Publicly available Generative Artificial Intelligence (GenAI) tools are said to liberate students from the instrumental use of English and empower them write creative texts communicate with different communities. This paper reports on an undergraduate language-related service-learning subject in a Hong Kong tertiary institution. In subject, co-created digital stories asylum-seeking children, written podcast formats, help GenAI. The qualitative content analysis semi-structured interviews found that this experience expanded students’ potential. Meanwhile, GenAI played peripheral role story creation processes, exercised agency remained critical AI-generated content. study argues storytelling GenAI, when used critically, promotes linguistic, cultural awareness among ESL learners, offering third space interact culturally diverse communities giving genuine ownership for communicative purposes.

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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Navigating New Frontiers

Advances in educational technologies and instructional design book series, Год журнала: 2025, Номер unknown, С. 327 - 356

Опубликована: Фев. 6, 2025

This chapter examines the integration of Artificial Intelligence (AI) in Caribbean educational assessments, focusing on its potential to enhance instructional quality and ethically streamline evaluations. quantitative study used structured surveys, with reliability confirmed by Cronbach's Alpha (0.767 for students, 0.91 teachers). The analysis revealed a significant positive correlation between teachers' belief need strict ethical guidelines AI-based assessments their comfort AI integration, r(104) = .42, p < .01. Teachers' willingness adopt is shaped concerns, particularly collaborative decision-making. Among those using tools (M 2.98) reported slightly higher than non-users 2.85). However, this difference was not statistically significant, t(59.65) 0.53, .60. Privacy concerns are central shaping student perceptions education. concludes recommendations frameworks, teacher training, inclusive

Язык: Английский

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Enhancing AI literacy of educators in higher education

Zeitschrift für Hochschulentwicklung, Год журнала: 2025, Номер 20(SH-KI-1), С. 147 - 166

Опубликована: Фев. 27, 2025

As AI becomes integral to students’ learning, educators must adapt this AI-driven landscape. However, there is a notable gap in research focusing on fostering literacy among higher education lecturers. This paper presents design-based project aimed at developing professional development curriculum for the tertiary level through iterative cycles. In first cycle, voluntary internal course was offered as blended learning scenario. Evaluation involved validated performance test and readiness scale items. The results of cycle are going be presented discussed. Based these findings, modifications outlined.

Язык: Английский

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From Prompt to Polished: Exploring Student–Chatbot Interactions for Academic Writing Assistance

Education Sciences, Год журнала: 2025, Номер 15(3), С. 329 - 329

Опубликована: Март 7, 2025

The integration of generative artificial intelligence (GenAI) in higher education has opened new avenues for enhancing academic writing through student–chatbot interactions. While initial research explored this potential, deeper insights into the nature these interactions are needed. This study characterizes graduate students’ with AI chatbots writing, focusing on types assistance they sought and their communication style tone patterns. To achieve this, individual online sessions were conducted 43 students, chatbot analyzed using qualitative quantitative methods. analysis identified seven distinct by students. most frequent requests involved content generation expansion, followed source verification, then concept clarification definitions. Students also support consultation, text refinement formatting, and, less frequently, rephrasing modifying translation assistance. was “requesting,” marked direct appeals assistance, “questioning” “declarative” styles. In terms tone, “neutral” “praising” dominated interactions, reflecting engagement appreciation responses, while “reprimanding” tones relatively low. These findings highlight need tailored interventions that encourage students to seek a broader more in-depth range tasks.

Язык: Английский

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Prediction of the Use of Generative Artificial Intelligence Through ChatGPT Among Costa Rican University Students: A PLS Model Based on UTAUT2

Applied Sciences, Год журнала: 2025, Номер 15(6), С. 3363 - 3363

Опубликована: Март 19, 2025

The rise in generative artificial intelligence (GenAI) is transforming education, with tools like ChatGPT enhancing learning, content creation, and academic support. This study analyzes ChatGPT’s acceptance among Costa Rican university students using the UTAUT2 model partial least squares structural equation modeling (PLS-SEM). research examines key predictors of AI adoption, including performance expectancy, effort social influence, facilitating conditions, behavioral intention, actual usage. findings from 194 indicate that expectancy (β = 0.596, p < 0.001) strongest predictor followed by 0.241, 0.005), while influence 0.381, conditions 0.217, 0.008) play a smaller role. Behavioral intention significantly influences usage 0.643, 0.001). Gender age differences emerge, male those aged 21–30 years showing higher levels. Despite positive attitudes toward ChatGPT, report insufficient training for effective use, underscoring need literacy programs structured pedagogical strategies. calls further on their long-term impact to foster responsible GenAI adoption education.

Язык: Английский

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