GPT-4 significantly outperforms both human test-takers and prior models, demonstrating a 26% increase over ChatGPT and beating humans in five of seven subject areas, document not just the rapid and remarkable advance of large language model performance generally, but also the potential for such models to support the delivery of legal services in society.
The results show the significant potential of AI in personalizing learning, automating routine tasks, and providing access to knowledge, but also reveal serious risks of exacerbating social inequality and ethical dilemmas.
The results indicate that although lecturers ’ and students ’ perceptions of the risks and weaknesses of GenAI tools differ, the perceived strengths and advantages of GenAI technologies have a significant and positive impact on their attitudes, subjective norms, and perceived behavioural control.
This study validated “TAME-ChatGPT” as a useful tool for assessing ChatGPT adoption among university students and indicated the adequacy of the “TAME-ChatGPT” constructs.
This work proposes a design space as a structured way to examine and explore the multidimensional space of intelligent and interactive writing assistants, and explores five aspects of writing assistants: task, user, technology, interaction, and ecosystem.
A systematic literature review unveiled a diverse array of methods and technologies employed in learning communities to facilitate effective knowledge sharing, underscoring the significance of methods and technologies in supporting knowledge sharing within learning communities.
ChatGPT's potential to enhance MSRL is highlighted and holds implications for teacher education and AI integration in educational settings and ChatGPT's acceptance among academics is explored.
Investigation of mathematics teachers’ perceptions of implemented AI systems and applications in Abu Dhabi Emirate schools revealed that AI could be used as an educational tool to facilitate teaching and develop students’ performance by including AI systems and applications in the curricula.
The integrated chatbot acceptance-avoidance model, which looks at the positive and negative determinants of using chatbots for knowledge sharing, and provides several managerial implications for universities, instructors, and chatbot developers to help them make insightful decisions and promote the use of chatbots.
Investigation of the effects of generative AI techniques and applications on students’ cognitive achievement through student behavior reveals that generative AI techniques and applications have positive and significant effects on students’ cognitive achievement in Arab higher education institutions.
The need for implementing ethical practices in the use of GenAI models and ensuring that the technology is used to support and not replace the student's learning experience is highlighted.
While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills.
Design strategies to mitigate constraints by implementing an adults-oversight system, balancing AI-role allocation, and facilitating customization to enhance students’ agency over writing projects are discussed.
If the resident is selected to enter the Wright State Child and Adolescent Psychiatry training program they will continue this track and have their community psychiatry experience during the first year of fellowship.
Interventions that include a focus on the TDF domains 'environmental context and resources,' 'social influences,' and 'goals,' hold particular promise for promoting active student lifestyles.
This is the first systematic review and meta-analysis to quantify the importance of years of schooling in reducing adult mortality, the benefits of which extend into older age and are substantial across sexes and economic contexts.
In conclusion, gamification has demonstrated promise for promoting children’s and adolescents’ physical and mental health, and additional research is required to evaluate gamification interventions’ long-term effectiveness and sustainability in promoting health behaviors among this population.
The findings indicated significant positive correlations between knowledge of digital transformation services and all the digital variables measured and recommended an innovative undergraduate curriculum that integrates opportunities for hands-on experience with digital healthcare technologies to enhance their digital literacy and skills.
Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders.
This study represents one of the earliest attempts to empirically examine the power of AI literacy and explore the determinants of behavioral intentions to learn AI among K-12 teachers.
An all-encompassing survey exploring Deep learning (DL) utilization in ITS, primarily focusing on practitioners' methodologies to address these multifaceted challenges, and identifies several future challenges and research directions that can push the boundaries of ITS, including the critical aspects.
The findings indicate that educational chatbots are suitable for integration into courses to improve personalized learning and reduce teacher administrative burden, although improvements in automated fact-checking are needed.
Findings demonstrate that more adaptive learning technologies, which have organized feedback, and interactive AI tools help improve student engagement, and students with higher levels of digital literacy are more involved with digital tools.
A novel pedagogical approach for AI literacy development showcasing the synergy between humans and artificial intelligence is introduced by introducing a novel pedagogical approach for AI literacy development.
The results showed that SMEs agreed with LLM judges 68% of the time in the dietetics domain and 64% in mental health when evaluating overall preference, and variations in SME-LLM agreement across domain-specific aspect questions indicated variations in SME-LLM agreement across domain-specific aspect questions.
A substantial positive correlation between teachers' attitudes toward online teaching and their technological competence, as well as their access to technology was revealed, implying that educators endowed with enhanced technological proficiency and enhanced access are more likely to harbor favorable attitudes toward online teaching.
The scientific landscape of CGAI and human–chatbot interaction/collaboration is investigated and use cases, benefits, challenges, and policy implications for multidisciplinary education and allied industry operations are evaluated.
This systematic literature review synthesizes recent empirical studies on the use of GAI, focusing on its impact on teaching, learning, and institutional practices, to identify potential directions for future research.
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