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.
This work presents SuperGPQA, a comprehensive benchmark that evaluates graduate-level knowledge and reasoning capabilities across 285 disciplines and management of a large-scale annotation process, involving over 80 expert annotators and an interactive Human-LLM collaborative system, offering valuable methodological guidance for future research initiatives of comparable scope.
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.
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.
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.
The ongoing DT within HEIs reveals a complex landscape marked by various intertwined barriers that necessitate a strategic reevaluation and a commitment to fostering an inclusive, responsive educational environment.
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.
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.
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.
This study investigates the impact of ChatGPT, an AI-driven language that offers instant feedback, personalized learning experiences, and support for various academic tasks.
The necessity for longitudinal studies to explore the long-term effects of AI on educational outcomes and mental health is suggested and the importance of incorporating student perspectives for a thorough understanding of AI’s role in education is underscored.
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.
A framework to evaluate sycophantic behavior in ChatGPT-4o, Claude-Sonnet, and Gemini-1.5-Pro across AMPS (mathematics) and MedQuad (medical advice) datasets is introduced.
Detailed guidance on formulating questions using the PICO (population, intervention, comparison, outcome) structure, and refining the question considering possible differences in relative and absolute effects across patient groups is presented.
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.
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.
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.
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.
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.
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.
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.
It was found that students and faculty did not differ significantly in their attitudes toward GenAI in higher education, except regarding ease of use, hedonic motivation, habit, and interest in exploring new technologies.
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.
This research explores the transformative influence of Artificial Intelligence on various industries, such as software engineering, automation, education, accounting, mining, legal services, and media, and underscores the importance of crucial skill sets, such as technical proficiency and adaptability, to successfully adopt AI.
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.
While ChatGPT demonstrates significant potential in healthcare transformation, systematic evaluation of its implementation across different healthcare settings reveals varying levels of evidence quality–from robust randomized trials in medical education to preliminary observational studies in clinical practice.
This evidence-informed and consensus-guided framework will play an important role in enabling medical institutions to better prepare future physicians for the ongoing digital transformation in health care.
The practical implications of the taxonomy for educators, researchers, and policymakers are highlighted, emphasizing the need for ethical considerations and informed policies to maximize the benefits of GenAI while minimizing its risks and negative impacts.
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.
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 study shows that the efficient application of AI-enabled PL requires a comprehensive strategy addressing technological, pedagogical, and ethical issues all at once, and underline the need for thorough professional development activities for teachers and AI tools for especially targeted instruction.
A refined convolutional neural network model designed to detect students’ emotions with high accuracy, using the FER2013 facial expression recognition dataset, is developed and demonstrated that the model is effective at recognizing subtle differences in facial expressions, making it suitable for real-time application in educational settings.
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