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.
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.
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.
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 validated “TAME-ChatGPT” as a useful tool for assessing ChatGPT adoption among university students and indicated the adequacy of the “TAME-ChatGPT” constructs.
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.
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.
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 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 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.
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.
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.
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.
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.
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.
This study analyzes the potential for the responsible integration of GenAI into HE and provides recommendations about this integration, and offers a valuable set of recommendations to decision-makers and faculty to prepare for the responsible and judicious integration of GenAI into HE.
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.
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.
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.
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.
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.
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 need for a balanced utilization of GenAI tools in higher education that maximizes benefits while addressing potential challenges and guides the development of policies, curricula, and support systems is highlighted.
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.
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.
Examination of students’ acceptance and use of ChatGPT in Saudi Arabian (SA) higher education finds partial mediation of BI in the link between PE, SI, and FC and actual use of ChatGPT in education and a full mediation in the link of BI between EE and actual use of ChatGPT in education.
An in-depth look into large language models, including their architecture, historical evolution, and applications in education, healthcare, and finance sector are taken, providing a roadmap for researchers, developers, and policymakers navigating the world of artificial intelligence and language processing.
It is suggested that perceived usefulness, perceived enjoyment and perceived fees had a significant influence on students’ perceived value of ChatGPT, while perceived risk showed no effect, and the role of AI literacy emerged as pivotal in shaping these perceptions.
It is found that AI techniques, especially data-driven approaches, enhance learning adaptation and the dominance of the Felder–Silverman model and the versatility of AI algorithms like Decision Trees and Artificial Neural Networks underscore their effectiveness across diverse contexts.
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