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 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.
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.
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.
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.
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 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.
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.
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.
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.
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.
A balanced consideration of the opportunities and challenges associated with integrating Large Language Models (LLMs) throughout the medical school continuum is provided to provide balanced consideration of the opportunities and challenges of LLMs integration.
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 show that the students taught with instructional scaffolding strategy have a significantly higher academic achievement than those taught with lecture method and retained Biology concept more than those taught through lecture method.
Although AI chatbots showed promising accuracy in predicting the correct answer in the Italian entrance university standardized examination test, this study encourages candidates to cautiously incorporate this new technology to supplement their learning rather than a primary resource.
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.
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.
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.
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.
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