Artificial Intelligence in Education: AIEd for Personalised Learning Pathways

Tapalova, Olga; Zhiyenbayeva, Nadezhda

doi:10.34190/ejel.20.5.2597

Cited by 120 publications

(74 citation statements)

References 42 publications

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“…Unless the experimental nature of such tools is part of the process, educators require a cautious approach (Cheng et al., 2021). Human educators must actively review and edit the teaching and assessment material generated by language models (Klein et al., 2022; Lee, 2023) and any personalised learning strategies, teaching interventions, and resources recommended by such tools (Cheng et al., 2021; Tapalova & Zhiyenbayeva, 2022).…”

Section: Resultsmentioning

confidence: 99%

Exploring the impact of language models, such as ChatGPT, on student learning and assessment

Zirar

2023

Review of Education

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Recent developments in language models, such as ChatGPT, have sparked debate. These tools can help, for example, dyslexic people, to write formal emails from a prompt and can be used by students to generate assessed work. Proponents argue that language models enhance the student experience and academic achievement. Those concerned argue that language models impede student learning and call for a cautious approach to their adoption. This paper aims to provide insights into the role of language models in reshaping student learning and assessment in higher education. For that purpose, it probes the impact of language models, specifically ChatGPT, on student learning and assessment. It also explores the implications of language models in higher education settings, focusing on their effects on pedagogy and evaluation. Using the Scopus database, a search protocol was employed to identify 25 articles based on relevant keywords and selection criteria. The developed themes suggest that language models may alter how students learn and are assessed. While language models can provide information for problem‐solving and critical thinking, reliance on them without critical evaluation adversely impacts student learning. Language models can also generate teaching and assessment material and evaluate student responses, but their role should be limited to ‘play a specific and defined role’. Integration of language models in student learning and assessment is only helpful if students and educators play an active and effective role in checking the generated material's validity, reliability and accuracy. Propositions and potential research questions are included to encourage future research.

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Section: Resultsmentioning

confidence: 99%

Exploring the impact of language models, such as ChatGPT, on student learning and assessment

Zirar

2023

Review of Education

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“…The pathways through which PSTs have come to learn about GAI tools are equally fascinating that, with personal research or readings being the most common method suggesting a proactive engagement with technological advancements among the PSTs (Tapalova & Zhiyenbayeva, 2022). Educational institutions appear to play a lesser role, with only 17.6% of PSTs discovering GAI through their studies, which may point to a lag in the integration of emerging technologies in teacher education curricula (Hwang & Shin, 2019;Kouame, 2012).…”

Section: Discussionmentioning

confidence: 99%

Pre-service teachers’ Knowledge, Gender Use, and Views about Generative AI in Academic Research

Nyaaba,

Kyeremeh,

Majialuwe

et al. 2023

Preprint

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This study explored the knowledge, use, and views of generative artificial intelligence (GAI) tools among pre-service teachers (PSTs) in the context of academic research in Ghana. Adopting a descriptive survey method, data were gathered from 104 PSTs across five institutions, selected for convenience as they were under the supervision of the study's authors. The primary data collection instrument was a five-point Likert-type questionnaire complemented by an open-ended question, analyzed both quantitatively and thematically. The quantitative analysis, including means, frequencies, standard deviations, and percentages, highlighted a strong familiarity with GAI tools such as OpenAI's ChatGPT, DALL·E, and Bard among PSTs. These tools were primarily used during the introduction, literature review and data analysis stages of their research. Sources of GAI tool discovery varied, with personal research, friends, institutions, and social media being the main avenues. The independent samples t-test revealed a gender disparity in the frequency of GAI tool usage, with male PSTs using them more than their female peers. However, both groups acknowledged the benefits of GAI tools, particularly in enhancing confidence and independence in their research activities. Despite the advantages, PSTs indicated potential inaccuracies that arise from GAI tool usage and expressed concerns about overreliance potentially hindering their critical and creative thinking skills. The study suggests that without careful regulation, the originality and thoroughness of PST research could be at risk. Therefore, it is recommended that teacher education programs incorporate GAI tools into their research methodology courses, ensuring that PSTs can effectively leverage these technologies while maintaining academic integrity and innovation in their research.

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“…It has been found to increase student motivation and engagement and improve learning outcomes (Manciaracina, 2022). AI-supported personalized learning systems can analyze data on a student's performance, preferences, and other factors to create customized learning paths and provide targeted support and feedback (Tapalova and Zhiyenbayeva, 2022). AI can also be used for assessment and grading in e-learning.…”

Section: Using Artificial Intelligence In E-learningmentioning

confidence: 99%

Integrating AI Applications into Learning Management Systems to Enhance e-Learning

Fırat

2023

ITALL

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Artificial intelligence technologies have the potential to greatly enhance the organization of learning management systems and online learning experiences. In particular, the public release of OpenAI's GPT-3 model in December 2022 has given society a chance to learn more about the current status of artificial intelligence. There have been much research on the use of artificial intelligence in e-learning processes, but very few of them demonstrate how to integrate these applications step-by-step and with examples into learning management systems. This study intends to close this gap by demonstrating how artificial intelligence technologies are integrated into learning management systems using real-world examples. This study provides examples of practical applications as well as integration steps. Finally, GPT-3 plugins for Moodle are examined and sample JavaScript code is included for integrating Chat GPT into Moodle. By presenting a useful guide for integrating artificial intelligence technology into learning management systems, this work adds to the body of literature.

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Artificial Intelligence in Education: AIEd for Personalised Learning Pathways

Cited by 120 publications

References 42 publications

Exploring the impact of language models, such as ChatGPT, on student learning and assessment

Exploring the impact of language models, such as ChatGPT, on student learning and assessment

Pre-service teachers’ Knowledge, Gender Use, and Views about Generative AI in Academic Research

Integrating AI Applications into Learning Management Systems to Enhance e-Learning

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