Abstract:Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how to design learning when AI is introduced as a collaborative learning agent to classrooms. The present study, therefore, aimed to explore teachers’ perspectives on what (1) curriculum design, (2) student-AI interaction, and (3) learning environments are required to design student-AI collaboration (SAC) in learning and (4) how SAC would evolve. Through in-de… Show more
“…According to a few researches on the topic, academic integrity can be improved through the use of plagiarism checkers, proctoring, or monitoring of students' activities via online platforms like Grammarly, TurnItIn or White Smoke (J. Kim et al, 2022). It's been shown in other studies that teamviewer applications, simulation, and gamification have significant benefits to instructional quality, alongside being closely linked to VR and 3-D or even using the techniques to increase performance and effectiveness through the use of AI.…”
Thanks to AI, students may now study whenever and wherever they like. Personalized feedback on assignments, quizzes, and other assessments can be generated using AI algorithms and utilised as a teaching tool to help students succeed. This study examined the impact of artificial intelligence in higher education teaching and learning. This study focuses on the impact of new technologies on student learning and educational institutions. With the rapid adoption of new technologies in higher education, as well as recent technological advancements, it is possible to forecast the future of higher education in a world where artificial intelligence is ubiquitous. Administration, student support, teaching, and learning can all benefit from the use of these technologies; we identify some challenges that higher education institutions and students may face, and we consider potential research directions.
“…According to a few researches on the topic, academic integrity can be improved through the use of plagiarism checkers, proctoring, or monitoring of students' activities via online platforms like Grammarly, TurnItIn or White Smoke (J. Kim et al, 2022). It's been shown in other studies that teamviewer applications, simulation, and gamification have significant benefits to instructional quality, alongside being closely linked to VR and 3-D or even using the techniques to increase performance and effectiveness through the use of AI.…”
Thanks to AI, students may now study whenever and wherever they like. Personalized feedback on assignments, quizzes, and other assessments can be generated using AI algorithms and utilised as a teaching tool to help students succeed. This study examined the impact of artificial intelligence in higher education teaching and learning. This study focuses on the impact of new technologies on student learning and educational institutions. With the rapid adoption of new technologies in higher education, as well as recent technological advancements, it is possible to forecast the future of higher education in a world where artificial intelligence is ubiquitous. Administration, student support, teaching, and learning can all benefit from the use of these technologies; we identify some challenges that higher education institutions and students may face, and we consider potential research directions.
“…To fully utilize these tools, students may need writing strategies, which appear to help youths to focus, to address difficulties in the writing process and to improve the quality of their writing (Crossley et al, 2016). In other words, by integrating the generated contents into their written compositions, students are learning from AI, that is, actively and independently developing strategies to work and to interact with AI to complete a task (Kim et al, 2022).…”
Section: Perspective(s) or Theoretical Frameworkmentioning
AI Natural Language Generation (NLG) is a process where computer systems generate human-comprehensible language texts from information. This study explores students’ writing quality with NLG tools that students use to generate content for their writing. We analyzed the language features of four short stories composed by students with NLG tools in a Hong Kong mainstream secondary school. In the stories, we found different patterns in basic organization and structure and syntactic complexity for words from NLG tools. Human raters scored the stories and we found more sophisticated strategies for student interaction with NLG tools appear more effective for human ratings. The findings provide pedagogical strategies and technical specifications to use NLG tools for writing in classroom contexts.
“…AI technologies are new to K-12 schools (Kim et al, 2022) and AI is a new subject area for K-12 schools around the world (UNESCO, 2022). In spite of little historical knowledge about how to conceptualize AI integration in education programs, progress has been made in some directions.…”
Section: Introductionmentioning
confidence: 99%
“…Wang and Cheng (2021) have suggested three different directions for AI in curriculum, learning from AI, learning about AI and learning with AI. Similarly, Kim et al (2022) suggested AI in curriculum might develop in three stages: learning about AI; learning from AI; and learning together. As for essential outcomes, Ng et al (2022) have proposed four cognitive standards: know and understand AI; use and apply AI; evaluate and create AI; and AI ethics.…”
Section: Introductionmentioning
confidence: 99%
“…Although there are claims that AI has been extensively adopted and used in education at an institutional level (Chen et al, 2020), in the Asia-Pacific region, AI appears to be underexplored in mainstream school curriculum, particularly at the level of AI learning designs and activities (Su et al, 2022). There has been little material evidence to inform student-AI collaboration in the classroom (Kim et al, 2022). In Hong Kong, there have been pioneering efforts in mainstream schools to implement AI curriculum that has been effective in increasing students' self-perceived AI competence, attitude and motivation (Chiu et al, 2022).…”
Text generation is a function of artificial intelligence (AI) natural language processing. It can become an integral part of a human’s creative writing process. Importantly, a youths can learn to apply text generation in mainstream education and become better prepared for an AI-enhanced creative writing job and other writing endeavors. To explores how a student applies text generation to creative writing, we designed and implemented a 1st Human-AI Creative Writing Contest in a Hong Kong secondary school. In this contest, a student wrote a short story of up to 500-words using the student’s own words and words from any of four text generators designed for the contest and built on open-source language models. Additionally, using design-based research, we developed seven workshops where students wrote with text generators and answered reflection questions. In analyzing four students’ short stories, their reflections and adjudicators' scores for the stories, we found different strategies in terms of the number and the type of text generator words that students used. Some strategies appeared more sophisticated than others. We also found differences in sophistication when students described text generator input and output. Besides, students showed preferences for text generators; and they expressed a range of feelings when writing with text generators. The findings provide design implications not only for text generators in formal schooling but also for AI curriculum.
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