Výsledky vyhledávání - "Generative artificial intelligence in education"

Facilitating nursing and health education by incorporating ChatGPT into learning designs Autor Ching-Yi Chang, Chin-Lan Yang, Hsiu-Ju Jen, Hiroaki Ogata, Gwo-Haur Hwang

“…Traditional nursing and health education design courses usually only transfer knowledge via lectures, and lack interaction, drills and personalized feedback…”
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Pre-service CFL teachers' conceptions of and attitudes toward ICT and image-GAI in Chinese teaching: A drawing perspective Autor Lan, Yu-Ju, Chen, Yi-Hsuan, Tu, Yun-Fang

“…This study aimed to determine the perceptions and attitudes of preservice teachers of Chinese as a foreign language (CFL) toward applying information and…”
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ChatGPT as a life coach for professional identity formation in medical education: A self-regulated learning perspective Autor Huang, Hsin, Lin, Hui-Chen

“…Professional Identity Formation (PIF) is considered a crucial process in medical education. It involves how medical students identify their role as physicians,…”
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Metacognitive mastery: Transformative learning in EFL through a generative AI chatbot fueled by metalinguistic guidance Autor Chen, Mei-Rong Alice

“…The increase in popularity of Generative Artificial Intelligence Chatbots, or GACs, has created a potentially fruitful opportunity to enhance teaching English…”
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Promoting students' creative and design thinking with generative AI-supported co-regulated learning: Evidence from digital game development projects in healthcare courses Autor Huang, Hsin

“…Fostering students' problem-solving abilities and design thinking has been recognized as a crucial educational objective. In the conventional collaborative…”
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Roles and research trends of ChatGPT-based learning: A bibliometric analysis and systematic review Autor Chang, Ching-Yi, Chen, I-Hui, Tang, Kai-Yu

“…This study analyzed the trends in ChatGPT-based learning research through a systematic review with bibliometric analysis. Based on the PRISMA guidelines,…”
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Learning Between the Calling Bells of Cancer and Algorithms Autor Vallis, Carmen

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The effects of GenAI on learning performance: A meta-analysis study Autor Gokoglu, Seyfullah, Erdogdu, Fatih

“…Artificial Intelligence (AI) has become increasingly prevalent in education, and Generative AI (GenAI) has emerged as a new concept in AI technology. Educators…”
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A progressive prompt-based image-generative AI approach to promoting students' achievement and perceptions in learning ancient Chinese poetry Autor Chen, Yuchen, Zhang, Xinli, Hu, Lailin

“…In conventional ancient Chinese poetry learning, students tend to be under-motivated and fail to understand many aspects of poetry. As generative artificial…”
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Implementing generative AI chatbots as a decision aid for enhanced values clarification exercises in online business ethics education Autor Hu, Yung-Hsiang

“…Ethical decision-making is challenging for most students. Values clarification exercises (VCEs) can help reduce decisional conflicts and feelings of regret…”
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Fostering pre-service teachers' generative AI literacy and critical thinking: An RSCQA approach Autor Meng, Xiao-Pei, Guo, Xiao-Ge, Fang, Jian-Wen, Chen, Jing, Huang, Le-Fu

“…With the wide application of Generative Artificial Intelligence (GenAI) technology in society, GenAI literacy and critical thinking are considered vital…”
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Effects of AI-generated drawing on students' learning achievement and creativity in an ancient poetry course Autor Chu, Hui-Chun, Hsu, Chia-Ying, Wang, Chun-Chieh

“…In ancient poetry courses, students are expected to learn literary skills and the ability for interpreting ancient poems, from which they can gain insight into…”
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Technostress and English language teaching in the age of generative AI Autor Kohnke, Lucas, Zou, Di, Moorhouse, Benjamin L.

“…Technostress is a phenomenon in which rapid technological advancement affects teachers' psychological well-being. It is an emerging concern in English language…”
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Evaluating the effects of Generative AI on student learning outcomes: Insights from a meta-analysis Autor Hu, De-Xin, Pang, Dan-Dan, Xing, Zhe

“…The emergence of Generative AI technologies, represented by ChatGPT, has triggered extensive discussions among scholars in the education sector. While relevant…”
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Revolutionizing language learning: Integrating generative AI for enhanced language proficiency Autor Yeh, Hui-Chin

“…This paper presents the integration of generative artificial intelligence (GAI) and other AI tools in English as a Foreign Language (EFL) education, addressing…”
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Generative AI chatbot for teachers' data-informed decision-making: Effects and insights Autor Lee, Jiwon, Lee, Jeongmin

“…Teachers' instructional decisions rely on effective data collection, analysis, and interpretation. Generative artificial intelligence (AI) offers flexible and…”
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ChatGPT or Bert? Exploring the potential of ChatGPT to facilitate preservice teachers' learning of dialogic pedagogy Autor Wang, Deliang, Zheng, Yaqian, Chen, Gaowei

“…This study investigates the potential of ChatGPT, a cutting-edge large language model in generative artificial intelligence (AI), to support the teaching of…”
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Generative artificial intelligence in education: A topic‑based bibliometric analysis Autor Tao, Lei, Deng, Hao, Song, Yanjie

“…Information and communication technologies have transformed education, driving it towards intelligent teaching and learning. With the rise of generative…”
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Enhancing programming education: The impact of AI-based pedagogical agents on student self-efficacy, engagement, and learning outcomes Autor Lin, Hao-Chiang Koong, Tseng, Chun-Hsiung, Chen, Nian-Shing

“…In recent years, learning programming has been a challenge for both learners and educators. How to enhance student engagement and learning outcomes has been a…”
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Incorporating generative conversational agents into collaborative argumentation: Do different customization strategies matter? Autor Cui, Xin, Ma, Zhi-Qiang, You, Xin-Ya, Chen, Yuchen, Yao, Jia-Jia, Tu, Yun-Fang

“…Collaborative argumentation allows groups to express, criticize, and integrate arguments to achieve the co-construction of collective knowledge. However,…”
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