Sustainability
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2023
·Vol. 15
·期 17
·12983
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IF 3.9
Zied Bahroun,Chiraz Anane,Vian Ahmed,Andrew Zacca
In the ever-evolving era of technological advancements, generative artificial intelligence (GAI) emerges as a transformative force, revolutionizing education. This review paper, guided by the PRISMA framework, presents a comprehensive analysis of GAI in education, synthesizing key insights from a selection of 207 research papers to identify research gaps and future directions in the field. This study begins with a content analysis that explores GAI’s transformative impact in specific educational domains, including medical education and engineering education. The versatile applications of GAI encompass assessment, personalized learning support, and intelligent tutoring systems. Ethical considerations, interdisciplinary collaboration, and responsible technology use are highlighted, emphasizing the need for transparent GAI models and addressing biases. Subsequently, a bibliometric analysis of GAI in education is conducted, examining prominent AI tools, research focus, geographic distribution, and interdisciplinary collaboration. ChatGPT emerges as a dominant GAI tool, and the analysis reveals significant and exponential growth in GAI research in 2023. Moreover, this paper identifies promising future research directions, such as GAI-enhanced curriculum design and longitudinal studies tracking its long-term impact on learning outcomes. These findings provide a comprehensive understanding of GAI’s potential in reshaping education and offer valuable insights to researchers, educators, and policymakers interested in the intersection of GAI and education.
研究领域:
教育学
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人工智能应用
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教学方法研究
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DOI
高影响因子
Sustainability
·
2024
·Vol. 16
·期 22
·9779
·
IF 3.3
Prema Nedungadi,Kai-Yu Tang,Raghu Raman
This study explored the transformative potential of generative artificial intelligence (GAI) for achieving the UN Sustainable Development Goal on Quality Education (SDG4), emphasizing its interconnectedness with the other SDGs. A proprietary algorithm and cocitation network analysis were used to identify and analyze the network of SDG features in GAI research publications (n = 1501). By examining GAI’s implications for ten SDG4 targets, the findings advocate for a collaborative, ethical approach to integrating GAI, emphasizing policy and practice developments that ensure that technological advancements align with the overarching goals of SDG4. The results highlight the multifaceted impact of GAI on the SDGs. First, this paper outlines a framework that leverages GAI to enhance educational equity, quality, and lifelong learning opportunities. By highlighting the synergy between GAI and the SDGs, such as reducing inequalities (SDG10) and promoting gender equality (SDG5), this study underscores the need for an integrated approach to utilizing GAI. Moreover, it advocates for personalized learning, equitable technology access, adherence to ethical AI principles, and fostering global citizenship, proposing a strategic alignment of GAI applications with the broader SDG agenda. Next, the results highlight that GAI introduces significant challenges, including ethical concerns, data privacy, and the risk of exacerbating the digital divide. Overall, our findings underscore the critical role of policy reforms and innovative practices in navigating the challenges and harnessing the opportunities presented by GAI in education, thereby contributing to a comprehensive discourse on technology’s role in advancing global education and sustainable development.
研究领域:
教育中的人工智能
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可持续发展
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教育技术
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人工智能政策与伦理
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全球教育
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DOI
高影响因子
Sustainability
·
2024
·Vol. 16
·期 22
·9855
·
IF 3.3
Hilal Uğraş,Mustafa Uğraş,Stamatios Papadakis,Michail Kalogiannakis
This study aims to evaluate the potential of using ChatGPT at the primary school level from the teachers’ perspective within a sustainability framework. The research was conducted as a qualitative case study involving 40 primary school teachers in Turkey during the 2023–2024 academic year, all of whom had no prior experience with ChatGPT. Data collection tools included semi-structured interview forms and researcher diaries developed by the researchers. The data obtained were analysed using content analysis. The findings indicate that most primary school teachers believe ChatGPT is suitable for primary education and can contribute to Sustainable Development Goal (SDG) 4. Additionally, teachers noted that ChatGPT enriches the teaching process and is user-friendly. These findings suggest potential contributions to SDG 4.1 and SDG 4.2. However, concerns were raised regarding ChatGPT’s potential to provide false information, which may negatively impact SDG 4.7. The study also identified that ChatGPT is particularly suitable for mathematics, Turkish, and English courses. This study’s main contribution is that it shows how ChatGPT can help sustainable practices in primary education by getting teachers more involved and meeting specific curriculum needs. This gives us useful information for incorporating AI tools into education that is in line with SDG 4. It is recommended that training programs about ChatGPT and similar AI-supported tools be organised for teachers and parents.
研究领域:
教育学
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教育技术
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可持续发展
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教育中的人工智能
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DOI
高影响因子
GEOGRAPHY
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2020
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IF 0.575
Peter S. Fox
Technology and geography have developed at the same time. Several different eras based on technological change can be identified. Common threads can be found in the development and the use of lantern slides, films, broadcasting and the internet that have promoted or hindered their development and use in schools. Furthermore, the development of the Geographical Association (GA) can be associated with these technological changes. The use of technology offers many new and exciting ways of learning and teaching which are as yet not fully utilised. This article argues that ‘shaped’ and sustainable technologies could be the way forward.
研究领域:
地理教育
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教育技术
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科学技术史
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教育中的视觉传播
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DOI
高影响因子
Early Childhood Education Journal
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2024
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IF 2.3
Li Hui,He Huihua,Luo Wenwei,Li Hui
Early childhood digital pedagogy (ECDP) has been widely implemented and studied, but the empirical evidence has not been systematically reviewed. This scoping review aimed to synthesize the existing studies to understand the practices and profiles of ECDP and the redefined roles of teacher, child, and technology. Thirty-eight studies on ECDP published from January 2010 to October 2024 were collected from three academic databases: EBSCO, Web of Science, and ProQuest. Synthesis of the findings of these studies revealed that: Firstly, digital technologies increasingly hold transformative potential for instructional practices at the level of modification and redefinition based on the SAMR framework. Secondly, play-based, project-based, problem-based, and co-operative and collaborative pedagogy with constructivist tendencies are the trademarks of ECDP. Lastly, in pedagogical interactions, teachers, children, and digital technologies each play diverse roles. This review study sheds some light on the practical characteristics of ECDP, which can inspire the effective designs and implementation of ECDP in the future.
研究领域:
教育学
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学前教育
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教育技术
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数字化学习
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教学设计
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发展心理学
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课程与教学论
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学习科学
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DOI
高影响因子
ACS Applied Polymer Materials
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2024
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IF 4.4
Dawei Tan,Huayin Xu,Hui Jing,Xingwei Wang
With the advancements in technology, there is an increasing demand for enhanced flexibility and convenience in flexible wearable sensors. A composite nanohydrogel sensor with excellent mechanical properties, high sensitivity, high stability, and real-time monitoring was prepared in this work. The hydrogel is made up of polyacrylamide, poly(vinyl alcohol), and V2C nanosheets. The integration of conductive V2C nanosheets substantially enhances the sensor’s conductivity and sensitivity. At the same tensile strain, the conductivity of the hydrogel increased by 80% with the addition of conductive material. The hydrogel achieves a maximum elongation of 1300% and maintains excellent linearity and sensitivity (2.46), even under a high tensile strain of 500%, ensuring a broad operational range for the wearable sensor. In addition, the sensor exhibits good repeatability (10 000 cycles) and impressive response/recovery times, recording 0.588 and 0.814 s under tension and 0.744 and 0.852 s under compression, respectively, ensuring real-time detection capabilities. Due to this outstanding performance, it was made into a wearable sensor for real-time monitoring of piano training, physical exercises, facial expressions, and gesture recognition, among others. Finally, through the analysis of training data sets and integration of Transformer algorithm design, the device can tailor optimal training plans for trainees, thereby enhancing training effectiveness. In summary, this device holds significant promise in augmenting educational performance, personalized training, rehabilitation, etc., thereby positively impacting modern education, sports, and healthcare.
研究领域:
材料科学
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生物医学工程
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教育技术
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产品关联
DOI
高影响因子
Scientific Reports
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2021
·Vol. 11
·期 1
·2087
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IF 4.38
Sella Francesco,Onnivello Sara,Lunardon Maristella,Lanfranchi Silvia,Zorzi Marco
Individuals with Down syndrome (DS) present reduced basic numerical skills, which have a negative impact on everyday numeracy and mathematical learning. Here, we evaluated the efficacy of the adaptive (non-commercial) computerized game “The Number Race” in improving basic numerical skills in children with DS. The experimental group (EG; N = 30, M age-in-months 118, range 70–149) completed a training playing with “The Number Race”, whereas children in the control group (CG; N = 31, M age-in-months 138, range 76–207) worked with software aiming at improving their reading skills. The training lasted 10 weeks with two weekly sessions of 20–30 min each. We assessed both groups’ numerical and reading skills before and immediately after the end of the training, as well as at a 3-months follow-up. We found weak evidence for post-training groups differences in terms of overall numeracy score. However, the EG displayed substantial improvements in specific numerical skills and in mental calculation, which were maintained over time, and no improvement in reading. Conversely, the CG showed improvements in their reading skills as well as in number skills but to a lesser extent compared to the EG. Overall, “The Number Race” appears as a suitable tool to improve some aspects of numeracy in DS.
研究领域:
发展心理学
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特殊教育
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认知训练
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教育技术
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DOI
高影响因子
IEEE Access
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2021
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IF 3.367
Fujun Ji
In terms of the leap-forward development for education experiment, both the Chinese and English educational experiment have been very successful, while the progress of the children’s mathematics education experiment in China has been relatively slow. It is believed that the main reason for this is the lack of an efficient cognitive tool or system that supports students’ study and exploration and correspondingly covers the whole curriculum of children’s math education. In recent years, basic mathematics education cognitive tools have undergone rapid development, whereas the lack of a common normalization method for continued in-depth inquiry of the relationships among Objects, Algebra, and Geometry (OAG) has led to the fragmentation of students’ mathematical knowledge. Thus, it is difficult for students to develop a systematic understanding of mathematics. Therefore this project attempts to construct a Children’s Mathematics Exploring System (CMES), which integrates with cognition theory, method, and contents of basic mathematics education to query the essence of the relationships among OAG. Specifically, the functions of CMES include the following: (1) providing cognitive tools with typical characteristics for the relationships among OAG; (2) offering a general normalized open system on which sustainable in-depth research can be conducted and a conversion tool through which the complete textbook unit of the basic mathematics education can be converted to reveal the relationships among OAG; and (3) presenting a set of cognitive theories, methods, and a system of basic mathematics education to further explore the relationships among OAG. This project will accelerate the development of cognitive technology in basic mathematics education, widen its practical applications, reduce the difficulty of mathematics cognition, and finally improve the quality and efficiency of basic mathematics education.
研究领域:
数学教育
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认知科学
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教育技术
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课程开发
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DOI
高影响因子
Research in Dance Education
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2024
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IF 0.8
Xinyu Dou
This in-depth exploration delves into the transformative possibilities of integrating ChatGPT into the realm of dance education. Examining its roles as a learning ally, creative mentor, knowledge transmitter, and perceptual guide within the unique context of dance instruction, the study navigates through the Technological Pedagogical Content Knowledge (TPACK) framework. It showcases how ChatGPT can elevate teaching efficiency, provide real-time feedback on dance movements, kindle artistic curiosity, and extend emotional support to students. While emphasizing its positive impact, the study also acknowledges potential risks, underscoring the irreplaceable role of educators in guiding students on effective ChatGPT utilization, ensuring it complements the nuanced aspects of dance education. The supporting framework presented highlights the dynamic synergy between ChatGPT, educators, and students, promising a more engaging and enriched dance education experience.
研究领域:
教育技术
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舞蹈教学法
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人工智能教育应用
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DOI
高影响因子
INTERACTIVE LEARNING ENVIRONMENTS
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2023
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IF 5.4
Jiahong Su,Weipeng Yang
Guided by a sociocultural perspective, this study aims to explore the views of kindergarten teachers on ChatGPT, its potential benefits and challenges in education, and the support and training required for effective implementation. The study involved 10 teachers from several kindergartens in Hong Kong. Face-to-face interviews were conducted. The findings revealed that teachers had mixed opinions about ChatGPT, with some considering it a powerful tool while others seeing it as mediocre. Potential benefits of using ChatGPT in education were identified in the areas of lesson planning, pedagogical and content knowledge, and twenty-first-century skills. However, teachers also highlighted concerns regarding hardware issues, lack of resources, and accuracy. To facilitate the effective use of ChatGPT in teaching practices, teachers identified the need for policy and school support, as well as teacher training. It is crucial for policymakers and school administrators to recognize the potential of ChatGPT in enhancing teaching and learning and to provide resources and develop supportive policies accordingly. Moreover, providing teachers with adequate training on how to utilize ChatGPT effectively can boost their confidence and competence in incorporating this technology into their classrooms.
研究领域:
学前教育
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教育技术
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教师专业发展
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DOI
高影响因子
Sustainability
·
2020
·Vol. 12
·期 14
·5758
·
IF 2.576
Rongjun Chen,Yani Zheng,Xiansheng Xu,Huimin Zhao,Jinchang Ren,Hong-Zhou Tan
As the key technology for 5G applications in the future, the Internet of Things (IoT) is developing rapidly, and the demand for the cultivation of engineering talents in the IoT is also expanding. The rise of maker education has brought new teaching inspiration for cultivating innovative technical talents in the IoT. In the IoT maker course, teaching problems include the lack of adequate teaching models, emphasis on products but less emphasis on theory, and letting students imitate practice. Focusing on these problems, this paper proposes a new Science, Technology, Engineering, and Mathematics (STEM) teaching model called Propose, Guide, Design, Comment, Implement, Display and Evaluate (PGDCIDE) for the IoT maker course. The PGDCIDE teaching model is based on STEM teaching and Kolodner’s design-based scientific inquiry learning cycle model, and realizes the combination of “theory, practice, and innovation.” Finally, this paper designs the IoT maker course to practice the PGDCIDE model. The practical results indicate that students significantly improved their emotional level, knowledge level, and innovation level after studying the course. Therefore, the PGDCIDE teaching model proposed in this paper can improve the effectiveness of the IoT maker course teaching and is conducive to the cultivation of students’ sustainable ability in engineering education. It has reference significance for the application of maker courses in engineering education practice.
研究领域:
工程教育
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科学技术教育
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物联网
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教育技术
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DOI
高影响因子
PeerJ Computer Science
·
2024
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IF 3.5
Kashif Ishaq,Atif Alvi,Muhammad Ikram ul Haq,Fadhilah Rosdi,Abubakar Nazeer Choudhry,Arslan Anjum,Fawad Ali Khan
Programming courses in computer science play a crucial role as they often serve as students’ initial exposure to computer programming. Many university students find introductory courses overwhelming due to the vast amount of information they need to grasp. The traditional teacher-lecturer model used in university lecture halls frequently leads to low motivation and student participation. Personalized gamification, a pedagogical approach that blends gamification and personalized learning, offers a solution to this challenge. This approach integrates gaming elements and personalized learning strategies to motivate and engage students while addressing their individual learning needs and differences. A comprehensive literature review analyzes 101 studies based on research design, intervention, outcome measures, and quality assessment. The findings suggest that personalized gamification can enhance student cognition in programming courses by boosting motivation, engagement, and learning outcomes. However, the effectiveness of personalized gamification depends on various factors, including the types of gaming elements used, the level of personalization, and learner characteristics. This article offers insights into designing and implementing effective personalized gamification interventions in programming courses. The findings may inform educators and researchers in programming education about the potential benefits of personalized gamification and its implications for educational practice.
研究领域:
计算机科学教育
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教育技术
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教学设计
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学习科学
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DOI
高影响因子
危险品化学品经营许可证（带存储）