Review Article
Othman Abu Khurma, Fayrouz Albahti, Nagla Ali, Aiman Bustanji
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep503
ABSTRACT
This PRISMA-based literature review aims to assess and analyze the measurement of student engagement dimensions within AI ChatGPT interactions. The central question is how to effectively evaluate these dimensions using established methods and leverage insights to enhance AI ChatGPT’s capacity to foster student engagement. The systematic review of PRISMA methodology identifies 16 relevant peer-reviewed research. All relevant and eligible research according to PRISMA methodology are analyzed to comprehend the intricacies of student engagement in AI ChatGPT interactions. The synthesis of these findings unveils the current state of knowledge on AI ChatGPT’s influence on student engagement and uncovers opportunities for future research. This review underscores AI ChatGPT’s potential as an educational tool, offering personalized experiences that bolster student engagement and learning outcomes. The systematic review established that, even though using ChatGPT has many advantages such as enhancing student engagement and academic involvement and supporting inquiry-based learning. However, there are some negative aspects such as lacking empathy and human emotions, limited contextual understanding, increased technology dependence and possibility of Inaccurate or Biased Information. In summary, this PRISMA-based review contributes to understanding the measurement of student engagement within AI ChatGPT. It identifies best practices, laying the foundation for further research and development. By optimizing AI ChatGPT’s effectiveness, educators and developers can craft more engaging and tailored learning experiences, ultimately enhancing educational outcomes.
Keywords: artificial intelligence, ChatGPT, teaching, learning, student engagement
Research Article
Stavros Papakonstantinidis, Piotr Kwiatek, Filomachi Spathopoulou
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep495
ABSTRACT
This research investigates the perspectives of using artificial intelligence writing software (AIWS) in professional contexts, focusing on academic and non-academic writers. These two groups, while standing to gain increased productivity through the adoption of AIWS, also express concerns regarding the widespread implementation of this technology. Notably, artificial intelligence (AI) writing tech’s impact on content creation has been profound, with its swift grammatically accurate content generation. This adoption, however, remains controversial. The study employs a quantitative approach, combining technology acceptance model and new computer game attitude scale. This approach allows us to discern implications of using AI-powered writing tools while accounting for possible differences in different domains of use. Through a survey of 219 participants, spanning academia and business, the study explores attitudes and willingness to use AIWS. Findings yield insights into non-academic writers’ readiness and implications of AIWS adoption. Business, non-academic professionals view AIWS as a tool for efficiency and content quality, while writers in academic contexts express concerns about biases, manipulation, and job displacement. The study contributes to AIWS understanding, benefiting developers, educational institutions, and content creators, and elucidates differing attitudes and age dynamics between academics and professionals. The research underscores the multifaceted influence of AIWS, providing a foundation for future exploration in this emerging domain, as well as practical applications for industries and educational institutions.
Keywords: artificial intelligence, chatbots, ChatGPT, education, educational technologies
Research Article
Mohammed Muneerali Thottoli, Badria Hamed Alruqaishi, Arockiasamy Soosaimanickam
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep485
ABSTRACT
Purpose: Chatbots and artificial intelligence (AI) have the potential to alleviate some of the challenges faced by humans. Faculties frequently swamped with teaching and research may find it difficult to act in a parental role for students by offering them individualized advice. Hence, the primary purpose of this study is to review the literature on chatbots and AI in light of their role in auto-advising systems. The authors aimed to gain insights into the most pertinent topics and concerns related to robo academic advisor and identify any gaps in the literature that could serve as potential avenues for further research.
Design/methodology/approach: The research employs a systematic literature review and bibliometric techniques to find 67 primary papers that have been published between 1984 and 2023. Using the Scopus database, the researchers built a summary of the literature on chatbots and AI in academic advice.
Findings: Chatbot applications can be a promising approach to address the challenges of balancing personalized student advising with automation. More empirical research is required, especially on chatbots and other AI-based advising systems, to understand their effectiveness and how they can be integrated into educational settings.
Research limitations/implications: This research’s sample size may restrict its findings’ generalizability. Furthermore, the study’s focus on chatbots may overlook the potential benefits of other AI technologies in enhancing robo academic advising systems. Future research could explore the impact of robo academic advisors in diverse societal backgrounds to gain a more comprehensive understanding of their implications.
Practical implications: Higher educational institutions (HEIs) should establish a robo academic advising system that serves various stakeholders. The system’s chatbots and AI features must be user-friendly, considering the customers’ familiarity with robots.
Originality/value: This study contributes to a better understanding of HEIs’ perceptions of the adoption of chatbots and AI in academic advising by providing insightful information about the main forces behind robo academic advising, illuminating the most frequently studied uses of chatbots and AI in academic advising.
Keywords: Artificial intelligence, chatbots, robo, academic advisor, human interaction
Review Article
Roza S. Akhmadieva, Natalia N. Udina, Yuliya P. Kosheleva, Sergei P. Zhdanov, Maria O. Timofeeva, Roza L. Budkevich
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep460
ABSTRACT
A descriptive bibliometric analysis of works on artificial intelligence (AI) in science education is provided in this article to help readers understand the state of the field’s research at the time. This study’s main objective is to give bibliometric data on publications regarding AI in science education printed in periodicals listed in the Scopus database between 2002 and 2023 end of May. The data gathered from publications scanned and published within the study’s parameters was subjected to descriptive bibliometric analysis based on seven categories: number of articles and citations per year, countries with the most publications, most productive author, most significant affiliation, funding institutions, publication source and subject areas. Most of the papers were published between 2016 and 2022. The United States of America, United Kingdom, and China were the top-3 most productive nations, with the United States of America producing the most publications. The number of citations to the publications indexed in Scopus database increased in a progressive way and reached to maximum number in 2022 with 178 citations. Most productive author on this topic was Salles, P. with four publications. Moreover, Carnegie Mellon University, University of Memphis, and University of Southern California have the maximum number of publications as affiliations. The National Science Foundation was the leader funding institution in terms of number of publications produced. In addition, “Proceedings Frontiers in Education Conference Fie” have the highest number of publications by year as a publication source. Distribution of the publications by subject area was analyzed. The subject areas of the publications were computer sciences, social sciences, science education, technology and engineering education respectively. This study presents a vision for future research and provides a global perspective on AI in science education.
Keywords: artificial intelligence, science education, STEM, bibliometric review
Review Article
Tufan Adiguzel, Mehmet Haldun Kaya, Fatih Kürşat Cansu
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep429
ABSTRACT
Artificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use.
Keywords: artificial intelligence, education, chatbots, ChatGPT, personalized learning
Review Article
Andres F. Mena-Guacas, Jairo Alonso Urueña Rodríguez, David Mauricio Santana Trujillo, José Gómez-Galán, Eloy López-Meneses
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep428
ABSTRACT
The diversity of topics in education makes it difficult for artificial intelligence (AI) to address them all in depth. Therefore, guiding to focus efforts on specific issues is essential. The analysis of competency development by fostering collaboration should be one of them because competencies are the way to validate that the educational exercise has been successful and because collaboration has proven to be one of the most effective strategies to improve performance outcomes. This systematic review analyzes the relationship between AI, competency development, and collaborative learning (CL). PRISMA methodology is used with data from the SCOPUS database. A total of 1,233 articles were found, and 30 passed the inclusion and exclusion criteria. The analysis of the selected articles identified three categories that deserve attention: the objects of study, the way of analyzing the results, and the types of AI that could be used. In this way, it has been possible to determine the relationship offered by the studies between skill development and CL and ideas about AI’s contributions to this field. Overall, however, the data from this systematic review suggest that, although AI has great potential to improve education, it should be approached with caution. More research is needed to fully understand its impact and how best to apply this technology in the classroom, minimizing its drawbacks, which may be relevant, and making truly effective and productive use of it.
Keywords: artificial intelligence, collaborative learning, skills development, educational development
Research Article
Mohanad Halaweh
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep421
ABSTRACT
Since the launch of ChatGPT for public use, educators have expressed a variety of concerns about its integration into educational settings. This paper has been written to provide an in-depth examination of these issues and explore the potential use of ChatGPT in educational contexts. Specifically, it aims to (i) present an argument in favor of incorporating ChatGPT into education and (ii) provide educators with a set of strategies and techniques to ensure responsible and successful implementation of ChatGPT in teaching or research. By doing so, this paper aims to promote a more informed discussion around the use of ChatGPT in education.
Keywords: ChatGPT, artificial intelligence (AI), education, educational technologies