Research Article
Liwei Hsu
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep619
ABSTRACT
This study examines the use of generative artificial intelligence, i.e., ChatGPT, in English as a foreign language (EFL) learning, emphasizing the mediating role of entangled cognition and the effects of the learning outcomes of the tourism students. The research was designed to a quasi-experiment which included 96 participants (48 in an experimental group and 48 in a control group) who were sampled based on convenience to the Spring 2024 semester in one university in southern Taiwan. The “custom virtual language course” experimental group used ChatGPT for personalized language practice and culture learning, control group received traditional learning. A questionnaire package, including the cognitive technology use questionnaire (CTUQ), extended mind scale (EMS), distributed cognition questionnaire (DCQ), metacognitive awareness inventory (MAI), and TOEIC pre- and post-tests was administered to collect the data. The difference-in-differences design was adopted and observed a significant treatment effect such that the treatment group had an average increase in mean scores of 37.98 (standard deviation [SD] = 7.80) compared to 19.62 (SD = 7.80) for the control group and, therefore, an average treatment effect of 21.38 (95% confidence interval [18.74, 24. 01]). Findings suggest that ChatGPT promotes cognitive offloading, distributed cognition, and metacognitive awareness (CTUQ mean [M] = 3.701, EMS M = 3.421, DCQ M = 3.721, MAI M = 3.551), and the development of collaborative learning and cultural competence. These results reveal ChatGPT’s potential to reform EFL education, but they also indicate the necessity to mitigate the risks associated with ethical quandaries and over-dependence. Future studies need to create specific scales that can be used for entangled cognition and examine the long-term effects on cognition.
Keywords: ChatGPT, difference-in-differences approach, EFL education, entangled cognition, generative artificial intelligence
Research Article
Ana Callado, Isabel Saúde, José Luís Araújo
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep610
ABSTRACT
The rapid spread of generative artificial intelligence (GenAI) in contemporary society calls for a rethinking of education. This study investigates Portuguese secondary students’ perceptions of chat generative pre-trained transformer (ChatGPT) in education. In 2024, we surveyed 114 students (aged 16-17) from one school in 2024 using a 15-item questionnaire (closed- and open-ended items) covering five dimensions: (1) knowledge of AI and ChatGPT; (2) use of ChatGPT; (3) perceived accuracy of ChatGPT-generated outputs; (4) the potential of ChatGPT for teaching; and (5) ethics and academic integrity. Responses to closed-ended items were analyzed descriptively and open-ended responses underwent content analysis. The results indicate that, although most students are familiar with AI and ChatGPT, their demonstrated knowledge is largely utilitarian and superficial. Students predominantly use ChatGPT for schoolwork and attribute high reliability to its outputs, often without the necessary critical evaluation. We also identified weaknesses in their ethical understanding, particularly regarding academic integrity and plagiarism. We argue for critical AI literacy and teacher professional development to support pedagogically grounded and ethical integration of GenAI. Education for the ethical and responsible use of these technologies proves essential to prepare young people for future challenges.
Keywords: ChatGPT, generative artificial intelligence, students’ perceptions, secondary education
Research Article
Izida I. Ishmuradova, Sergei P. Zhdanov, Sergey V. Kondrashev, Natalya S. Erokhova, Elena E. Grishnova, Nonna Yu. Volosova
CONT ED TECHNOLOGY, Volume 17, Issue 3, Article No: ep579
ABSTRACT
The development of generative artificial intelligence (AI) has started a conversation on its possible uses and inherent difficulties in the field of education. It becomes essential to understand the perceptions of pre-service teachers about the integration of this technology into teaching practices as AI models including ChatGPT, Claude, and Gemini acquire popularity. This investigation sought to create a valid and trustworthy instrument for evaluating pre-service science teachers’ opinions on the implementation of generative AI in educational settings related to science. This work was undertaken within the faculty of education at Kazan Federal University. The total number of participants is 401 undergraduate students. The process of scale development encompassed expert evaluation for content validity, exploratory factor analysis, confirmatory factor analysis, and assessments of reliability. The resultant scale consisted of four dimensions: optimism and utility of AI in science education, readiness and openness to AI integration, AI’s role in inclusivity and engagement, and concerns and skepticism about AI in science education. The scale demonstrated robust psychometric properties, evidenced by elevated reliability coefficients. Cluster analysis unveiled distinct profiles of pre-service teachers based on their responses, encompassing a spectrum from enthusiastic participants to skeptical disengaged individuals. This study provides a comprehensive instrument for evaluating pre-service teachers’ perceptions, thereby informing teacher education programs and professional development initiatives regarding the responsible integration of AI. Recommendations entail the validation of the scale across varied contexts, the exploration of longitudinal changes, and the investigation of subject-specific applications of generative AI in science education.
Keywords: generative artificial intelligence, science education, scale development, pre-service teacher’s perceptions