EDP Sciences logo
Web of Conferences logo
Search
Menu
All issues Volume 594 (2024) E3S Web Conf., 594 (2024) 05004 References
Open Access
Issue
E3S Web Conf.
Volume 594, 2024
2nd International Conference on Environment and Smart Society (ICEnSO 2024)
Article Number 05004
Number of page(s) 14
Section Smart Education University Learning
DOI https://doi.org/10.1051/e3sconf/202459405004
Published online 22 November 2024
  1. V. J. Owan, K. B. Abang, D. O. Idika, E. O. Etta, and B. A. Bassey, “Exploring the potential of artificial intelligence tools in educational measurement and assessment,” Eurasia J. Math. Sci. Technol. Educ., vol. 19, no. 8, 2023, doi: 10.29333/ejmste/13428. [Google Scholar]
  2. D. Kumar, A. Haque, K. Mishra, F. Islam, B. Kumar Mishra, and S. Ahmad, “Exploring the Transformative Role of Artificial Intelligence and Metaverse in Education: A Comprehensive Review,” Metaverse Basic Appl. Res., vol. 2, p. 55, 2023, doi: 10.56294/mr202355. [Google Scholar]
  3. A. Karaca and B. Kılcan, “The Adventure of Artificial Intelligence Technology in Education: Comprehensive Scientific Mapping Analysis,” Particip. Educ. Res., vol. 10, no. 4, pp. 144–165, 2023, doi: 10.17275/per.23.64.10.4. [Google Scholar]
  4. T. Adiguzel, M. H. Kaya, and F. K. Cansu, “Revolutionizing education with AI: Exploring the transformative potential of ChatGPT,” Contemp. Educ. Technol., vol. 15, no. 3, 2023, doi: 10.30935/cedtech/13152. [Google Scholar]
  5. B. Graefen and N. Fazal, “Gpteacher: Examining the Efficacy of ChatGPT As a Tool for Public Health Education,” Eur. J. Educ. Stud., vol. 10, no. 8, pp. 254–263, 2023, doi: 10.46827/ejes.v10i8.4926. [Google Scholar]
  6. S. Khurana and A. Vaddi, “ChatGPT From the Perspective of an Academic Oral and Maxillofacial Radiologist,” Cureus, vol. 15, no. 6, 2023, doi: 10.7759/cureus.40053. [Google Scholar]
  7. C. Zhu and M. Wang, “How to harness the potential of ChatGPT in education ? Recommended citation : Zhu , C., Sun , M., Luo , J., Li , T., & Wang , M. (2023). How to harness the How to harness the potential of ChatGPT in education ? Chenjia Zhu Jiutong Luo Tianyi Li Min,” vol. 15, no. 2, pp. 133–152, 2023. [Google Scholar]
  8. S. Murugesan and A. K. Cherukuri, “The Rise of Generative Artificial Intelligence and Its Impact on Education: The Promises and Perils,” Computer (Long. Beach. Calif)., vol. 56, no. 5, pp. 116–121, 2023, doi: 10.1109/MC.2023.3253292. [Google Scholar]
  9. S. S. Gill et al., “Transformative effects of ChatGPT on modern education: Emerging Era of AI Chatbots,” Internet Things Cyber-Physical Syst., vol. 4, no. November 2022, pp. 19–23, 2024, doi: 10.1016/j.iotcps.2023.06.002. [Google Scholar]
  10. R. A. Beghetto, “Creative learning in education,” Palgrave Handb. Posit. Educ., pp. 473–491, 2021, doi: 10.1007/978-3-030-64537-3_19. [CrossRef] [Google Scholar]
  11. P. E. Duval, E. Fornari, M. Décaillet, J. B. Ledoux, R. E. Beaty, and S. Denervaud, “Creative thinking and brain network development in schoolchildren,” Dev. Sci., vol. 26, no. 6, pp. 1–12, 2023, doi: 10.1111/desc.13389. [Google Scholar]
  12. M. U. Okonkwo and J. A. Udechukwu, “Creative Education Entrepreneuri al Skills Sustainable National Development,” vol. 7, no. 1, pp. 131–136, 2020. [Google Scholar]
  13. X. Z. Li, C. C. Chen, and X. Kang, “Research on the cultivation of sustainable development ability of higher vocational students by creative thinking teaching method,” Front. Psychol., vol. 13, 2022, doi: 10.3389/fpsyg.2022.979913. [Google Scholar]
  14. E. T. Priyatni and Martutik, “The Development of a Critical–Creative Reading Assessment Based on Problem Solving,” SAGE Open, vol. 10, no. 2, 2020, doi: 10.1177/2158244020923350. [CrossRef] [Google Scholar]
  15. R. M. Soriaga Veloso, “Enriching creative communities through young adult (YA) literature: a content analysis of zines from Philippine High School for the Arts,” ASEAN J. Community Engagem., vol. 4, no. 1, 2020, doi: 10.7454/ajce.v4i1.1071. [Google Scholar]
  16. J. V. Camacho Jr., “Philippine Basic Education System towards the Cultivation of Culture of Entrepreneurship and Innovation,” Osaka Univ. Knowl. Arch., vol. 17, no. 1, pp. 57–68, 2012, [Online]. Available: http://ci.nii.ac.jp/naid/40019437501/. [Google Scholar]
  17. K. Balasubramanian, “Transforming Autodidactic Experiences with ChatGPT – New Challenges in Teaching-Learning,” Thiagarajar Coll. Preceptors Edu Spectra, vol. 5, no. S1, pp. 62–66, 2023, doi: 10.34293/eduspectra.v5is1-may23.011. [CrossRef] [Google Scholar]
  18. N. Ding et al., “Enhancing Chat Language Models by Scaling High-quality Instructional Conversations,” EMNLP 2023 2023 Conf. Empir. Methods Nat. Lang. Process. Proc., pp. 3029–3051, 2023, doi: 10.18653/v1/2023.emnlp-main.183. [CrossRef] [Google Scholar]
  19. T. Saputra and S. Serdianus, “Peran Artificial Intelligence ChatGPT dalam Perencanaan Pembelajaran di,” J. Ilmu Sos. dan Pendidik., vol. 3, no. 1, pp. 1–18, 2023. [Google Scholar]
  20. M. M. Rahman and Y. Watanobe, “ChatGPT for Education and Research: Opportunities, Threats, and Strategies,” Appl. Sci., vol. 13, no. 9, 2023, doi: 10.3390/app13095783. [Google Scholar]
  21. J. Domenech, “ChatGPT in the classroom: friend or foe?,” Int. Conf. High. Educ. Adv., pp. 339–347, 2023, doi: 10.4995/HEAd23.2023.16179. [CrossRef] [Google Scholar]
  22. E. Ruiz-Miranda, “La revolución de la inteligencia artificial en la educación: una reseña de ChatGPT,” Rev. Estud. e Investig. en Psicol. y Educ., vol. 10, no. 1, pp. 156–160, 2023, doi: 10.17979/reipe.2023.10.1.9594. [Google Scholar]
  23. O. Vázquez Bautista, “El papel de ChatGPT en la educación: un enfoque de la tecnología y el aprendizaje automatizado.,” Con-Ciencia Boletín Científico la Esc. Prep. No. 3, vol. 10, no. 20, pp. 28–30, 2023, doi: 10.29057/prepa3.v10i20.10759. [Google Scholar]
  24. A. Balyer and Ö. Öz, “Academicians’ views on digital transformation in education,” Int. Online J. Educ. Teach., vol. 5, no. 4, pp. 809–830, 2018, [Online]. Available: http://iojet.org/index.php/IOJET/article/view/441/295. [Google Scholar]
  25. M. Schols, “Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education,” Int. J. Emerg. Technol. Learn., vol. 7, no. 1, pp. 42–49, 2012, doi: 10.3991/ijet.v7i1.1764. [Google Scholar]
  26. T. Woodland, “ChatGPT for Improving Medical Education: Proceed With Caution,” Mayo Clin. Proc. Digit. Heal., vol. 1, no. 3, pp. 294–295, 2023, doi: 10.1016/j.mcpdig.2023.04.006. [Google Scholar]
  27. M. Alseddiqi, A. AL-Mofleh, L. Albalooshi, and O. Najam, “Revolutionizing Online Learning: The Potential of ChatGPT in Massive Open Online Courses,” Eur. J. Educ. Pedagog., vol. 4, no. 4, pp. 1–5, 2023, doi: 10.24018/ejedu.2023.4.4.686. [Google Scholar]
  28. G. F. Avisyah, I. J. Putra, and S. S. Hidayat, “Open Artificial Intelligence Analysis using ChatGPT Integrated with Telegram Bot,” J. ELTIKOM, vol. 7, no. 1, pp. 60–66, 2023, doi: 10.31961/eltikom.v7i1.724. [CrossRef] [Google Scholar]
  29. S. Alneyadi and Y. Wardat, “ChatGPT: Revolutionizing student achievement in the electronic magnetism unit for eleventh-grade students in Emirates schools,” Contemp. Educ. Technol., vol. 15, no. 4, 2023, doi: 10.30935/cedtech/13417. [Google Scholar]
  30. M. Urban et al., ChatGPT improves creative problem-solving performance in university students: An experimental study, vol. 215. 2024. [Google Scholar]
  31. L. M. Sánchez-Ruiz, S. Moll-López, A. Nuñez-Pérez, J. A. Moraño-Fernández, and E. Vega-Fleitas, “ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics,” Appl. Sci., vol. 13, no. 10, 2023, doi: 10.3390/app13106039. [Google Scholar]
  32. Alejandro Guadalupe Rincón Castillo et al., “Effect of Chat GPT on the digitized learning process of university students,” J. Namibian Stud. Hist. Polit. Cult., vol. 33, pp. 1–15, 2023, doi: 10.59670/jns.v33i.411. [Google Scholar]
  33. Y. KRYUCHEVA and I. TOLSTOUKHOVA, “Formas modernas de aprendizagem como meio de melhorar a atividade cognitiva dos estudantes,” vol. 34, no. 00, pp. 1–15, 2023. [Google Scholar]
  34. S. F. Rivas, C. Saiz, and C. Ossa, “Metacognitive Strategies and Development of Critical Thinking in Higher Education,” Front. Psychol., vol. 13, no. June, 2022, doi: 10.3389/fpsyg.2022.913219. [Google Scholar]
  35. D. Varveris, V. Saltas, and V. Tsiantos, “Exploring the Role of Metacognition in Measuring Students’ Critical Thinking and Knowledge in Mathematics: A Comparative Study of Regression and Neural Networks,” Knowledge, vol. 3, no. 3, pp. 333–348, 2023, doi: 10.3390/knowledge3030023. [CrossRef] [Google Scholar]
  36. C. Koyuturk et al., “Developing Effective Educational Chatbots with ChatGPT prompts: Insights from Preliminary Tests in a Case Study on Social Media Literacy,” 31st Int. Conf. Comput. Educ. ICCE 2023 Proc., vol. 1, pp. 150–152, 2023. [Google Scholar]
  37. N. P. Davies et al., “ChatGPT sits the DFPH exam: large language model performance and potential to support public health learning,” BMC Med. Educ., vol. 24, no. 1, 2024, doi: 10.1186/s12909-024-05042-9. [Google Scholar]
  38. S. Jentzsch and K. Kersting, “ChatGPT is fun, but it is not funny! Humor is still challenging Large Language Models,” Proc. Annu. Meet. Assoc. Comput. Linguist., no. Ml, pp. 325–340, 2023, doi: 10.18653/v1/2023.wassa-1.29. [Google Scholar]
  39. W. Yang, W. Junjie, and L. Weihua, “Prospects and Challenges of Large Language Models in the Field of Intelligent Building,” Autom. Control Intell. Syst., vol. 11, no. 1, pp. 15–20, 2023, doi: 10.11648/j.acis.20231101.13. [Google Scholar]
  40. R. F. Kizilcec and H. Lee, “Algorithmic fairness in education,” Ethics Artif. Intell. Educ. Pract. Challenges, Debates, pp. 174–202, 2022, doi: 10.4324/9780429329067-10. [CrossRef] [Google Scholar]
  41. L. Huang, “Ethics of Artificial Intelligence in Education: Student Privacy and Data Protection,” Sci. Insights Educ. Front., vol. 16, no. 2, pp. 2577–2587, 2023, doi: 10.15354/sief.23.re202. [Google Scholar]
  42. P. Limna, T. Kraiwanit, K. Jangjarat, P. Klayklung, and P. Chocksathaporn, “The use of ChatGPT in the digital era: Perspectives on chatbot implementation,” J. Appl. Learn. Teach., vol. 6, no. 1, pp. 64–74, 2023, doi: 10.37074/jalt.2023.6.1.32. [Google Scholar]
  43. M. Burkhard, “Student Perceptions of Ai-Powered Writing Tools: Towards Individualized Teaching Strategies,” Proc. 19th Int. Conf. Cogn. Explor. Learn. Digit. Age, CELDA 2022, no. Celda, pp. 73–81, 2022, doi: 10.33965/celda2022_202207l010. [Google Scholar]
  44. O. Zawacki-Richter and I. Jung, “Handbook of Open, Distance and Digital Education,” Handb. Open, Distance Digit. Educ., pp. 1–1437, 2023, doi: 10.1007/978-981-19-2080-6. [Google Scholar]
  45. S. F. Ahmad et al., “Impact of artificial intelligence on human loss in decision making, laziness and safety in education,” Humanit. Soc. Sci. Commun., vol. 10, no. 1, pp. 1–14, 2023, doi: 10.1057/s41599-023-01787-8. [Google Scholar]
  46. O. V. García Sánchez, “Uso y percepción de ChatGPT en la educación superior,” Rev. Investig. en Tecnol. la Inf., vol. 11, no. 23, pp. 98–107, 2023, doi: 10.36825/riti.11.23.009. [Google Scholar]
  47. R. Indah, “Qualitative Interview With Sensitive Partipants,” J. Pendidik. Kedokt. Indones. Indones. J. Med. Educ., vol. 11, no. 1, p. 22, 2022, doi: 10.22146/jpki.64308. [Google Scholar]
  48. E. Knott, A. H. Rao, K. Summers, and C. Teeger, “Interviews in the social sciences,” Nat. Rev. Methods Prim., vol. 2, no. 1, 2022, doi: 10.1038/s43586-02200150-6. [Google Scholar]
  49. G. Bryan, “2 , 3 , 2, 1.” [Google Scholar]
  50. C. L. Arntson and M. N. Yoon, “Participant Directed Mobile Interviews: A Data Collection Method for Conducting In-Situ Field Research at a Distance,” Int. J. Qual. Methods, vol. 22, pp. 1–9, 2023, doi: 10.1177/16094069231188254. [CrossRef] [Google Scholar]
  51. K. Kitto, C. A. Manly, R. Ferguson, and O. Poquet, “Towards more replicable content analysis for learning analytics,” ACM Int. Conf. Proceeding Ser., pp. 303–314, 2023, doi: 10.1145/3576050.3576096. [Google Scholar]
  52. C. M. Snider, E. A. Dekoninck, and S. J. Culley, “Improving confidence in smaller data sets through methodology: The development of a coding scheme,” Proc. Int. Des. Conf. Des., vol. DS 70, pp. 1253–1263, 2012. [Google Scholar]
  53. E. Murgia, M. S. Pera, M. Landoni, and T. Huibers, “Children on ChatGPT Readability in an Educational Context: Myth or Opportunity?,” UMAP 2023 Adjun. Proc. 31st ACM Conf. User Model. Adapt. Pers., pp. 311–316, 2023, doi: 10.1145/3563359.3596996. [Google Scholar]
  54. F. Panagopoulou, C. Parpoula, and K. Karpouzis, “Legal and ethical considerations regarding the use of ChatGPT in education,” arXiv Prepr. arXiv …, 2023, [Online]. Available: http://dx.doi.org/10.31235/osf.io/c5hf3. [Google Scholar]
  55. “Investigating the Feasibility of ChatGPT for Personalized English Language Learning : A Case Study on its Applicability to Japanese Students Noboru SAKAI Tamagagwa University / Kitasato University.” [Google Scholar]
  56. S. Netcoh, “Students’ experiences with personalized learning: An examination using self-determination theory,” Grad. Coll. Diss. Theses, p. 229, 2017, [Online]. Available: http://scholarworks.uvm.edu/graddis/738. [Google Scholar]
  57. A. Maheswara and I. Rifai, “To Learn, Unlearn, and Relearn with Personalized Language Learning and Educational Technology,” E3S Web Conf., vol. 388, 2023, doi: 10.1051/e3sconf/202338804029. [Google Scholar]
  58. J. Li, L. Gui, Y. Zhou, D. West, C. Aloisi, and Y. He, “Distilling ChatGPT for Explainable Automated Student Answer Assessment,” Find. Assoc. Comput. Linguist. EMNLP 2023, pp. 6007–6026, 2023, doi: 10.18653/v1/2023.findingsemnlp.399. [Google Scholar]
  59. N. Forman, J. Udvaros, and M. S. Avornicului, “ChatGPT: A new study tool shaping the future for high school students,” Int. J. Adv. Nat. Sci. Eng. Res., vol. 7, no. 4, pp. 95–102, 2023, doi: 10.59287/ijanser.562. [Google Scholar]
  60. P. Bitzenbauer, “ChatGPT in physics education: A pilot study on easy-to-implement activities,” Contemp. Educ. Technol., vol. 15, no. 3, 2023, doi: 10.30935/cedtech/13176. [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.