This study presents Attainable eDucation for All(AeDA),a transformative new ecosystem framework proposed to address the critical misalignment between traditional higher education and rapidly changing workforce demands...This study presents Attainable eDucation for All(AeDA),a transformative new ecosystem framework proposed to address the critical misalignment between traditional higher education and rapidly changing workforce demands.AeDA proposes an AI-powered,four-helix ecosystem that decouples education,credentialing,and employment.By decomposing courses into atomic micro-credentials,dynamically aligning curricula with real-time labor market,and enabling personalized learning pathways,AeDA compresses learning-to-job placement while preserving equity.The new ecosystem integrates learners,educators,employers,and evaluators into a collaborative lifelong-learning fabric,shifting higher education from degree-earning to skill-based knowledge mastery so as to close critical gaps in high-demand fields like cybersecurity.展开更多
The advancement of generative AI has reshaped EFL education,particularly in EFL writing.This qualitative case study investigates the perceptions of Chinese college students and EFL teachers towards the integration of ...The advancement of generative AI has reshaped EFL education,particularly in EFL writing.This qualitative case study investigates the perceptions of Chinese college students and EFL teachers towards the integration of Gen AI in EFL writing.The research involved semi-structured interviews with 13 students and 10 EFL teachers.Thematic analysis,guided by the Technology Acceptance Model(TAM),was employed to analyze the qualitative data.The findings reveal the perceptions of students and teachers regarding the role of generative AI in EFL writing.Regarding usefulness,students appreciate Gen AI for reducing writing difficulty and enhancing efficiency,though some note that it may produce logical flaws and misinformation.Teachers share similar perceptions,but stress effectiveness depends on students’language level.Some teachers also advocate traditional writing initially to build foundational skills.On the ease of use,most students find it easy interacting with Gen AI but mention dialogical understanding challenges.Both students and teachers stress clear prompts are crucial,indicating“AI interaction literacy”should be part of teaching.Moreover,teachers worry that Gen AI’s ease of use may lead to over-reliance.These results reveal contradicting goals of using Gen AI:students value efficiency,while teachers focus on ability cultivation.These insights guide more effective integration of Gen AI in EFL writing education.展开更多
In today’s digital era,algorithms have become an indispensable part of our daily lives and work.Algorithm education plays a crucial role in computer science and software engineering,aiming to cultivate students’prob...In today’s digital era,algorithms have become an indispensable part of our daily lives and work.Algorithm education plays a crucial role in computer science and software engineering,aiming to cultivate students’problem-solving skills and computational thinking.However,traditional algorithm education often requires significant time and efforts from teachers,lacks interactivity,and provides limited examples.The rapid advancement of AI technology,particularly generative models,and large language models(LLMs),has the potential to revolutionize computer education.Models like OpenAI’s GPT-4 and ChatGPT have conversational capabilities and contribute to various aspects of computer education.GPT-3.5,as an assistant in algorithm education,assists teachers in automatically generating explanations and algorithmic examples to enhance students’understanding of algorithms.While existing research has certain limitations,such as focusing on specific scenarios and lacking comprehensive benchmark testing,this paper explores the role of ChatGPT(GPT-3.5)in algorithm education.By refining prompts and evaluating generative capabilities,the study demonstrates that GPT-3.5 holds significant potential as a teaching aid.With an average accuracy of 0.81.GPT-3.5 can generate explanations,code examples,and visualizations of the corresponding algorithms.Other tests including algorithm problem-solving and examples giving also prove the practicability of GPT-3.5 in algorithm education.展开更多
Artificial Intelligence (AI) offers immediate insights to penetrate the overwhelming volume of everyday security warnings. The current body of research mostly examines the use of AI in the field of cyber security, but...Artificial Intelligence (AI) offers immediate insights to penetrate the overwhelming volume of everyday security warnings. The current body of research mostly examines the use of AI in the field of cyber security, but it does not adequately address the visual inspection of AI applications. The advent of AI has led to noticeable structural changes in the field of cyber security. This study facilitates the advancement of theory about artificial intelligence (AI) across several fields. It assists researchers in determining research paths and serves as a resource for corporations and governments to strategize the use of AI in areas such as cyber security, education, healthcare, and work-life balance. Numerous nations, organizations, and writers are intricately linked via cooperation and citation networks. Artificial intelligence is an academic discipline focused on the research and advancement of computer systems, robots, and other creations that possess human-like intelligence, which is defined by cognitive powers, learning capabilities, and adaptability. This research aimed to evaluate the present trajectory and influence of Artificial Intelligence (AI) on education, healthcare, cybersecurity, and work-life balance. Based on an initial examination, this research focused on evaluating the use and impact of AI in many domains, using a specific narrative and framework. The findings of this study will enable researchers to comprehend the prevailing pattern and the influence of people on the integration of AI into daily life.展开更多
Automatic analysis of student behavior in classrooms has gained importance with the rise of smart education and vision technologies.However,the limited real-time accuracy of existing methods severely constrains their ...Automatic analysis of student behavior in classrooms has gained importance with the rise of smart education and vision technologies.However,the limited real-time accuracy of existing methods severely constrains their practical classroom deployment.To address this issue of low accuracy,we propose an improved YOLOv11-based detector that integrates CARAFE upsampling,DySnakeConv,DyHead,and SMFA fusion modules.This new model for real-time classroom behavior detection captures fine-grained student behaviors with low latency.Additionally,we have developed a visualization system that presents data through intuitive dashboards.This system enables teachers to dynamically grasp classroom engagement by tracking student participation and involvement.The enhanced YOLOv11 model achieves an mAP@0.5 of 87.2%on the evaluated datasets,surpassing baseline models.This significance lies in two aspects.First,it provides a practical technical route for deployable live classroom behavior monitoring and engagement feedback systems.Second,by integrating this proposed system,educators could make data-informed and fine-grained teaching decisions,ultimately improving instructional quality and learning outcomes.展开更多
Artificial intelligence (AI) has garnered significant interest within the educational domain over the past decade, promising to revolutionise teaching and learning. This paper provides a comprehensive overview of syst...Artificial intelligence (AI) has garnered significant interest within the educational domain over the past decade, promising to revolutionise teaching and learning. This paper provides a comprehensive overview of systematic reviews conducted from 2010 to 2023 on the implementation of AI in K-12 education. By synthesising findings from ten selected systematic reviews, this study explores the multifaceted opportunities and challenges posed by AI in education. The analysis reveals several key findings: AI’s potential to personalise learning, enhance student motivation, and improve teaching efficiency are highlighted as major strengths. However, the study also identifies critical concerns, including teacher resistance, high implementation costs, ethical considerations, and the need for extensive teacher training. These findings represent the most significant insights from the analysis, while additional findings further underscore the complexity and scope of AI integration in educational settings. The study employs a SWOT analysis to summarise these insights, identifying key areas for future research and policy development. This review aims to guide educators, policymakers, and researchers in effectively leveraging AI to enhance educational outcomes while addressing its inherent challenges.展开更多
The paper discusses the advancements and applications of neural networks, specifically ChatGPT, in various fields, including chemistry education and research. It examines the benefits of AI and ChatGPT, such as their ...The paper discusses the advancements and applications of neural networks, specifically ChatGPT, in various fields, including chemistry education and research. It examines the benefits of AI and ChatGPT, such as their ability to process and analyze large amounts of data, create personalized training systems, and offer problem-solving recommendations. The paper delves into practical applications, showcasing how ChatGPT can be utilised to augment chemistry learning. It provides examples of using ChatGPT for creating tests, generating multiple-choice questions, and studying chemistry in general. Concerns are voiced about the ethical and societal impact of AI development. In conclusion, it explores the exciting potential of AI to tackle challenges that may exceed human capabilities alone, paving the way for further exploration and collaboration between humans and intelligent machines.展开更多
The increased ownership of mobile phone users and the advancement of mobile applications enlarge the practicality and popularity of use for learning purposes among Chinese university students.However,even if innovativ...The increased ownership of mobile phone users and the advancement of mobile applications enlarge the practicality and popularity of use for learning purposes among Chinese university students.However,even if innovative functions of these applications are increasingly reported in relevant research in the education field,little research has been in the application of spoken English language.This paper examined the effect of using a Mobile-Assisted Language Learning(MALL)application“IELTS Liulishuo”(speaking English fluently in the IELTS test)as a unit of analysis to improve the English-speaking production of university students in China.The measurement of this mobile application in its effectiveness of validity and reliability is through the use of seven dimensional criteria.Although some technical and pedagogical issues challenge adoptions of MALL in some less-developed regions in China,the study showed positive effects of using a MALL oral English assessment application characterised with Automatic Speech Recognition(ASR)system on the improvement of complexity,accuracy,and fluency of English learners in China’s colleges.展开更多
With the rapid development of online education,cognitive diagnosis has become a key task in intelligent education,particularly for student ability assessments and resource recommendations.However,existing cognitive di...With the rapid development of online education,cognitive diagnosis has become a key task in intelligent education,particularly for student ability assessments and resource recommendations.However,existing cognitive diagnosis models face the diagnostic system cold-start problem,whereby there are no response logs in new domains,making accurate student diagnosis challenging.This research defines this task as zero-shot cross-domain cognitive diagnosis(ZCCD),which aims to diagnose students'cognitive abilities in the target domain using only the response logs from the source domain without prior interaction data.To address this,a novel paradigm,large language model(LLM)-guidedcognitive state transfer(LCST)is proposed,which leverages the powerful capabilities of LLMs to bridge the gap between the source and target domains.By modelling cognitive states as natural language tasks,LLMs act as intermediaries to transfer students'cognitive states across domains.The research uses advanced LLMs to analyze the relationships between knowledge concepts and diagnose students’mastery of the target domain.The experimental results on realworld datasets shows that the LCST significantly improves cognitive diagnostic performance,which highlights the potential of LLMs as educational experts in this context.This approach provides a promising direction for solving the ZCCD challenge and advancing the application of LLMs in intelligent education.展开更多
This paper introduces the Quantum-Agential framework to address the"foundational gap"in Al-mediated education,where classical dualisms fail to capture the entangled realities of human machine learning.Draw-i...This paper introduces the Quantum-Agential framework to address the"foundational gap"in Al-mediated education,where classical dualisms fail to capture the entangled realities of human machine learning.Draw-ing on Karen Barad's Agential Realism and quantum-like models of cognition,the framework reconceptualizes cognition,agency,and ethics as emergent properties of material-discursive apparatuses rather than attributes ofisolated individuals or tools.By dissolving binaries such as human/machine and subject/object,it provides a re-lational ontology and a formal language for modeling uncertainty,contextuality,and entanglement in learning processes.Case studies of co-writing with generative Al and adaptive tutoring systems illustrate how this ap-proach reframes cognitive load,distributed agency,and systemic ethics.The framework advances post-humanist pedagogy,emphasizes educator roles as architects of learning apparatuses,and proposes diffractive methodolo-gies for research.It offers a principled path toward ethically responsible,cognitively aware,and human-centered futures for Al in education.展开更多
The proliferation of Artificial Intelligence(AI)in education presents both transformative opportunities and significant challenges,particularly concerning the development of students’critical thinking skills.This stu...The proliferation of Artificial Intelligence(AI)in education presents both transformative opportunities and significant challenges,particularly concerning the development of students’critical thinking skills.This study investigated the efficacy of an AI-driven Socratic dialogue partner as a pedagogical intervention to enhance these essential higher-order cognitive abilities.The Socratic method,a venerable technique for fostering critical inquiry,was operationalized within an AI system designed to engage students in reflective dialogue.A quasi-experimental,pre-test/post-test control group design was employed with undergraduate students.Critical thinking skills were assessed using a standardized instrument,the California Critical Thinking Skills Test(CCTST).Hypothetical findings indicate that students who interacted with the AI Socratic dialogue partner(experimental group)demonstrated statistically significant improvements in their overall critical thinking scores and specific sub-skills compared to students in the control group who received traditional instruction.Qualitative data from student feedback surveys suggested that the AI partner was perceived as an engaging tool that prompted deeper reflection and self-correction.These results underscore the potential of thoughtfully designed AI systems to support and cultivate critical thinking.The implications of these findings extend to educational practice,suggesting novel ways to integrate AI into learning environments,and to AI development,highlighting the importance of pedagogically grounded design for educational tools.展开更多
Purpose:The purpose of this article is to analyze how to make changes to prescribed curriculum,pedagogy,activities,learning environments,and assessments to loosen control over time and space of learning to increase ti...Purpose:The purpose of this article is to analyze how to make changes to prescribed curriculum,pedagogy,activities,learning environments,and assessments to loosen control over time and space of learning to increase time for student autonomy.Design/Approach/Methods:A theoretical analysis of functions of the five elements(curriculum,pedagogy,activities,learning environments,and assessments)of schooling in controlling time and space in learning.Findings:Students'time available for autonomy is limited due to prescribed curriculum,which occupies all students'school time.Pedagogical practices that aim to efficiently implement the prescribed curriculum force and tempt students to spend all available time on the prescribed curriculum and extend work on the prescribed curriculum beyond classrooms through time concentration.Furthermore,the design and implementation of learning activities alter students'perception of time,making activities long and tedious.Moreover,students'time occupation by the prescribed curriculum compresses their space in learning environments.Finally,assessments and evaluations are typically limited to a distorted picture of students due to misplaced observers on different time scales and from an observation perspective.All these can be changed and we proposed possible directions of change.Originality/Value:This article furthers our positions in the previous article published in ECNU Review of Education——"Paradigm Shifting in Education:An Ecological Analysis."In this article,we provided a more detailed analysis of schooling from spatiotemporal perspectives and gave a uniquely fresh perspective on the changes we need in the age of Al to increase the time available for autonomy.展开更多
Purpose:Artificial intelligence(AI)chatbots,such as ChatGPT and GPT-4,developed by OpenAI,have the potential to revolutionize education.This study explores the potential benefits and challenges of using ChatGPT in edu...Purpose:Artificial intelligence(AI)chatbots,such as ChatGPT and GPT-4,developed by OpenAI,have the potential to revolutionize education.This study explores the potential benefits and challenges of using ChatGPT in education(or“educative AI”).Design/Approach/Methods:This paper proposes a theoretical framework called“IDEE”for educative AI such as using ChatGPT and other generative AI in education,which includes identifying the desired outcomes,determining the appropriate level of automation,ensuring ethical considerations,and evaluating effectiveness.Findings:The benefits of using ChatGPT in education or more generally,educative AI,include a more personalized and efficient learning experience for students as well as easier and faster feedback for teachers.However,challenges such as the untested effectiveness of the technology,limitations in the quality of data,and ethical and safety concerns must also be considered.Originality/Value:This study explored the opportunities and challenges of using ChatGPT in education within the proposed theoretical framework.展开更多
In recent years,China has been issuing artificial intelligence(AI)education policies to promote the deep integration between AI and education.Setting AI courses at the basic education phase can cultivate students’AI ...In recent years,China has been issuing artificial intelligence(AI)education policies to promote the deep integration between AI and education.Setting AI courses at the basic education phase can cultivate students’AI literacy and enhance the country’s science and technology competitiveness in the future.However,due to shortages of AI teachers and inadequate conditions for practice,the current AI courses in primary and secondary schools are not enough in effectiveness.In light of current problems,this study,based on the foundation of university-enterprise cooperation,integrates the“competition and education”mechanism into informal AI course design and practice.Using a design-based research paradigm,the study proposes the design framework from four dimensions:goals,themes and content,methods and steps,and evaluation,and then further refines the framework through two rounds of iterations,to provide a reference for the development and practice of AI courses.展开更多
This paper proposes a novel approach to use artificial intelligence(Al),particularly large language models(LLMs)and other foundation models(FMs)in an educational environment.It emphasizes the integration of teams of t...This paper proposes a novel approach to use artificial intelligence(Al),particularly large language models(LLMs)and other foundation models(FMs)in an educational environment.It emphasizes the integration of teams of teachable and self-learning LLMs agents that use neuro-symbolic cognitive architecture(NSCA)to provide dynamic personalized support to learners and educators within self-improving adaptive instructional systems(SIAIS).These systems host these agents and support dynamic sessions of engagement workflow.We have developed the never ending open learning adaptive framework(NEOLAF),an LLM-based neuro-symbolic architecture for self-learning AI agents,and the open learning adaptive framework(OLAF),the underlying platform to host the agents,manage agent sessions,and support agent workflows and integration.The NEOLAF and OLAF serve as concrete examples to illustrate the advanced AI implementation approach.We also discuss our proof of concept testing of the NEOLAF agent to develop math problem-solving capabilities and the evaluation test for deployed interactive agent in the learning environment.展开更多
This paper investigates the potential of AI tools,particularly AI pens such as the Caterpillar pen,to enhance children's intrinsic motivation for English language learning in China.Compared to traditional exam-ori...This paper investigates the potential of AI tools,particularly AI pens such as the Caterpillar pen,to enhance children's intrinsic motivation for English language learning in China.Compared to traditional exam-oriented English education in China,the AI pens offer a more engaging and natural language environment through features like audio readings with native pronunciation,graded difficulty levels for various reading abilities,and repetitive exposure to vocabulary and sentence structures.These features can significantly increase children's intrinsic motivation by making learning enjoyable and effective.However,challenges such as limited research on AI's impact on intrinsic motivation and the ongoing need for parental supervision exist.To maximize the benefits of AI tools,they should be integrated into daily learning activities and used in conjunction with traditional teaching methods as opposed to replacing these methods.In this way,AI technology can become a valuable asset in fostering a love of language learning and in turn improving children's overall language proficiency.展开更多
Starting September I,primary and secondary schools in Beijing will incorporate at least eight hours of AI education per academic year,according to an announcement from the Beijing Municipal Education Commission in Mar...Starting September I,primary and secondary schools in Beijing will incorporate at least eight hours of AI education per academic year,according to an announcement from the Beijing Municipal Education Commission in March.The move emphasizes China's push to dominate the AI sector by nurturing homegrown talent early.展开更多
Purpose:The purpose of this article is to analyze educational changes,in particular transformational changes,and suggest a new approach to shift the paradigm in education using an ecological conceptual framework.Desig...Purpose:The purpose of this article is to analyze educational changes,in particular transformational changes,and suggest a new approach to shift the paradigm in education using an ecological conceptual framework.Design/Approach/Methods:An ecological analysis of two key factors in education:prescribed curriculum and student autonomy.Findings:Paradigm shift can happen in schools,but it cannot be imposed by systems and systems typically are unable to propose transformational changes.Such changes should happen within schools,but not affecting the entire school.Thus a"school within a school"approach is proposed with some examples.The small change could affect entire systems from the perspective of panarchy theory.Originality/Value:This article brings a fresh perspective on making the much needed transformational changes possible in schools.Al partnership,personalized learning,student autonomy,self-determination,and self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students.However,implementing these would demand a paradigm shift in schools.Schools are the most resilient social entities,but they are also the organizations easiest to change.For over 200 years,the essence of schooling has not changed,but there have been significant changes in curriculum,textbooks,testing,and pedagogy.Today,we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence.It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes.展开更多
While digital technology holds great potential to help realize our collective educational commitments and to build the futures of education beyond 2030,it also comes with negative consequences and uncharted risks.To b...While digital technology holds great potential to help realize our collective educational commitments and to build the futures of education beyond 2030,it also comes with negative consequences and uncharted risks.To be effective,digital education needs to be properly steered and governed to ensure it serves public interests,happens in public spaces,and is accountable to the public.This paper first provides a comprehensive overview on UNESCO’s human-centered approach to steering digital education that counter-balances dominant techno-solutionist thinking.This includes ensuring that the use of digital technology enhances human capacity,rather than undermining it,adequately addresses digital divides and digital gender inequality,and assures effective regulation to minimize the negative impact both on human well-being,and on the environment.This paper then presents recommendations to help build integrated digital education systems which prioritize support for teachers,and which address connectivity issues,not only with opportunities for the strengthening of competencies,but also with open access inclusive quality digital learning content.Finally,this paper shares a forward-looking vision for the futures of school systems,exemplified by a framework of digital open schools.展开更多
文摘This study presents Attainable eDucation for All(AeDA),a transformative new ecosystem framework proposed to address the critical misalignment between traditional higher education and rapidly changing workforce demands.AeDA proposes an AI-powered,four-helix ecosystem that decouples education,credentialing,and employment.By decomposing courses into atomic micro-credentials,dynamically aligning curricula with real-time labor market,and enabling personalized learning pathways,AeDA compresses learning-to-job placement while preserving equity.The new ecosystem integrates learners,educators,employers,and evaluators into a collaborative lifelong-learning fabric,shifting higher education from degree-earning to skill-based knowledge mastery so as to close critical gaps in high-demand fields like cybersecurity.
文摘The advancement of generative AI has reshaped EFL education,particularly in EFL writing.This qualitative case study investigates the perceptions of Chinese college students and EFL teachers towards the integration of Gen AI in EFL writing.The research involved semi-structured interviews with 13 students and 10 EFL teachers.Thematic analysis,guided by the Technology Acceptance Model(TAM),was employed to analyze the qualitative data.The findings reveal the perceptions of students and teachers regarding the role of generative AI in EFL writing.Regarding usefulness,students appreciate Gen AI for reducing writing difficulty and enhancing efficiency,though some note that it may produce logical flaws and misinformation.Teachers share similar perceptions,but stress effectiveness depends on students’language level.Some teachers also advocate traditional writing initially to build foundational skills.On the ease of use,most students find it easy interacting with Gen AI but mention dialogical understanding challenges.Both students and teachers stress clear prompts are crucial,indicating“AI interaction literacy”should be part of teaching.Moreover,teachers worry that Gen AI’s ease of use may lead to over-reliance.These results reveal contradicting goals of using Gen AI:students value efficiency,while teachers focus on ability cultivation.These insights guide more effective integration of Gen AI in EFL writing education.
基金funded by the Double First Class Graduate Quality Curriculum Construction Project of Shanghai Jiao Tong University。
文摘In today’s digital era,algorithms have become an indispensable part of our daily lives and work.Algorithm education plays a crucial role in computer science and software engineering,aiming to cultivate students’problem-solving skills and computational thinking.However,traditional algorithm education often requires significant time and efforts from teachers,lacks interactivity,and provides limited examples.The rapid advancement of AI technology,particularly generative models,and large language models(LLMs),has the potential to revolutionize computer education.Models like OpenAI’s GPT-4 and ChatGPT have conversational capabilities and contribute to various aspects of computer education.GPT-3.5,as an assistant in algorithm education,assists teachers in automatically generating explanations and algorithmic examples to enhance students’understanding of algorithms.While existing research has certain limitations,such as focusing on specific scenarios and lacking comprehensive benchmark testing,this paper explores the role of ChatGPT(GPT-3.5)in algorithm education.By refining prompts and evaluating generative capabilities,the study demonstrates that GPT-3.5 holds significant potential as a teaching aid.With an average accuracy of 0.81.GPT-3.5 can generate explanations,code examples,and visualizations of the corresponding algorithms.Other tests including algorithm problem-solving and examples giving also prove the practicability of GPT-3.5 in algorithm education.
文摘Artificial Intelligence (AI) offers immediate insights to penetrate the overwhelming volume of everyday security warnings. The current body of research mostly examines the use of AI in the field of cyber security, but it does not adequately address the visual inspection of AI applications. The advent of AI has led to noticeable structural changes in the field of cyber security. This study facilitates the advancement of theory about artificial intelligence (AI) across several fields. It assists researchers in determining research paths and serves as a resource for corporations and governments to strategize the use of AI in areas such as cyber security, education, healthcare, and work-life balance. Numerous nations, organizations, and writers are intricately linked via cooperation and citation networks. Artificial intelligence is an academic discipline focused on the research and advancement of computer systems, robots, and other creations that possess human-like intelligence, which is defined by cognitive powers, learning capabilities, and adaptability. This research aimed to evaluate the present trajectory and influence of Artificial Intelligence (AI) on education, healthcare, cybersecurity, and work-life balance. Based on an initial examination, this research focused on evaluating the use and impact of AI in many domains, using a specific narrative and framework. The findings of this study will enable researchers to comprehend the prevailing pattern and the influence of people on the integration of AI into daily life.
文摘Automatic analysis of student behavior in classrooms has gained importance with the rise of smart education and vision technologies.However,the limited real-time accuracy of existing methods severely constrains their practical classroom deployment.To address this issue of low accuracy,we propose an improved YOLOv11-based detector that integrates CARAFE upsampling,DySnakeConv,DyHead,and SMFA fusion modules.This new model for real-time classroom behavior detection captures fine-grained student behaviors with low latency.Additionally,we have developed a visualization system that presents data through intuitive dashboards.This system enables teachers to dynamically grasp classroom engagement by tracking student participation and involvement.The enhanced YOLOv11 model achieves an mAP@0.5 of 87.2%on the evaluated datasets,surpassing baseline models.This significance lies in two aspects.First,it provides a practical technical route for deployable live classroom behavior monitoring and engagement feedback systems.Second,by integrating this proposed system,educators could make data-informed and fine-grained teaching decisions,ultimately improving instructional quality and learning outcomes.
文摘Artificial intelligence (AI) has garnered significant interest within the educational domain over the past decade, promising to revolutionise teaching and learning. This paper provides a comprehensive overview of systematic reviews conducted from 2010 to 2023 on the implementation of AI in K-12 education. By synthesising findings from ten selected systematic reviews, this study explores the multifaceted opportunities and challenges posed by AI in education. The analysis reveals several key findings: AI’s potential to personalise learning, enhance student motivation, and improve teaching efficiency are highlighted as major strengths. However, the study also identifies critical concerns, including teacher resistance, high implementation costs, ethical considerations, and the need for extensive teacher training. These findings represent the most significant insights from the analysis, while additional findings further underscore the complexity and scope of AI integration in educational settings. The study employs a SWOT analysis to summarise these insights, identifying key areas for future research and policy development. This review aims to guide educators, policymakers, and researchers in effectively leveraging AI to enhance educational outcomes while addressing its inherent challenges.
文摘The paper discusses the advancements and applications of neural networks, specifically ChatGPT, in various fields, including chemistry education and research. It examines the benefits of AI and ChatGPT, such as their ability to process and analyze large amounts of data, create personalized training systems, and offer problem-solving recommendations. The paper delves into practical applications, showcasing how ChatGPT can be utilised to augment chemistry learning. It provides examples of using ChatGPT for creating tests, generating multiple-choice questions, and studying chemistry in general. Concerns are voiced about the ethical and societal impact of AI development. In conclusion, it explores the exciting potential of AI to tackle challenges that may exceed human capabilities alone, paving the way for further exploration and collaboration between humans and intelligent machines.
文摘The increased ownership of mobile phone users and the advancement of mobile applications enlarge the practicality and popularity of use for learning purposes among Chinese university students.However,even if innovative functions of these applications are increasingly reported in relevant research in the education field,little research has been in the application of spoken English language.This paper examined the effect of using a Mobile-Assisted Language Learning(MALL)application“IELTS Liulishuo”(speaking English fluently in the IELTS test)as a unit of analysis to improve the English-speaking production of university students in China.The measurement of this mobile application in its effectiveness of validity and reliability is through the use of seven dimensional criteria.Although some technical and pedagogical issues challenge adoptions of MALL in some less-developed regions in China,the study showed positive effects of using a MALL oral English assessment application characterised with Automatic Speech Recognition(ASR)system on the improvement of complexity,accuracy,and fluency of English learners in China’s colleges.
基金supported by the National Natural Science Foundation of China(Grant Nos.62107001,U21A20512,62302010,and 62202006)the Chinese Postdoctoral Science Foundation(Grant No.2023M740015)+1 种基金the Postdoctoral Fellowship Program(Grade B)of the China Postdoctoral Science Foundation(Grant No.GZB20240002)the Anhui Province Key Laboratory of Intelligent Computing and Applications,China(Grant No.AFZNJS2024KF01).
文摘With the rapid development of online education,cognitive diagnosis has become a key task in intelligent education,particularly for student ability assessments and resource recommendations.However,existing cognitive diagnosis models face the diagnostic system cold-start problem,whereby there are no response logs in new domains,making accurate student diagnosis challenging.This research defines this task as zero-shot cross-domain cognitive diagnosis(ZCCD),which aims to diagnose students'cognitive abilities in the target domain using only the response logs from the source domain without prior interaction data.To address this,a novel paradigm,large language model(LLM)-guidedcognitive state transfer(LCST)is proposed,which leverages the powerful capabilities of LLMs to bridge the gap between the source and target domains.By modelling cognitive states as natural language tasks,LLMs act as intermediaries to transfer students'cognitive states across domains.The research uses advanced LLMs to analyze the relationships between knowledge concepts and diagnose students’mastery of the target domain.The experimental results on realworld datasets shows that the LCST significantly improves cognitive diagnostic performance,which highlights the potential of LLMs as educational experts in this context.This approach provides a promising direction for solving the ZCCD challenge and advancing the application of LLMs in intelligent education.
文摘This paper introduces the Quantum-Agential framework to address the"foundational gap"in Al-mediated education,where classical dualisms fail to capture the entangled realities of human machine learning.Draw-ing on Karen Barad's Agential Realism and quantum-like models of cognition,the framework reconceptualizes cognition,agency,and ethics as emergent properties of material-discursive apparatuses rather than attributes ofisolated individuals or tools.By dissolving binaries such as human/machine and subject/object,it provides a re-lational ontology and a formal language for modeling uncertainty,contextuality,and entanglement in learning processes.Case studies of co-writing with generative Al and adaptive tutoring systems illustrate how this ap-proach reframes cognitive load,distributed agency,and systemic ethics.The framework advances post-humanist pedagogy,emphasizes educator roles as architects of learning apparatuses,and proposes diffractive methodolo-gies for research.It offers a principled path toward ethically responsible,cognitively aware,and human-centered futures for Al in education.
文摘The proliferation of Artificial Intelligence(AI)in education presents both transformative opportunities and significant challenges,particularly concerning the development of students’critical thinking skills.This study investigated the efficacy of an AI-driven Socratic dialogue partner as a pedagogical intervention to enhance these essential higher-order cognitive abilities.The Socratic method,a venerable technique for fostering critical inquiry,was operationalized within an AI system designed to engage students in reflective dialogue.A quasi-experimental,pre-test/post-test control group design was employed with undergraduate students.Critical thinking skills were assessed using a standardized instrument,the California Critical Thinking Skills Test(CCTST).Hypothetical findings indicate that students who interacted with the AI Socratic dialogue partner(experimental group)demonstrated statistically significant improvements in their overall critical thinking scores and specific sub-skills compared to students in the control group who received traditional instruction.Qualitative data from student feedback surveys suggested that the AI partner was perceived as an engaging tool that prompted deeper reflection and self-correction.These results underscore the potential of thoughtfully designed AI systems to support and cultivate critical thinking.The implications of these findings extend to educational practice,suggesting novel ways to integrate AI into learning environments,and to AI development,highlighting the importance of pedagogically grounded design for educational tools.
文摘Purpose:The purpose of this article is to analyze how to make changes to prescribed curriculum,pedagogy,activities,learning environments,and assessments to loosen control over time and space of learning to increase time for student autonomy.Design/Approach/Methods:A theoretical analysis of functions of the five elements(curriculum,pedagogy,activities,learning environments,and assessments)of schooling in controlling time and space in learning.Findings:Students'time available for autonomy is limited due to prescribed curriculum,which occupies all students'school time.Pedagogical practices that aim to efficiently implement the prescribed curriculum force and tempt students to spend all available time on the prescribed curriculum and extend work on the prescribed curriculum beyond classrooms through time concentration.Furthermore,the design and implementation of learning activities alter students'perception of time,making activities long and tedious.Moreover,students'time occupation by the prescribed curriculum compresses their space in learning environments.Finally,assessments and evaluations are typically limited to a distorted picture of students due to misplaced observers on different time scales and from an observation perspective.All these can be changed and we proposed possible directions of change.Originality/Value:This article furthers our positions in the previous article published in ECNU Review of Education——"Paradigm Shifting in Education:An Ecological Analysis."In this article,we provided a more detailed analysis of schooling from spatiotemporal perspectives and gave a uniquely fresh perspective on the changes we need in the age of Al to increase the time available for autonomy.
文摘Purpose:Artificial intelligence(AI)chatbots,such as ChatGPT and GPT-4,developed by OpenAI,have the potential to revolutionize education.This study explores the potential benefits and challenges of using ChatGPT in education(or“educative AI”).Design/Approach/Methods:This paper proposes a theoretical framework called“IDEE”for educative AI such as using ChatGPT and other generative AI in education,which includes identifying the desired outcomes,determining the appropriate level of automation,ensuring ethical considerations,and evaluating effectiveness.Findings:The benefits of using ChatGPT in education or more generally,educative AI,include a more personalized and efficient learning experience for students as well as easier and faster feedback for teachers.However,challenges such as the untested effectiveness of the technology,limitations in the quality of data,and ethical and safety concerns must also be considered.Originality/Value:This study explored the opportunities and challenges of using ChatGPT in education within the proposed theoretical framework.
文摘In recent years,China has been issuing artificial intelligence(AI)education policies to promote the deep integration between AI and education.Setting AI courses at the basic education phase can cultivate students’AI literacy and enhance the country’s science and technology competitiveness in the future.However,due to shortages of AI teachers and inadequate conditions for practice,the current AI courses in primary and secondary schools are not enough in effectiveness.In light of current problems,this study,based on the foundation of university-enterprise cooperation,integrates the“competition and education”mechanism into informal AI course design and practice.Using a design-based research paradigm,the study proposes the design framework from four dimensions:goals,themes and content,methods and steps,and evaluation,and then further refines the framework through two rounds of iterations,to provide a reference for the development and practice of AI courses.
文摘This paper proposes a novel approach to use artificial intelligence(Al),particularly large language models(LLMs)and other foundation models(FMs)in an educational environment.It emphasizes the integration of teams of teachable and self-learning LLMs agents that use neuro-symbolic cognitive architecture(NSCA)to provide dynamic personalized support to learners and educators within self-improving adaptive instructional systems(SIAIS).These systems host these agents and support dynamic sessions of engagement workflow.We have developed the never ending open learning adaptive framework(NEOLAF),an LLM-based neuro-symbolic architecture for self-learning AI agents,and the open learning adaptive framework(OLAF),the underlying platform to host the agents,manage agent sessions,and support agent workflows and integration.The NEOLAF and OLAF serve as concrete examples to illustrate the advanced AI implementation approach.We also discuss our proof of concept testing of the NEOLAF agent to develop math problem-solving capabilities and the evaluation test for deployed interactive agent in the learning environment.
文摘This paper investigates the potential of AI tools,particularly AI pens such as the Caterpillar pen,to enhance children's intrinsic motivation for English language learning in China.Compared to traditional exam-oriented English education in China,the AI pens offer a more engaging and natural language environment through features like audio readings with native pronunciation,graded difficulty levels for various reading abilities,and repetitive exposure to vocabulary and sentence structures.These features can significantly increase children's intrinsic motivation by making learning enjoyable and effective.However,challenges such as limited research on AI's impact on intrinsic motivation and the ongoing need for parental supervision exist.To maximize the benefits of AI tools,they should be integrated into daily learning activities and used in conjunction with traditional teaching methods as opposed to replacing these methods.In this way,AI technology can become a valuable asset in fostering a love of language learning and in turn improving children's overall language proficiency.
文摘Starting September I,primary and secondary schools in Beijing will incorporate at least eight hours of AI education per academic year,according to an announcement from the Beijing Municipal Education Commission in March.The move emphasizes China's push to dominate the AI sector by nurturing homegrown talent early.
文摘Purpose:The purpose of this article is to analyze educational changes,in particular transformational changes,and suggest a new approach to shift the paradigm in education using an ecological conceptual framework.Design/Approach/Methods:An ecological analysis of two key factors in education:prescribed curriculum and student autonomy.Findings:Paradigm shift can happen in schools,but it cannot be imposed by systems and systems typically are unable to propose transformational changes.Such changes should happen within schools,but not affecting the entire school.Thus a"school within a school"approach is proposed with some examples.The small change could affect entire systems from the perspective of panarchy theory.Originality/Value:This article brings a fresh perspective on making the much needed transformational changes possible in schools.Al partnership,personalized learning,student autonomy,self-determination,and self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students.However,implementing these would demand a paradigm shift in schools.Schools are the most resilient social entities,but they are also the organizations easiest to change.For over 200 years,the essence of schooling has not changed,but there have been significant changes in curriculum,textbooks,testing,and pedagogy.Today,we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence.It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes.
文摘While digital technology holds great potential to help realize our collective educational commitments and to build the futures of education beyond 2030,it also comes with negative consequences and uncharted risks.To be effective,digital education needs to be properly steered and governed to ensure it serves public interests,happens in public spaces,and is accountable to the public.This paper first provides a comprehensive overview on UNESCO’s human-centered approach to steering digital education that counter-balances dominant techno-solutionist thinking.This includes ensuring that the use of digital technology enhances human capacity,rather than undermining it,adequately addresses digital divides and digital gender inequality,and assures effective regulation to minimize the negative impact both on human well-being,and on the environment.This paper then presents recommendations to help build integrated digital education systems which prioritize support for teachers,and which address connectivity issues,not only with opportunities for the strengthening of competencies,but also with open access inclusive quality digital learning content.Finally,this paper shares a forward-looking vision for the futures of school systems,exemplified by a framework of digital open schools.
