Collaborative augmentation and simplification of text (CoAST): pedagogical applications of natural language processing in digital learning environments

Shardlow, Matthew; Sellar, Sam; Rousell, David

doi:10.1007/s10984-021-09368-9

Cited by 12 publications

(6 citation statements)

References 52 publications

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“…This com-ponent allowed students to broaden their perspectives by exchanging ideas and insights with peers or others. This nding was supported by previous research by [45], who asserted that exchanging learning experiences among learners facilitated the development of knowledge, especially through mobile learning, which offers online communication and exibility [46,47] Based on the zone of proximal development theory, it is believed that learners below the ZPD require learning assistance, while those above the ZPD can learn on their own. Therefore, scaffolding was incorporated to support learners below with ZPD, consistent with the ndings of [48], [49], and [50].…”

Section: Fluency In Twosupporting

confidence: 53%

Designing a Constructivist Mobile Application to Foster Creative Thinking in Undergraduate Students: Development and Evaluation

Jarutkamolpong,

Kwangmuang,

Nguyen

et al. 2023

Preprint

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Seamless usage of mobile applications in promoting individual learners’ creativity and facilitating their personal learning activities is increasingly acknowledged. This research aimed to design and develop a mobile application based on a constructivist learning environment to enhance creative thinking for undergraduate students. The re- search was conducted in two phases: (1) designing the elements of mobile applications by gathering input from 28 undergraduate students and nine experts through interviews and surveys and (2) assessing the effectiveness of mobile applications on students’ creative thinking through tests and interviews. The results revealed that the development of mobile applications consisted of six components, namely, 1) problem base; 2) learning resources; 3) scaffolding; 4) center for collaborative learning; 5) coach; and 6) creative thinking center. Through the proficient utilization of mobile applications, learners engage in immersive experiences and practical exercises that bolster their creative thinking capabilities within their academic interest. Students showed notable improvements in their average creative thinking scores after using the extensive mobile application, demonstrating the application’s powerful effectiveness. Future research endeavors should prioritize augmenting the sample size and delving into precise metrics to appraise creative thinking, thus strengthening the robustness of the findings.

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Section: Fluency In Twosupporting

confidence: 53%

Designing a Constructivist Mobile Application to Foster Creative Thinking in Undergraduate Students: Development and Evaluation

Jarutkamolpong,

Kwangmuang,

Nguyen

et al. 2023

Preprint

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show abstract

“…However, it has been confirmed that ICALL can provide varied instruction based on each learners' specific needs (Bahari, 2022). For example, it has been proven that ICALL can facilitate new kinds of human machine interactions (Shardlow, Sellar, & Rousell, 2022) making authentic use of language possible (Ibáñez et al, 2011).…”

Section: Review Of Literaturementioning

confidence: 99%

Design, Implementation and Evaluation of an AI-based Tutor for Persian Learners of English Language

Vahid

2024

Preprint

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This paper endeavors to delineate the development and deployment of an AI-based intelligent feedback generator tailored to assist Persian learners of the English language. With a primary focus on efficacious system design, the approach involved compiling comprehensive data to pinpoint the most challenging aspects for such learners. Leveraging two AI-based engines for Persian and English, a feedback generator was devised. The framework fulfilled expectations by juxtaposing the logical forms of English and Persian sentences, thereby facilitating error detection. Most of the errors diagnosed were related to misused prepositions, determiners, tenses, and subjects. The results indicated its effectiveness to teach the English language to such learners. With minor adjustments, the system can also be adapted to aid English learners of Persian as it is capable of parsing input from both languages.

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“…Zhou and Liu (2022) found that students optimised their individual learning process through the regulation of emotion due to the facial recognition feature of an adaptive learning system. Furthermore, a personalised learning platform named CoAST was utilised to support students' collaborative writing process (Shardlow et al, 2022). CoAST was reported to assist students in remembering and comprehending information from a text.…”

Section: Rq2: What Is the Distribution Of Ai-based Tools Over The Stu...mentioning

confidence: 99%

The affordances of artificial intelligence-based tools for supporting 21st-century skills:

Celik,

Gedrimiene,

Siklander

et al. 2024

AJET

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Twenty-first-century skills should be integrated into higher education to prepare students for complex working-life challenges. Artificial intelligence (AI)-powered tools have the potential to optimise skill development among higher education students. Therefore, it is important to conceptualise relevant affordances of AI systems for 21st-century skills development in higher education. This study aimed to present an overview of journal articles published in the Web of Science database that specifically addressed the affordances of AI-based tools for 21st-century skills development. Four distinct categories of AI-based tools (intelligent tutoring systems, chatbots, AI-powered dashboards and automated grading systems) were identified as capable of promoting six main 21st-century skills (collaboration, communication, creativity, critical thinking, information and communication technology and problem-solving). The review revealed that the utilisation of AI-based tools might contribute to the simultaneous development of multiple 21st-century skills (e.g., collaboration and critical thinking). The results showed that adaptive feedback from AI plays a significant role as a facilitator in the development of 21st-century skills. Furthermore, the utilisation of diverse functional AI affordances (e.g., prediction and profiling) might contribute to the development of various skills. AI-based technologies appeared to target the 21st-century skills of problem-solving and its subskills the most. Implications for practice or policy: More functional affordances of AI (e.g., prediction and profiling) should be employed in AI-based tools. This could support higher education students’ 21st-century skills. AI-based tools (e.g., chatbots and intelligent tutors) interact with end users through their data. AI systems have the potential to promote 21st-century skills by using students’ multimodal data. AI technologies should be more integrated into the social sciences and humanities in the higher education context to support students’ 21st-century skills.

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Collaborative augmentation and simplification of text (CoAST): pedagogical applications of natural language processing in digital learning environments

Cited by 12 publications

References 52 publications

Designing a Constructivist Mobile Application to Foster Creative Thinking in Undergraduate Students: Development and Evaluation

Designing a Constructivist Mobile Application to Foster Creative Thinking in Undergraduate Students: Development and Evaluation

Design, Implementation and Evaluation of an AI-based Tutor for Persian Learners of English Language

The affordances of artificial intelligence-based tools for supporting 21st-century skills:

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