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In the field of education, the application of generative artificial intelligence is gradually becoming a focus. This article explores the potential, challenges, and coping strategies of generative artificial intelligence in education. Firstly, generative artificial intelligence demonstrates enormous potential in education. It can provide personalized teaching assistance and offer customized learning resources to students through intelligent recommendation systems. Meanwhile, it can also simulate complex situations and assist students in practical operations and problem-solving. In addition, generative artificial intelligence can also perform intelligent evaluations, providing teachers with an analysis of students’ learning progress and effectiveness. However, the application of generative artificial intelligence in education also faces many challenges. Firstly, the immaturity of technology may lead to errors or inaccuracies in the generated content, affecting the quality of teaching. Secondly, excessive reliance on artificial intelligence may weaken the role of teachers and students’ ability to learn independently. In addition, data privacy and security issues are also significant challenges that cannot be ignored. To address these challenges, this article proposes the following strategies: firstly, it is necessary to continuously optimize the technology to ensure the accuracy and reliability of the generated content. Secondly, the government should introduce relevant policies to guide and regulate the application of generative artificial intelligence in education. At the same time, the participation of all sectors of society, including parents, teachers, and students, is necessary to jointly supervise and evaluate the effectiveness of artificial intelligence applications in education. Finally, it is necessary to guide and cultivate the public’s correct understanding and reasonable expectations of generative artificial intelligence from a cultural perspective. In summary, the application of generative artificial intelligence in education is both full of potential and faces challenges. Through technological optimization, policy guidance, social participation, and cultural guidance, the rational and healthy development of the educational environment can be promoted.
In the field of education, the application of generative artificial intelligence is gradually becoming a focus. This article explores the potential, challenges, and coping strategies of generative artificial intelligence in education. Firstly, generative artificial intelligence demonstrates enormous potential in education. It can provide personalized teaching assistance and offer customized learning resources to students through intelligent recommendation systems. Meanwhile, it can also simulate complex situations and assist students in practical operations and problem-solving. In addition, generative artificial intelligence can also perform intelligent evaluations, providing teachers with an analysis of students’ learning progress and effectiveness. However, the application of generative artificial intelligence in education also faces many challenges. Firstly, the immaturity of technology may lead to errors or inaccuracies in the generated content, affecting the quality of teaching. Secondly, excessive reliance on artificial intelligence may weaken the role of teachers and students’ ability to learn independently. In addition, data privacy and security issues are also significant challenges that cannot be ignored. To address these challenges, this article proposes the following strategies: firstly, it is necessary to continuously optimize the technology to ensure the accuracy and reliability of the generated content. Secondly, the government should introduce relevant policies to guide and regulate the application of generative artificial intelligence in education. At the same time, the participation of all sectors of society, including parents, teachers, and students, is necessary to jointly supervise and evaluate the effectiveness of artificial intelligence applications in education. Finally, it is necessary to guide and cultivate the public’s correct understanding and reasonable expectations of generative artificial intelligence from a cultural perspective. In summary, the application of generative artificial intelligence in education is both full of potential and faces challenges. Through technological optimization, policy guidance, social participation, and cultural guidance, the rational and healthy development of the educational environment can be promoted.
The current study examined university students’ insights into generative AI writing tools regarding their familiarity with, perceived concerns about, and perceived benefits of these tools in their academic work. The study used a cross-sectional descriptive research design, and data were collected using a questionnaire instrument. The participants were ninety-five undergraduate and graduate students from a College of Education at a university in Jordan. The results show that university students show moderate familiarity with generative AI writing tools (M = 3.14, SD = 0.81), especially in engagement but lacking technical knowledge. They also have moderate concerns (M = 3.35, SD = 0.85), particularly about misinformation and data security. Despite these concerns, students recognize the benefits (M = 3.62, SD = 0.81), especially regarding the capabilities of these tools in simulating creativity and fostering innovation. In addition, the results showed that gender and educational level appear to have little effect on familiarity, concerns, and perceived benefits regarding these tools. Based on the findings, the study recommends enhancing students’ familiarity with generative AI tools through providing technical training, hands-on opportunities, and ethical discussions. In addition, the study recommends addressing students’ concerns regarding generative AI writing tools by improving data security related to generative AI, providing ethical guidelines regarding the use of these tools, and boosting AI literacy. Finally, it is recommended to enhance students’ perceptions of the benefits of generative AI writing tools by highlighting the creative potential of these tools within the educational setting, using these tools to offer personalized learning experiences that adapt to individual learning styles, and promoting collaboration through generative AI writing tools.
This research aims to ascertain primary school teachers' attitudes towards artificial intelligence (AI) in the direction of age, gender, computer skills, utilization of AI programs and using AI in lessons. The study employed the survey model. The research group is comprised of 200 primary school teachers in capitol city (Ankara) of Turkey. In the collection of the data, the “General Attitudes towards Artificial Intelligence Scale” (GAAIS) was used. ANOVA and independent samples t-test were employed at the examination of the collected data. The research conclusions showed that the primary school teachers' attitudes towards AI varied significantly depending on age, gender, computer skills, utilization of AI programs and using AI in lessons. The use of the same scale in different groups can provide better insights into attitudes towards AI.
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