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AI in Education, The Robots are Here: Navigating the Generative AI…

- - - - ChatGPT
      - 'English Writing 1' course
    - - 30 students
    - - semi-structured interviews
      - classroom observations
      - analysis of students' writing samples
    - - Vietnam
  - - - significant enhancements in writing skills and stimulated critical thinking skills
    - - Many students expressed that the accessibility of ChatGPT allowed them to take greater ownership of their learning journey
      - A small group of participants indicated that an over-reliance on the AI tool led to complacency in their own learning, as they might accept suggestions without sufficient scrutiny.
    - - Clear guidelines in the use of ChatGPT, emphasizing the importance of critical engagement with Ai-generated feedback
      - Professional development programs could benefit from including training on effectively integrating AI tools into curricula
  - - - To what extent does ChatGPT influence writing proficiency among freshmen English majors?
      - How does ChatGPT contribute to the development of critical thinking skills in these students?
      - What are the perceptions of students concerning the integration of ChatGPT into their writing curriculum?
- - - - 16 students
      - course was delivered asynchronously
      - All participants were female, full-time teachers enrolled in the Master of Education program
    - - 8-week graduate-level course, Literacy Development and Instruction K-5
    - - US
    - - students’ discussion responses and reflections
      - end-of-semester survey consisting of a 5-point Likert-point scale
    - - ChatGPT was incorporated into two graded discussion tasks
      - ChatGPT
      - The instructor first shared guidelines and rules related to using ChatGPT for online discussions.
  - - - ChatGPT Provides Validation and Insight
      - ChatGPT Enhances Engagement and Interaction
      - Mixed Feelings on Effectiveness and Authenticity
      - ChatGPT Promotes Critical Thinking and Sharpens Analytic Skills
      - ChatGPT Suggests Other Teaching Opportunities in Future Classrooms.
      - Some expressed concerns about threats on their autonomy
    - - Establish Clear Guidelines and Objectives
      - Provide Examples and Modeling
      - Encourage Reflective Practice
      - Emphasize Originality and Critical Thinking
  - - - How does ChatGPT contribute to enriching discussion within an asynchronous online literacy course?
      - What are students’ perceptions about using ChatGPT in the course and in their future teaching?
- - - - Codex
      - Python
      - Introductory programming
      - Online, self-paced
    - - Code Writing
        Code Modification
        Pretest
        Post test
      - Survey
    - - 69 novices (ages 10-17).
    - - 3 weeks, including tem 90-minute sessions, 1 session/day
  - - - increased code writing performance, i.e., shorter completion time and higher scores
      - Codex did not decrease performance in manual code writing task
      - Those who used Codex performed slightly better in the post test but no significant difference
      - higher pre-test scores performed slightly better, if they had prior access to Codex
    - - Codex group felt slightly less stressed
      - Codex group expressed more eagerness and excitement to continue learning about programming after the study
      - Mixed emotions on whether using AI felt like cheating
  - - - Can novices use AI code generators?
      - How does learners' task performance differ with and without AI code generators?
      - How does learners' ability to modify code differ with and without AI code generators?
      - What are the effects on learning performance and retention from using AI code generators versus not?
      - What is the relationship between existing programming competency and the efectiveness of using AI code generators in introductory programming?
- - - - ChatGPT, Copilot, etc
        
        Unrestricted but not encouraged use of LLMs
      - React
      - Web development
    - - Questionnaire
      - Assignments
    - - 32 second year students, with background in web development
    - - 10 weeks
  - - - Increased reliance for tasks demanding critical thinking. This dependece leads to decreased academic performance, including final grades
        
        hinders ability to independently solve problems
        
        hinghlights importance of self-sufficiency as a learning objective
      - less pronounced correlation on the use of LLMs for seeking explanations and final grades
        
        using it as supplement to learning may not impede skill development
    - - Use LLMs as supplementary tools to enhance understanding and engagement without undermining he development of critical thinking and problem-solving skills
    - - premature use can diminish
        essential problem-solving experiences.
      - By introducing
        these tools at later stages of programming education, after students have acquired basic
        coding principles, we ensure they benefit from both the productivity enhancements of LLMs
        and the critical problem-solving skills developed through traditional learning methods.
  - - - What is the overall impact of Large Language Model (LLM) usage on the final grades of
        undergraduate students in programming courses?
      - How does the use of LLMs for generating code, seeking additional explanations, and
        debugging specifically impact the final grades of undergraduate students in programming courses?
- - - - ChatGPT
      - Pre-test post-test control group
      - Java
      - flipped classroom and a hands-on coding approach
        
        f2f class, 2 hrs per week
    - - Computational thinking scale
        
        Creativity
        
        algorithmic thinking,
        
        cooperativity
        
        critical thinking,
        
        problem-solving
      - Computer programming self-efficacy scale
      - Learning motivation in computer programming courses scale
    - - 45 undergraduate students
    - - 7 weeks (5 weeks of experimental study)
  - - - ChatGPT in programming education statistically significantly increased students’ computational thinking skills, programming self-efficacy and motivation for the lesson
      - the use of ChatGPT created significant differences in the dimensions of creativity, algorithmic thinking, cooperativity, critical thinking, problem solving, simple programming tasks, complex programming tasks, individual attitude and expectation, clear direction, reward and recognition, punishment, social pressure and competition
      - ChatGPT does not have a significant effect on increasing student motivation when given challenging problems
    - - it is important to provide students with prompt writing skills to optimize the benefits of using ChatGPT
      - it is recommended that teachers gain AI literacy skills, especially for students to gain prompt writing skills
  - - - Computational thinking scale (creativity, algorithmic thinking,
        cooperativity, critical thinking, problem-solving) scores
      - Programming self-efficacy scale (simple programming tasks,
        complex programming tasks) scores.
      - Motivation scale (individual attitude and expectation, challenging
        goals, clear direction, reward and recognition, punishment, social
        pressure and competition) scores.
- - - - Quasi-experimental research
    - - 24 students
      - students were paired and each group was composed of 6 teams
      - students completed 3 programming courses
    - - Exercises
        
        time spent
        
        scores
    - - 4 hrs to complete all exercises
  - - - Is there any statistical difference between the academic attainment level of students using ChatGPT to complete a programming challenge and the students who do not have the opportunity to do so.
  - - - the group that utilized ChatGPT in the experiment performed better than the control group, achieving higher scores in less time
      - the experimental group was not able to achieve perfect scores due to inaccuracies or inconsistencies in the code generated by ChatGPT.
    - - It is the responsibility of educators to clearly explain the significance of their work and the benefits of learning through practice
        
        students may be tempted to cheat if they do not fully understand the value of their learning
      - Clear and simple guidelines for the proper use of language models in teaching and learning should be developed, and consequences for cheating should be clearly outlined.
      - Faculty should be trained to adopt AI tools to augment their teaching practices
      - students should receive training on academic integrity to ensure they fully understand the importance of maintaining ethical standards in their work
- - - - C++
      - Programming II course, first OOP course
      - between-subjects study
    - - Assessment Tasks
        
        Practical Assignments
        
        asynchronous
        
        Extended Assignments
        
        Assignment Defense
        
        Paper-based midterms
      - Questionnaire
    - - 182 first year undergraduate students
    - - 15 weeks, i.e., 1 sem
  - - - Students' performance and grades are not affected by ChatGPT usage if right action are taken before the execution of the course
      - It is safe for novice programmers to use ChatGPT if specific measures and adjustments are adopted in the education process
    - - Participants believed that their use of ChatGPT affected their final grades, but it is not reflected in the results
      - they reported positive learning experiences
      - They confirmed strongly that they will use ChatGPT in the future
  - - - H1null There is no significant difference in the score of the participants’ lab work when using ChatGPT vs. those without ChatGPT.
      - H2null There is no significant difference in the results of the participants’ midterm exams when using ChatGPT vs. those without using ChatGPT for lab work.
      - H3null There is no significant difference in the final grade of the participants when using ChatGPT vs. those without ChatGPT for lab work.
- - - - What are the differences in the programming behaviors of students engaged in CFP mode compared with those in SDP mode?
      - What are the differences in the programming performances of students engaged in CFP compared with those in SDP mode?
      - How do college students describe their user experiences with ChatGPT in CFP mode?
      - How do college students’ perceptions of ChatGPT change following their experience with CFP mode?
  - - - 82 students
      - with C programming experience
    - - Python
      - ChatGPT
      - quasi-experimental
      - 3 phases
        
        phase 1&2 - both solved exercises manually
        
        phase 3 - class divided into 2
    - - China
    - - 5 sessions, 80mins/session
      - final assignment - 100mins
    - - logs and screen recording
        
        final task only
      - programming assignments
      - semi-structured post-class interviews
      - questionnaires
  - - - students in each class employed distinct learning strategies depending on the context and available resources
      - ChatGPT students received personalized feedback easily
      - there was no statistically significant distinction between students engaged in the CFP mode and those engaged in the SDP mode
        
        This suggests that the rudimentary implementation of ChatGPT as a facilitator in the programming course does not appear to yield a considerable improvement in student programming performance in comparison to the traditional instructional approach
        
        The results of this study indicate that the utilization of ChatGPT in isolation does not yield a substantial benefit in comparison to conventional self-directed approaches to learning programming
        
        underscores the significance of careful preparation and execution
    - - Thoroughly evaluate the specific context and objectives of the course when integrating AI technology into the classroom
    - - services offered by ChatGPT
      - stages of ChatGPT usage
      - experience with ChatGPT
    - - CFP students held favorable views regarding the implementation of ChatGPT
        
        significant improvements in the perceived usefulness, perceived ease of use, and intention to use
      - this did not yield a substantial influence on the perception of utilizing ChatGPT
      - the intervention produced positive outcomes with respect to the students’ attitudes and intentions towards the technology
      - the impact of the intervention on their attitudes was negligible
- - - - Italy
    - - 213 university students
      - 18 to 30 years, with a mean age of 23.97 years
      - graduate and undergraduate programs
      - recruited from courses offered in the departments of economics, psychology, and sciences across various Italian universities
    - - Self-reported Questionnaire
      - performance test
    - - 100mins
  - - - a positive attitude and greater trust in AI directly influence knowledge, experience, and engagement with technology.
      - Engagement have significant impact in critical thinking performance compared to knowledge
    - - Ongoing teacher training and structured governance of AI systems in education are essential for effectively integrating these tools into daily teaching activities
      - provide practical strategies to help parents actively support their children in using AI
      - this study suggest the need to integrate the use of AI-based chatbots into educational settings, but with a particular focus on promoting active engagement and critical understanding
- - - - ChatGPT
    - - 269 students
      - 11 faculties in Turkey
      - most are 20–21 years old
    - - April 01 and May 15, 2023
    - - Turkey
    - - Survey
  - - - ChatGPT affected learning outcomes, that digital literacy had mediating role, and that individualized learning had a moderating role in this relationship
  - - - ChatGPT’s optimization of the learning process affects digital literacy
      - ChatGPT’s natural language processing affects digital literacy
      - Digital literacy affects students’ learning outcomes
      - Digital literacy mediates the relationship between ChatGPT and learning outcomes
      - Individualized learning moderates the mediating effect of digital literacy on learning outcomes such that this indirect relationship
        is more vital for students with advanced individualized learning
      - The integration of ChatGPT into the education system affects students’ learning outcomes
      - ChatGPT’s problem-solving and reasoning affects digital literacy
      - ChatGPT’s virtual learning experiences affect digital literacy
- - - - 86 students
      - Organizational Behavior course in the third year of a
        degree in Computer Engineering
    - - ChatGPT
    - - Portugal
    - - Survey
      - Assignment
  - - - high level of satisfaction and relevance attributed by the students to the use of the AI tool in a school context
      - students felt that the work developed in this assignment has allowed them to acknowledge achievements and develop skills such as critical thinking and validating information
      - we affirm that the use of ChatGPT in a school context is advantageous, since it may help students to carry out their tasks while contributing to increase their enthusiasm and motivation
    - - the use of this and other AI tools should be guided by teachers, so that students develop a critical spirit in their use, understand the need to validate the obtained results with credible bibliographic sources and use the tool ethically.
- - - - US
    - - class observation
      - interviews
    - - teachers with around five years of experience and twenty years of teaching experience
      - middle school
  - - - Teachers are concerned that students do not have the necessary problem-solving skills and critical thinking skills, which was a significant concern for future learning
      - teachers are not opposed to using AI in the classroom, but they are not sure where to start. There is a gap in knowledge and confidence among educators
- - - - The results showed significant improvements in students’ confidence to ask insightful questions, analyze information, and comprehend complex concepts
      - They also expressed an increased utilization of ChatGPT to enhance critical thinking skills and a willingness to recommend it to others
      - see study for correlation of different attitudes*
      - students who utilized ChatGPT more frequently reported less pronounced improvement in understanding complex concepts, and making logical conclusions
    - - focus on training educators in integrating ChatGPT effectively and ensuring student awareness of privacy and security consideration
      - educators should stress the importance of not disclosing private or sensitive information when interacting with LLMs to students
  - - - Does the ChatGPT-based activity lead to an improvement in students’ confidence to critically evaluate the credibility of information, analyze, and draw logical conclusions with limited knowledge?
      - Does the ChatGPT-based activity change students’ perception of and future utilization of ChatGPT?
  - - - introductory chemistry courses,
      - ChatGPT
      - Use ChatGPT on an essay
    - - US
    - - Pre-study and Post-study survey
    - - 29 students
      - predominantly comprising STEM majors specializing in disciplines such as Information Technology, Chemistry, Biology, Environmental Science, Exercise Science, and Mathematics.
- - - - 125 students
      - “Quantitative Research Design” course
    - - ChatGPT
      - Flipped classroom
    - - Throughout the semester, students receive 1H of theoretical instruction and engage in 3H of hands-on training per week
      - total of 48H over 12 weeks
    - - Ghana
    - - Survey
        
        Creative Thinking Scale
        
        Critical Thinking Scale
        
        Reflective Thinking Scale
      - Semi-structured interview
  - - - leveraging ChatGPT for students’ in-class activities contributes to developing creative thinking skills, courage, innovative search dimension, inquisitiveness, self-discipline, doubt, and flexible skills.
      - leveraging ChatGPT for in-class tasks contributed to maturing reflective thinking skills of students
        
        the present study reported a significant influence on the students’ understanding, habitual action, critical reflection, and reflection.
      - leveraging ChatGPT for in-class tasks effectively improved students’ critical thinking skills
        
        there was a discernible variance in critical thinking scores between the EG and CG at both pretest and posttest
        
        the EG demonstrated a significant increase in critical thinking, reflective skepticism, and critical openness compared to the CG
      - leveraging ChatGPT for in-class tasks was effective in terms of enhancing critical, creative, and reflective thinking and reducing the burden of the instructor for correcting in-class tasks
      - the students recognized that leveraging ChaptGPT enhanced the effectiveness of learning research methodology, furnishing more opportunities for reflection as they had less information to analyze and synthesize
    - - The findings from this study strongly advocate for the integration of ChatGPT into higher education curricula as a means to bolster students’ critical, creative, and reflective thinking abilities
  - - - Are the scores related to critical thinking skills of undergraduate students utilizing ChatGPT significantly different from those of students using traditional lecture-based methods?
      - Do the scores reflecting creative thinking skills of undergraduate students who utilize ChatGPT significantly vary from those engaged in traditional lecture-based methods?
      - Are the scores indicative of reflective thinking skills among undergraduate students leveraging ChatGPT significantly distinct from those employing conventional lecture-based methods?
      - What are the perceptions and attitudes of undergraduate students
        regarding the use of ChatGPT as an educational tool?