Literatura académica sobre el tema "Artifficial Intelligence in education"
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Artículos de revistas sobre el tema "Artifficial Intelligence in education"
PANĂ-MICU, Florentina. "Future education and artifficial intelligence for education and training". Romanian Journal of Public Affairs 2022, n.º 06 (2022): 39–52. http://dx.doi.org/10.69581/rjpa.2022.06.01.
Texto completoYuwono, Teguh, Rahayu Repindowaty Harahap y Bernard Sipahutar. "Artificial Intelligence Dalam Autonomous Weapon Systems: Masalah Teknis atau Masalah Hukum?" Uti Possidetis: Journal of International Law 3, n.º 3 (11 de octubre de 2022): 293–319. http://dx.doi.org/10.22437/up.v3i3.19412.
Texto completoKanaya, Tomoe. "Intelligence in Education". Journal of Intelligence 7, n.º 1 (4 de marzo de 2019): 8. http://dx.doi.org/10.3390/jintelligence7010008.
Texto completoKim, Sung-ae. "Technology Education ofArtiGcial Intelligence Education, by ArtiGcial Intelligence, for Artificial Intelligence, shall not perish from Korea?" IJASC 3, n.º 1 (31 de marzo de 2021): 21–28. http://dx.doi.org/10.22662/ijasc.2021.3.1.021.
Texto completoMeza, Jaime, Josep M. Monguet, Francisca Grimón y Alex Trejo. "Fostering collective intelligence education". EAI Endorsed Transactions on e-Learning 3, n.º 11 (15 de junio de 2016): 151448. http://dx.doi.org/10.4108/eai.15-6-2016.151448.
Texto completoKeidar, Daniella. "Emotional Intelligence and Education". Studia Edukacyjne 37 (2015): 327–48. http://dx.doi.org/10.14746/se.2015.37.19.
Texto completoRadford, Mike. "Emotional Intelligence and Education". International Journal of Children's Spirituality 8, n.º 3 (enero de 2003): 255–68. http://dx.doi.org/10.1080/1364436x.2003.10807115.
Texto completoAlbers, Guenter. "Artificial intelligence and education". Education and Computing 1, n.º 4 (enero de 1985): 275–77. http://dx.doi.org/10.1016/s0167-9287(85)92849-3.
Texto completoLikova-Arsenova, Vassya. "Artificial Intelligence in Education". Педагогически форум 8, n.º 3 (2020): 49–56. http://dx.doi.org/10.15547/pf.2020.022.
Texto completoBatty, G. D., M. Kivimaki y I. J. Deary. "Intelligence, education, and mortality". BMJ 340, apr27 3 (27 de abril de 2010): c563. http://dx.doi.org/10.1136/bmj.c563.
Texto completoTesis sobre el tema "Artifficial Intelligence in education"
Abdelghani, Rania. "Guider les esprits de demain : agents conversationnels pour entraîner la curiosité et la métacognition chez les jeunes apprenants". Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0152.
Texto completoEpistemic curiosity—the desire to actively seek information for its inherent pleasure—is a complex phenomenon extensively studied across various domains. Several researchers in psychology, neuroscience, and computer science have repeatedly highlighted its foundational role in cognitive development and in fostering lifelong learning. Further, epistemic curiosity is considered key for cultivating a flexible mindset capable of adapting to the world’s uncertainties. These insights have spurred significant interest in the educational field, recognizing curiosity as essential for helping individuals be active and in control of their learning. These properties are crucial for addressing some of today’s major educational challenges, namely offering students individualized support to suit their competencies and motivations, and helping them become able to learn autonomously and independently in their dynamic and uncertain environments. Despite this well-documented importance of curiosity in education, its practical implementation and promotion in the classroom remains limited. Notably, one of the primary expressions of curiosity— question-asking (QA)—is nearly absent in most of today’s educational settings. Several reports show that students often spend a lot of time answering teachers’ questions rather than asking their own. And when they do ask questions, they are typically low-level and memory-based, as opposed to curious questions that seek novel information. In this context, this thesis aims to develop educational technologies that can foster children’s curiosity-driven learning by practicing curious QA behaviors, and their related metacognitive (MC) skills. Ultimately, we implemented interventions to train three dimensions: 1) Linguistic QA Skills: We implement a conversational agent to train the ability to formulate curious questions using compound questioning words and correct interrogative constructions. It helps children generate curious questions during reading-comprehension tasks, by providing specific cues. The effectiveness of different cue structures (a sentence vs. series of keywords) and implementations (hand-generated vs. GPT-3-generated content) is studied. 2) Curiosity-related metacognitive Skills: We create animated videos to give declarative knowledge about curiosity and its related MC skills: the ability to self reflect, make educated guesses, formulate efficient questions, and evaluate newly-acquired information. We also propose sessions to practice these skills during reading-comprehension tasks using specific cues given by conversational agents we designed to train procedural MC. 3) Social Perceptions and beliefs: We create animated videos to address the negative constructs learners tend to have about curiosity. They explain the importance of curiosity and how to control it during learning. Over 150 French students aged 9 to 11 were recruited to test these trainings of the three dimensions. Combined, these latter enhanced students’ MC sensitivity and perception of curiosity. At their turn, these factors facilitated students’ divergent QA behaviors which, at their turn, led to stronger learning progress and positive, affordable learning experiences. But despite the positive results, our methods had limitations, particularly their short duration. We suggest testing longer-lasting interventions to examine their long-term effects on curiosity. Finally, this thesis highlights the need to continue exploring QA and MC research in the age of Generative Artificial Intelligence (GAI). Indeed, while GAI facilitates access to information, it still requires good QA abilities and MC monitoring to prevent misinformation and facilitate its detection. We thus propose a framework to link efficient GAI use in education to QA and MC skills, and GAI literacy. We also present a behavioral study we intend to conduct to test this framework
Corso, Lisa. "Social Intelligence: Social Skills Competence and Emotional Intelligence in Gifted Adolescents". TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/647.
Texto completoAllen, Margaret. "Investigating Emotional Intelligence in Children: Exploring its Relationship to Cognitive Intelligence". TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/708.
Texto completoMcKinley, Sophia Kim. "The Emotional Intelligence of Resident Physicians". Thesis, Harvard University, 2014. http://etds.lib.harvard.edu/hms/admin/view/50.
Texto completoKendra, Melanie A. "An Exploration of Musical Intelligence". Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32840.
Texto completoMaster of Science
Weigand, Robert. "Identifying Emotional Intelligence and Metacognition in Medical Education". Thesis, University of New England, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10798589.
Texto completoAn extensive literature review identified emotional intelligence and metacognition had not been examined in medical education as integrated concepts in the reflective practice of medical residents. Continued research into the independent application of these concepts in medical education maintains a perspective that has permeated medical literature for 20 years. Research into emotional intelligence and metacognitive functioning and its’ influence on reflective practice in medical education acknowledges the need for more taxonomies of knowledge and skills. A quantitative correlational study was conducted utilizing Family Practice residents. Three valid and reliable assessment tools identified as the MSCEIT, MAI and Groningen were used in this study to determine emotional intelligence, metacognitive ability and reflective ability in Family Practice residents. Findings did not refute the null hypothesis identified as no statistical relationship exists between emotional intelligence and metacognition. Scores between males and females in emotional intelligence appeared descriptively different but not statistically significant. Emotional intelligence and metacognition did not predict strength in reflective ability based on residency year. Descriptive findings indicated female residents scored higher in perceiving emotions while male residents scored higher in thinking about their feelings. Female Family Practice residents scored higher than male Family Practice residents in metacognition each residency year. Females also scored higher than males in reflective practice in each of the three residency years. The small sample size in this study was an acknowledged limitation. Additional qualitative and quantitative research needs to be conducted to learn more about the integration of these three concepts in medical education. iv
Farmer, Sabrina D. "Application of emotional intelligence in elementary education classrooms". [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/SFarmer2008.pdf.
Texto completoDoak, Jennifer Nicole. "The effect of character education on emotional intelligence". [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=964.
Texto completoRoy, Shelly Rose. "Leading with trait emotional intelligence in the higher education classroom| An exploratory study investigating trait emotional intelligence in higher education faculty members". Thesis, University of Charleston - Beckley, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563237.
Texto completoAccording to Mortiboys (2012) and Powell and Kusuma-Powell (2010) effective college professors have high levels of trait emotional intelligence (trait EI). Consequently, this dissertation performed a one-way Analysis of Variance (ANOVA) in order to determine the existence of a relationship between the trait EI skill levels of those faculty members who received awards for teaching excellence—award-winning professors (AWPs) and their non award-winning counterparts by comparing the scores of these two professor populations on the Trait Emotional Intelligence Questionnaire (TEIQue). The results of this ANOVA did not demonstrate any statistically significant relationship; however, when demographic variables, particularly gender, educational level, and institution entered the calculations, statistically significant relationships emerged. Finally, this dissertation also conducted semi-structured qualitative interviews with AWPs. A thematic analysis of these qualitative interviews demonstrated that AWPs practice trait EI skills when teaching in a variety of different ways, that different experiences enabled these individuals to learn trait EI skills and techniques, and that these AWPs are able to achieve a variety of results through their use of trait EI in the college classroom.
Brown, Nicole Renae Portell. "College Student Leadership Development Participation and Emotional Intelligence". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036395.
Texto completoLeadership development has been identified as a key college outcome (Komives, Dugan, Owen, Slack, & Wagner, 2011). Emotional intelligence as a leadership development framework has shown promise in many applications (Petrides, 2011). Able to be augmented through purposeful training and practice, high levels of emotional intelligence have been linked to job performance, healthy relationships, and emotional well-being (Joseph, Jin, Newman, & O’Boyle, 2014). This study focused on changes in emotional intelligence as a metric for personal and professional development through a state university’s leadership program. Students’ self-reported change in global and factor emotional intelligence were measured utilizing the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) as a research tool (Zampetakis, 2011). Additionally, students completed a survey consisting of open-ended questions designed to facilitate the evaluation of student perceptions in relation to emotional intelligence competencies after completing the leadership program. No statistical differences could be observed in pre-and post-participation TEIQue-SF results. Student perceptions after program completion revealed participation impacted their perceptions of and approach to emotional intelligence competencies as well as leadership. Overall, students expressed a level of personal awareness and the ability to nurture relationships and seek leadership roles.
Libros sobre el tema "Artifficial Intelligence in education"
Roll, Ido, Danielle McNamara, Sergey Sosnovsky, Rose Luckin y Vania Dimitrova, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78292-4.
Texto completoRoll, Ido, Danielle McNamara, Sergey Sosnovsky, Rose Luckin y Vania Dimitrova, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78270-2.
Texto completoRodrigo, Maria Mercedes, Noburu Matsuda, Alexandra I. Cristea y Vania Dimitrova, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11644-5.
Texto completoKeefer, Kateryna V., James D. A. Parker y Donald H. Saklofske, eds. Emotional Intelligence in Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90633-1.
Texto completoBittencourt, Ig Ibert, Mutlu Cukurova, Kasia Muldner, Rose Luckin y Eva Millán, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52237-7.
Texto completoBittencourt, Ig Ibert, Mutlu Cukurova, Kasia Muldner, Rose Luckin y Eva Millán, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52240-7.
Texto completoLane, H. Chad, Kalina Yacef, Jack Mostow y Philip Pavlik, eds. Artificial Intelligence in Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5.
Texto completoBiswas, Gautam, Susan Bull, Judy Kay y Antonija Mitrovic, eds. Artificial Intelligence in Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21869-9.
Texto completoIsotani, Seiji, Eva Millán, Amy Ogan, Peter Hastings, Bruce McLaren y Rose Luckin, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23204-7.
Texto completoIsotani, Seiji, Eva Millán, Amy Ogan, Peter Hastings, Bruce McLaren y Rose Luckin, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23207-8.
Texto completoCapítulos de libros sobre el tema "Artifficial Intelligence in education"
Furnham, Adrian. "Executive Education Excess". En Management Intelligence, 88–89. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230227439_28.
Texto completoVolz, Austin, Julia Higdon y William Lidwell. "Intelligence". En The Elements of Education for Teachers, 51–52. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-26.
Texto completoEnnals, Richard. "Education". En Artificial Intelligence and Human Institutions, 33–51. London: Springer London, 1991. http://dx.doi.org/10.1007/978-1-4471-1735-3_3.
Texto completoLee, Raymond S. T. "Smart Education". En Artificial Intelligence in Daily Life, 301–20. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7695-9_11.
Texto completode Bem Machado, Andreia, Gertrudes Aparecida Dandolini, João Artur de Souza, Miltiades Demetrios Lytras y Maria José Sousa. "Artificial Intelligence". En Technologies for Sustainable Global Higher Education, 211–36. Boca Raton: Auerbach Publications, 2023. http://dx.doi.org/10.1201/9781003424543-11.
Texto completoTekerek, Adem, Seyhan Fırat, Aslihan Selcen Bingöl, Alper Güzel y Bülent Elbasan. "Assistive Technologies in Higher Education for Special Education". En Applied Intelligence and Informatics, 135–52. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-0914-4_8.
Texto completoNagao, Katashi. "Artificial Intelligence in Education". En Artificial Intelligence Accelerates Human Learning, 1–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6175-3_1.
Texto completoHolmes, Wayne. "Artificial Intelligence in Education". En Encyclopedia of Education and Information Technologies, 88–103. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_107.
Texto completoFlores-Mendoza, Carmen, Rubén Ardila, Ricardo Rosas, María Emilia Lucio, Miguel Gallegos y Norma Reátegui Colareta. "Education, SES, and Intelligence". En Intelligence Measurement and School Performance in Latin America, 25–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89975-6_3.
Texto completoMeza, Jaime, Josep M. Monguet, Francisca Grimón y Alex Trejo. "Fostering Collective Intelligence Education". En Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 165–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28883-3_21.
Texto completoActas de conferencias sobre el tema "Artifficial Intelligence in education"
"Artificial intelligence". En Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228556.
Texto completoFlorea, Adina Magda y Serban Radu. "Artificial Intelligence and Education". En 2019 22nd International Conference on Control Systems and Computer Science (CSCS). IEEE, 2019. http://dx.doi.org/10.1109/cscs.2019.00069.
Texto completoOliver, Javier. "ARTIFICIAL INTELLIGENCE IN EDUCATION". En 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0829.
Texto completoJaakkola, H., J. Henno, A. Lahti, J.-P. Jarvinen y J. Makela. "Artificial Intelligence and Education". En 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2020. http://dx.doi.org/10.23919/mipro48935.2020.9245329.
Texto completoSvoboda, Petr. "ARTIFICIAL INTELLIGENCE IN EDUCATION". En 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1838.
Texto completoGuo, Yanming y Yandong Xiao. "Artificial Intelligence in Education". En Proceedings of the 2019 4th International Conference on Modern Management, Education Technology and Social Science (MMETSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/mmetss-19.2019.33.
Texto completoUdroiu, Adriana meda. "ELEARNING FOR INTELLIGENCE EDUCATION". En eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-206.
Texto completoZhao Weidong, Wu Haifeng y Wang Anhua. "Research-based teaching in artificial intelligence course". En Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228274.
Texto completoLiu, Hong. "A tutoring system for Computational Intelligence course". En Education (ITIME). IEEE, 2009. http://dx.doi.org/10.1109/itime.2009.5236372.
Texto completoRuzic, Fjodor. "Web And AI Convergence: Society Intelligence Through Web Intelligence". En 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2711.
Texto completoInformes sobre el tema "Artifficial Intelligence in education"
Felix, Juri y Laura Webb. Use of artificial intelligence in education delivery and assessment. Parliamentary Office of Science and Technology, enero de 2024. http://dx.doi.org/10.58248/pn712.
Texto completoRodrigues do Nascimento Junior, Edmilson. Annotated Bibliography - Artificial intelligence in education: The three paradigms. (Ouyang and Jiao, 2021). ResearchHub Technologies, Inc., diciembre de 2023. http://dx.doi.org/10.55277/researchhub.02ov1x0e.
Texto completoWalden, Victoria Grace y Kate Marrison, eds. Recommendations for using Artificial Intelligence and Machine Learning for Holocaust Memory and Education. REFRAME, enero de 2023. http://dx.doi.org/10.20919/elvh8804.
Texto completoRochelle, Jeremy. Review of Guidance from Seven States on AI in Education. Digital Promise, febrero de 2024. http://dx.doi.org/10.51388/20.500.12265/204.
Texto completoRodrigues do Nascimento Junior, Edmilson. Annotated Bibliography - A conversation on artificial intelligence, chatbots, and plagiarism in higher education. (King, 2023). ResearchHub Technologies, Inc., diciembre de 2023. http://dx.doi.org/10.55277/researchhub.l67b3be8.
Texto completoRodrigues do Nascimento Junior, Edmilson. Annotated Bibliography - Discourses of artificial intelligence in higher education: a critical literature (Bearman et al, 2022). ResearchHub Technologies, Inc., enero de 2024. http://dx.doi.org/10.55277/researchhub.fggy2kv0.
Texto completoШестопалова (Бондар), Катерина Миколаївна y Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.
Texto completoKLIMENKO, I. M. y O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, abril de 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.
Texto completoNezhyva, Liudmyla L., Svitlana P. Palamar y Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4415.
Texto completoKoomar, Saalim. What is 'Nudging' and How Does it Change Behaviour in Education? EdTech Hub, enero de 2024. http://dx.doi.org/10.53832/edtechhub.1011.
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