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Добірка наукової літератури з теми "Artifficial Intelligence in education"

Автор: Grafiati
Опубліковано: 21 вересня 2024

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Статті в журналах з теми "Artifficial Intelligence in education"

1

PANĂ-MICU, Florentina. "Future education and artifficial intelligence for education and training." Romanian Journal of Public Affairs 2022, no. 06 (2022): 39–52. http://dx.doi.org/10.69581/rjpa.2022.06.01.

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Анотація:
Education has evolved over time from the post-industrial society to the knowledge society in which information technologies and innovations have played a particularly significant role. In the knowledge society, education has seen a new progression, shifting from education based on dogmatic instruction to learner-centered education, focusing on skills and learning outcomes. Thus, along with the society we live in, teaching methods and assessment techniques in education have evolved. They have transitioned from learning that emphasized the passive participation of students to placing the student at the center of the teaching and learning process. Furthermore, the demand for skills and the supply of training have undergone adaptations in line with technological advancements. The landscape of education and training is undergoing a transformative shift as Artificial Intelligence (AI) becomes an integral player in shaping the future of learning. Understanding the profound impact of AI in education is essential for realizing its full potential in shaping the global citizens of tomorrow.
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Yuwono, Teguh, Rahayu Repindowaty Harahap, and Bernard Sipahutar. "Artificial Intelligence Dalam Autonomous Weapon Systems: Masalah Teknis atau Masalah Hukum?" Uti Possidetis: Journal of International Law 3, no. 3 (October 11, 2022): 293–319. http://dx.doi.org/10.22437/up.v3i3.19412.

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Анотація:
Artikel ini membahas problematika hukum dalam pemanfaatan Artifficial Intelligence (AI). Dalam perkembangannya, AI telah menggantikan keberadaan manusia dalam berbagai bidang termasuk militer. Terdapat sebuah permasalahan ketika sebuah sistem senjata otonom atau Autonomous Weapon Systems (AWS) menggunakan AI sebagai pengganti operator selain manusia. AWS tidak dapat memenuhi prinsip pembedaan dan prinsip proporisionalitas yang diatur dalam pasal 51 ayat (1-3) dan ayat (5) Protokol Tambahan I 1977. Prinsip ini merupakan dua hal yang solid, karena berkaitan dengan kriteria kinerja teknis yang bergantung pada kinerja lapangan yang hanya bisa dilaksanakan oleh manusia. Meskipun AWS menggunakan sensor sebagai alat pembeda, namun hal tersebut tidaklah memberikan lagitimasi bahwa sistem senjata ini dapat menerapkan prinsip pembedaan. Sebuah serangan diskriminatif juga akan melanggar hukum jika tidak disesuaikan dengan prinsip proporsionalitas. Inilah letak penting peran manusia dalam mencegah adanya kerugian yang tidak diperlukan. Selain itu, penggunaan AI pada AWS juga telah membuat putusnya rantai tanggungjawab komando yang mensyaratkan adanya unsur atasan dan bawahan. Hal inilah yang tak dimiliki secara jelas antara AWS dan seorang komandan yang memberikan perintah untuk melakukan penyerangan. Untuk itu, diperlukan pengaturan yang secara khusus mengatur tentang AWS dalam bentuk konvensi baru atau penambahan protokol pada The United Nations Convention on Certain Weapon 1980 dengan tujuan untuk membatasi penggunaan AI supaya keberadaan manusia tetap ada dalam setiap penggunaan senjata.
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Kanaya, Tomoe. "Intelligence in Education." Journal of Intelligence 7, no. 1 (March 4, 2019): 8. http://dx.doi.org/10.3390/jintelligence7010008.

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Анотація:
The articles in this special issue provide an overview of the wide breadth of questions and methodologies that arise when the research devoted to intelligence intersect with the research devoted to U.S. education. The unique contributions of each paper are highlighted and discussed based on their contribution to the literature. The implications of these findings for educational research and policy are briefly discussed.
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Kim, Sung-ae. "Technology Education ofArtiGcial Intelligence Education, by ArtiGcial Intelligence, for Artificial Intelligence, shall not perish from Korea?" IJASC 3, no. 1 (March 31, 2021): 21–28. http://dx.doi.org/10.22662/ijasc.2021.3.1.021.

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Meza, Jaime, Josep M. Monguet, Francisca Grimón, and Alex Trejo. "Fostering collective intelligence education." EAI Endorsed Transactions on e-Learning 3, no. 11 (June 15, 2016): 151448. http://dx.doi.org/10.4108/eai.15-6-2016.151448.

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Keidar, Daniella. "Emotional Intelligence and Education." Studia Edukacyjne 37 (2015): 327–48. http://dx.doi.org/10.14746/se.2015.37.19.

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Radford, Mike. "Emotional Intelligence and Education." International Journal of Children's Spirituality 8, no. 3 (January 2003): 255–68. http://dx.doi.org/10.1080/1364436x.2003.10807115.

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Albers, Guenter. "Artificial intelligence and education." Education and Computing 1, no. 4 (January 1985): 275–77. http://dx.doi.org/10.1016/s0167-9287(85)92849-3.

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Likova-Arsenova, Vassya. "Artificial Intelligence in Education." Педагогически форум 8, no. 3 (2020): 49–56. http://dx.doi.org/10.15547/pf.2020.022.

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Анотація:
The article examines the impact of Information Technology (IT) and Artificial Intelligence (AI) in education, the joint design of working with high technology and the need for effective policy development. The use of AI in education is an important topic for teachers from both a conceptual and a practical point of view. Ethical challenges in the training and working with AI are on the agenda. It is necessary to adapt the educational programs for future pedagogues in regards to implementing AI in teaching and training.
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Batty, G. D., M. Kivimaki, and I. J. Deary. "Intelligence, education, and mortality." BMJ 340, apr27 3 (April 27, 2010): c563. http://dx.doi.org/10.1136/bmj.c563.

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Дисертації з теми "Artifficial Intelligence in education"

1

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.

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Анотація:
La curiosité épistémique (CE), i.e. le désir d’explorer une information pour le plaisir qu’elle procure, est un phénomène étudié dans divers domaines. Plusieurs chercheurs ont souligné son rôle fondamental dans le développement cognitif et la promotion d’un apprentissage continu. De plus, la CE est considérée comme clé pour cultiver un esprit capable de s’adapter aux incertitudes du monde. Ces recherches ont suscité un grand intérêt pour la CE en éducation, la considérant essentielle pour permettre aux individus d’être actifs et maîtres de leur apprentissage. Ce sont des propriétés cruciales pour relever certains des défis éducatifs: offrir aux élèves un soutien adapté à leurs compétences et motivations, et les aider à être des apprenants autonomes et indépendants dans des environnements dynamiques et incertains. Malgré son importance, l’implémentation de la CE dans les salles de classe reste limitée. Notamment, l’une des principales expressions de la CE—le questionnement— est presque absente dans la plupart des établissements: les élèves sont souvent amenés à répondre aux questions des enseignants plutôt qu’à poser les leurs. Et lorsqu’ils posent des questions, elles sont généralement de bas niveau et, contrairement aux questions curieuses, ne cherchent pas de nouvelles informations majorantes aux connaissances antérieures. Cette thèse propose donc de développer des technologies éducatives qui visent à favoriser l’apprentissage dirigé par la CE, en entraînant les comportements de questionnement curieux et les compétences qui lui sont liées. Pour cela, nous proposons des interventions pour entraîner trois dimensions:1) Les compétences linguistiques de questionnement: On implémente un agent conversationnel pour aider les élèves à générer des questions curieuses lors de tâches de lecture-compréhension. L’agent fournit des indices spécifiques pour faciliter l’utilisation des mots interrogatifs composés et des constructions interrogatives. Différentes structures d’indices (phrase vs. série de mots-clés) et leurs modes de génération (manuellement vs. par GPT-3) sont étudiées. 2) Les compétences métacognitives (MC) liées à la CE: On crée des vidéos animées pour donner des connaissances déclaratives sur les compétences MC liées à la CE: l’autoréflexion, faire des hypothèses, formuler des questions et évaluer les nouvelles informations. On propose également des sessions pour pratiquer ces compétences lors de tâches de lecture-compréhension, en utilisant des indices donnés par des agents conversationnels conçus pour entraîner la MC procédurale. 3) Les perceptions sociales: On crée des vidéos animées pour expliquer la CE et sa mise en pratique pour corriger les idées négatives qu’ont les apprenants sur ce concept. Plus de 150 élèves français âgés de 9 à 11 ans ont été recrutés pour tester l’entraînement de ces dimensions. Combinées, ces dernières ont amélioré la sensibilité MC des élèves et leur perception de la curiosité. Ces deux facteurs ont, à leur tout, facilité les comportements de questionnement divergent. Cela a également conduit à un progrès d’apprentissage plus fort et à des expériences d’apprentissage positives et soutenables. Mais malgré ces résultats, nos méthodes présentent certaines limites, en particulier leur courte durée. Cette thèse encourage donc le travail sur des solutions plus durables afin d’examiner les effets à long terme sur la CE. Enfin, cette thèse souligne la nécessité de continuer à explorer les recherches sur le questionnement et la MC à l’âge de l’intelligence artificielle générative (IAG). Bien que la IAG facilite l’accès à l’information, elle nécessite encore de bonnes capacités de questionnement et de MC, pour prévenir les mésuages et/ou faciliter leur détection. Nous proposons un Framework liant l’utilisation efficace de la IAG en éducation, les compétences de questionnement et de MC, et la littératie en IAG. Nous présentons également une étude comportementale pour tester ces relations
Epistemic 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
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Corso, Lisa. "Social Intelligence: Social Skills Competence and Emotional Intelligence in Gifted Adolescents." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/647.

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Two schools of thought diverge into an ongoing debate as regards to the social intelligence of gifted youth. One view holds that the gifted are often maladjusted (Chronbach, 1960; Hollingworth, 1942). The contrary view is that they are more likely to be well adjusted, with overall above average social and emotional intelligence (Allen, 2000; Chesser, 2001; Kihlstrom & Cantor, 2000; Neihart, 1999). The current research is consistent with views supporting enhanced overall social and emotional intelligence of gifted youth. Some researchers have argued that emotional intelligence and social skills competence are subsets of social intelligence (Chesser, 2000; Greenspan, 1979; Kihlstrom & Cantor, 2000; Morgan, 1996; Salovey & Mayer, 1990,1993). In order to sample the domains of social intelligence in gifted adolescents, a measure of emotional intelligence (Bar-On Emotional Quotient - Inventory: Youth Version) was combined with a measure of social skills competence (Social Skills Rating Scale- Secondary Student and Parent Forms). Participants were students (n = 100) in a very selective summer program for gifted adolescents, and parent respondents (n = 76). This research addresses the following four hypotheses as regards to the relationship between social skills competence and emotional intelligence in gifted adolescents. It was hypothesized that gifted adolescents were expected to score in the above average range on emotional intelligence. Gifted adolescents scored significantly higher than norm samples on the scales of Adaptability, Stress Management and the Total EQ composite. It was also hypothesized that gifted students have above average social skills ratings. Gifted students scored significantly higher than average on all scales of the Social Skills Rating System (SSRS) Secondary Student form. Third, it was hypothesized that the constructs of emotional intelligence and social skills competence are related as regards to the self ratings of gifted adolescents. The SSRS Total Scale and all scales of Bar-On EQ-i: YV were significantly correlated. Fourth, parental ratings were consistent with the hypothesis that they would rate their adolescents as having overall average social skills. The means for overall social skills on the Total Scale and Cooperation subscale were in the average range. The Assertion subscale was found to be below average. Parent ratings were significantly above average in the areas of Responsibility and Self-Control, which may be strengths for gifted youth. A significant positive relationship was found between the composites for social skills competence and emotional intelligence. Some differences were noted between the sub-scales of these constructs, suggesting that gifted individuals may tend to have a specific profile of strengths and weaknesses in these domains. This relationship is also consistent with hierarchical theories of social intelligence maintaining that social skills and emotional skills are separate areas of related abilities. These findings suggest that social intelligence domains are important in drawing a complete profile of differential abilities in gifted students. In talent identification, it may be useful to combine measures of social skills competence and emotional intelligence with cognitive evaluations to provide a wider range of information as regards to the abilities of the gifted.
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Allen, Margaret. "Investigating Emotional Intelligence in Children: Exploring its Relationship to Cognitive Intelligence." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/708.

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The phrase emotional intelligence was made popular in the mainstream culture by Daniel Goleman's book Emotional Intelligence. Goleman's book focuses mainly on aspects of emotional intelligence in adults, as does most of the literature that exists concerning emotional intelligence. The little empirical research that exists in the field of emotional intelligence has been conducted primarily with adults. With the advent of the BarOn Emotional Quotient Inventory: Youth Version, it has become possible to measure this construct in children. In the current study, sixty children ages nine to twelve were administered the BarOn EQ-i:YV and the Wechsler Intelligence Scale for Children - Third Edition. The Full Scale IQ standard score, Performance IQ standard score, Verbal IQ standard score, Picture Arrangement subtest scale score, and Comprehension subtest scale scores were compared to the BarOn EQ-i:YV Total EQ scores to determine the relationship between them. Small, significant positive correlations were found between the Total EQ standard score and Full Scale IQ standard score, Total EQ score and Performance IQ standard score, Total EQ standard score and Picture Arrangement subtest scale score, and Total EQ standard score and Comprehension subtest scale score. All hypotheses were confirmed. A positive and statistically significant correlation exists between emotional intelligence and cognitive intelligence. The relationship was small enough; however, that it can be concluded that the BarOn EQ-i:YV and the WISC-1H were measuring two different but overlapping types of intelligence.
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McKinley, Sophia Kim. "The Emotional Intelligence of Resident Physicians." Thesis, Harvard University, 2014. http://etds.lib.harvard.edu/hms/admin/view/50.

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Since academic literature indicates that emotional intelligence (EI) is tied to work performance, there is increasing interest in understanding physician EI. We studied the EI of resident physicians in surgery, pediatric, and pathology residency programs at three academic centers to describe the EI profiles of residents in different specialties and determine whether gender differences in resident physician EI profiles mirror those in the general population. 325 residents were electronically invited to complete the validated Trait Emotional Intelligence Questionnaire (TEIQue), a tool comprised of 153 items that cluster to 15 independent facets, 4 composite factors, and 1 global EI score. The overall response rate was 42.8% (n=139, 84 women). Global EI of all residents (mean=101.0, SD=8.0) was comparable to the general population sample and was not statistically different between specialties or genders. EI profiling demonstrated distinct strengths and opportunities for development between specialty groups with an effect of specialty on sociability factor (p=0.005) and five TEIQue facets including optimism, stress management, emotion management, assertiveness, and social awareness (p=0.008-0.043). Women scored higher than men in emotionality factor (p=0.044) and the TEIQue facets impulse control, empathy, relationships, and self-motivation (p=0.004-0.049). Men scored higher than women in sociability factor (p=0.034) and 2 facets including stress management and emotion management (p=0.008-0.023). Linear regression demonstrated that age had a statistically significant predictive relationship with Global EI, though the effect was small (B=0.033, p=0.014). These findings suggest that similar to the general population, male and female residents may benefit from specific training of different EI domains to enhance well-rounded development. EI profiling may also inform future educational programming decisions for each specialty. Future research should focus on the functional relationship between educational interventions that promote targeted EI development and enhanced clinical performance.
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Kendra, Melanie A. "An Exploration of Musical Intelligence." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32840.

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This study explored the meaning teachers and children in an elementary school setting make of music. This study utilized an adapted version of Thomas Armstrongâ s musical intelligence checklist, as well as additional questions probing both teachers and children to relate their past and present experiences with music and how they are musically intelligent. This study was conducted with two third grade classes and two fifth grade classes, with the researcher spending one class period with each group. Implications for how music is affecting elementary students, as well as the meaning it holds for teachers, were discussed. In addition, recommendations for future study of music in early education were made.
Master of Science
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Weigand, Robert. "Identifying Emotional Intelligence and Metacognition in Medical Education." Thesis, University of New England, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10798589.

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An 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

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Farmer, Sabrina D. "Application of emotional intelligence in elementary education classrooms." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/SFarmer2008.pdf.

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Doak, 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.

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Roy, 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.

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According 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.

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Brown, Nicole Renae Portell. "College Student Leadership Development Participation and Emotional Intelligence." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036395.

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Leadership 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.

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Книги з теми "Artifficial Intelligence in education"

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Roll, Ido, Danielle McNamara, Sergey Sosnovsky, Rose Luckin, and Vania Dimitrova, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78292-4.

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Roll, Ido, Danielle McNamara, Sergey Sosnovsky, Rose Luckin, and Vania Dimitrova, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78270-2.

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Rodrigo, Maria Mercedes, Noburu Matsuda, Alexandra I. Cristea, and Vania Dimitrova, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11644-5.

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Keefer, Kateryna V., James D. A. Parker, and Donald H. Saklofske, eds. Emotional Intelligence in Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90633-1.

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Bittencourt, Ig Ibert, Mutlu Cukurova, Kasia Muldner, Rose Luckin, and Eva Millán, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52237-7.

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Bittencourt, Ig Ibert, Mutlu Cukurova, Kasia Muldner, Rose Luckin, and Eva Millán, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52240-7.

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Lane, H. Chad, Kalina Yacef, Jack Mostow, and Philip Pavlik, eds. Artificial Intelligence in Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5.

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Biswas, Gautam, Susan Bull, Judy Kay, and Antonija Mitrovic, eds. Artificial Intelligence in Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21869-9.

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Isotani, Seiji, Eva Millán, Amy Ogan, Peter Hastings, Bruce McLaren, and Rose Luckin, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23204-7.

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Isotani, Seiji, Eva Millán, Amy Ogan, Peter Hastings, Bruce McLaren, and Rose Luckin, eds. Artificial Intelligence in Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23207-8.

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Частини книг з теми "Artifficial Intelligence in education"

1

Furnham, Adrian. "Executive Education Excess." In Management Intelligence, 88–89. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230227439_28.

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Volz, Austin, Julia Higdon, and William Lidwell. "Intelligence." In The Elements of Education for Teachers, 51–52. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-26.

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Ennals, Richard. "Education." In Artificial Intelligence and Human Institutions, 33–51. London: Springer London, 1991. http://dx.doi.org/10.1007/978-1-4471-1735-3_3.

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Lee, Raymond S. T. "Smart Education." In Artificial Intelligence in Daily Life, 301–20. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7695-9_11.

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de Bem Machado, Andreia, Gertrudes Aparecida Dandolini, João Artur de Souza, Miltiades Demetrios Lytras, and Maria José Sousa. "Artificial Intelligence." In Technologies for Sustainable Global Higher Education, 211–36. Boca Raton: Auerbach Publications, 2023. http://dx.doi.org/10.1201/9781003424543-11.

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Tekerek, Adem, Seyhan Fırat, Aslihan Selcen Bingöl, Alper Güzel, and Bülent Elbasan. "Assistive Technologies in Higher Education for Special Education." In Applied Intelligence and Informatics, 135–52. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-0914-4_8.

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Nagao, Katashi. "Artificial Intelligence in Education." In Artificial Intelligence Accelerates Human Learning, 1–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6175-3_1.

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Holmes, Wayne. "Artificial Intelligence in Education." In 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.

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Flores-Mendoza, Carmen, Rubén Ardila, Ricardo Rosas, María Emilia Lucio, Miguel Gallegos, and Norma Reátegui Colareta. "Education, SES, and Intelligence." In 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.

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Meza, Jaime, Josep M. Monguet, Francisca Grimón, and Alex Trejo. "Fostering Collective Intelligence Education." In 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.

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Тези доповідей конференцій з теми "Artifficial Intelligence in education"

1

"Artificial intelligence." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228556.

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Florea, Adina Magda, and Serban Radu. "Artificial Intelligence and Education." In 2019 22nd International Conference on Control Systems and Computer Science (CSCS). IEEE, 2019. http://dx.doi.org/10.1109/cscs.2019.00069.

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Oliver, Javier. "ARTIFICIAL INTELLIGENCE IN EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0829.

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Jaakkola, H., J. Henno, A. Lahti, J.-P. Jarvinen, and J. Makela. "Artificial Intelligence and Education." In 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2020. http://dx.doi.org/10.23919/mipro48935.2020.9245329.

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Svoboda, Petr. "ARTIFICIAL INTELLIGENCE IN EDUCATION." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1838.

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Guo, Yanming, and Yandong Xiao. "Artificial Intelligence in Education." In 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.

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Udroiu, Adriana meda. "ELEARNING FOR INTELLIGENCE EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-206.

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Анотація:
In the Romanian educational landscape, National Intelligence Academy, ,,Mihai Viteazul" (ANIMV) is identified by formulating educational policies in the intelligence field. National Intelligence Academy "Mihai Viteazul" is an institution of higher education that prepares the Romanian Intelligence Service operative officers, officers analysts and experts in intelligence field. Academy operates within SRI, combining academic education, military discipline and training in the university training programs, or/and training and continuing professional development. ANIMV training combines two key areas: the academic and the specific - the training of intelligence.The Academy's Mission is to train intelligence officers to be creative, resilient, proactive and to have a high intellectual mobility.The values of the Academy are expressed in intellectual rigour and critical thinking, will, courage, assertiveness, flexibility and passion for result. National Intelligence Academy (ANI MV) is found in the content of the Strategic Vision 2011-2015 - Intelligence in the Information Era by promoting all forms of education, taking into account that the main objective is to train students in the sense to better adapt them to the requirements of a constantly changing and developing world. The solution promoted by the Information Society Technology encourages dissemination systematic and coherent knowledge professionalized form development and training programs away there when its beneficiary needs is the e - learning system. Implementation of e-learning platforms in the National Intelligence Academy ,,Mihai Viteazul" will contribute directly to the attainment arising from its mission by streamlining and increased addressability educational offer . The e-learning system focus, in particular, the training of staff of the Romanian Intelligence Service , along with the range of programs to promote security education provided by the Academy at the national level. Thus, the focus on european, national and institutional default on training staff has done to connect the Service to knowledge necessary element of a dynamic society and focused on management of information. In this context, training courses must be conducted efficiently , both in terms of resource allocation time and resource materials. To this end , e- learning system , whose main feature and advantage of effective training in the workplace, while reducing material costs per student, becoming an indispensable tool in an institution where information management ( in all aspects its ) is the essence of his work. The operationalization of e-learning provides the necessary conditions for achieving additional goals, which converts continuous training in the midst of producing a highly qualified human resources and connected to the key element of modern society: knowledge.
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Zhao Weidong, Wu Haifeng, and Wang Anhua. "Research-based teaching in artificial intelligence course." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228274.

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Liu, Hong. "A tutoring system for Computational Intelligence course." In Education (ITIME). IEEE, 2009. http://dx.doi.org/10.1109/itime.2009.5236372.

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Ruzic, Fjodor. "Web And AI Convergence: Society Intelligence Through Web Intelligence." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2711.

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Звіти організацій з теми "Artifficial Intelligence in education"

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Felix, Juri, and Laura Webb. Use of artificial intelligence in education delivery and assessment. Parliamentary Office of Science and Technology, January 2024. http://dx.doi.org/10.58248/pn712.

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This POSTnote considers how artificial intelligence (AI) technologies can be used by educators and learners in schools, colleges and universities. Artificial intelligence technologies that can be used in education have developed rapidly in recent years. This has been driven in part by advancements of generative AI, which is now capable of performing a wide range of tasks including the production of realistic content such as text, images, audio and video. Artificial intelligence tools have the potential to provide different ways of learning and to help educators with lesson planning, marking and other tasks. However, adoption of AI in education is still in an early and experimental phase. There is uncertainty about the benefits and limitations. Some stakeholders have expressed concerns that over-reliance on AI could diminish educator-learner relationships. Concerns also relate to potential negative impacts on learners’ writing and critical thinking skills, through work being undertaken by AI. In November 2023, the Department for Education published a report on the use of Generative AI in education. The UK Government have also announced an investment of up to £2 million to provide new AI-powered resources for teachers in England.
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Rodrigues do Nascimento Junior, Edmilson. Annotated Bibliography - Artificial intelligence in education: The three paradigms. (Ouyang and Jiao, 2021). ResearchHub Technologies, Inc., December 2023. http://dx.doi.org/10.55277/researchhub.02ov1x0e.

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Walden, Victoria Grace, and Kate Marrison, eds. Recommendations for using Artificial Intelligence and Machine Learning for Holocaust Memory and Education. REFRAME, January 2023. http://dx.doi.org/10.20919/elvh8804.

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Rochelle, Jeremy. Review of Guidance from Seven States on AI in Education. Digital Promise, February 2024. http://dx.doi.org/10.51388/20.500.12265/204.

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As Artificial Intelligence within education becomes increasingly important, Digital Promise reviewed the guidance documents released by seven states—California, North Carolina, Ohio, Oregon, Virginia, Washington state, and West Virginia—on how to approach artificial intelligence (AI) in education. Throughout this report we summarize the overall themes and considerations that each guidance document covers.
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Rodrigues do Nascimento Junior, Edmilson. Annotated Bibliography - A conversation on artificial intelligence, chatbots, and plagiarism in higher education. (King, 2023). ResearchHub Technologies, Inc., December 2023. http://dx.doi.org/10.55277/researchhub.l67b3be8.

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Rodrigues do Nascimento Junior, Edmilson. Annotated Bibliography - Discourses of artificial intelligence in higher education: a critical literature (Bearman et al, 2022). ResearchHub Technologies, Inc., January 2024. http://dx.doi.org/10.55277/researchhub.fggy2kv0.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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KLIMENKO, I. M., and O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.
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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Koomar, Saalim. What is 'Nudging' and How Does it Change Behaviour in Education? EdTech Hub, January 2024. http://dx.doi.org/10.53832/edtechhub.1011.

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Анотація:
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients. We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks. Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning. Keywords: Behavioural psychology; EdTech; education; messaging; nudging; participation An output of the EdTech Hub, https://edtechhub.org/
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