Towards an AI-Augmented Textbook
Textbooks are a cornerstone of education, but they have a fundamental limitation: they are a one-sizef its-all medium.
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Open Access ChatGPT in Education: An Effect in Search of a Cause
As researchers rush to investigate the potential of AI tools like ChatGPT to enhance learning, well-documented pitfalls threaten the validity of this emerging research.
Generative artificial intelligence in education: (what) are we thinking?
Inspired by Arendt’s preoccupation with society’s state of ‘thoughtlessness’ and Freire’s critical pedagogy, this article explores how the role of thinking is impacted by the introduction of Gen-AI in education.
What Workers Really Want from Artificial Intelligence
A Stanford study captures the gap between worker desires and AI’s abilities, and highlights areas ripe for research and development.
Examining Learning Outcomes and Experiences with Personalized AI-Generated Educational Podcasts
Generative AI is revolutionizing content creation and has the potential to enable real-time, personalized educational experiences. We investigated the effectiveness of converting textbook chapters into AI-generated podcasts and explored the impact of personalizing these podcasts for individual learner profiles.
Artificial Intelligence and the Future of Teaching and Learning
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Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task
This study focuses on finding out the cognitive cost of using an LLM in the educational context of writing an essay.
Student Engagement and AI: Research Overview and Findings | D2L
Since the release of ChatGPT, the role of generative artificial intelligence (AI) in education has sparked both excitement and concern.
The Memory Paradox: Why Our Brains Need Knowledge in an Age of AI by Barbara Oakley, Michael Johnston, Kenzen Chen, Eulho Jung, Terrence Sejnowski :: SSRN
In an era of generative AI and ubiquitous digital tools, human memory faces a paradox: the more we offload knowledge to external aids, the less we exercise and
Large Language Models Pass the Turing Test
We evaluated four systems (ELIZA, GPT-4o, LLaMa-3.1-405B, and GPT-4.5) in two randomised, controlled, and pre-registered Turing tests on independent populations. Participants had 5-minute conversations simultaneously with another human participant and one of these systems before judging which conversational partner they thought was human.
AI in Higher Education: A Meta Summary of Recent Surveys of Students and Faculty – Campbell Academic Technology Services
Artificial intelligence (AI) is rapidly transforming the landscape of higher education, impacting how students learn, how faculty teach, and how institutions operate. This report summarizes the findings of recent surveys that explored AI usage, AI c…
Cut the bullshit: why GenAI systems are neither collaborators nor tutors
The rapid development of Generative AI (GenAI) technologies has led to widespread endorsement of GenAI systems serving as a ‘personal tutor’ and learning ‘collaborator’ in higher education. However, because GenAI outputs are prone to ‘hallucinations,’ it has been suggested that students take responsibility for the accuracy of GenAI contributions to their learning.