Empowering learners for the age of artificial intelligence

TL;DR: In this paper , the authors present a perspective vision of the processes of integrating GAs into education and predict possible trends in the impact of GAs on education, in particular ChatGPT technologies, on education.

TL;DR: The research explores the potential of AI in enhancing language teaching and learning by categorizing AI tools relevant to language didactics and identifying their impact on communicative competence.

Abstract: This article presents the results of a study aimed at examining the attitudes of university students in Russia and Kazakhstan toward generative artificial intelligence (GenAI), as well as their experience in using these technologies in educational contexts. The study considers students’ perceptions of the prospects for further integration of GenAI into the higher education system. The objective of the research is to identify the factors that influence the effectiveness and sustainability of GenAI integration into the educational process. The study was conducted via an online survey using a sample of 441 students representing various higher education institutions in Russia and Kazakhstan. Data were collected through a questionnaire that included both closed and open-ended questions to obtain both quantitative and qualitative data. The analysis employed correlation analysis and multiple regression methods using Python libraries such as pandas, statsmodels, and others. The results indicate that the frequency of GenAI use, the availability of specialized training, the level of technical infrastructure, and students’ socio-demographic characteristics significantly influence their attitudes toward these technologies.The study’s findings may be used to develop recommendations for the effective integration of GenAI into higher education, as well as for the design of educational programs aimed at enhancing students’ digital competence and literacy.

TL;DR: This article investigated the effects of showing grade predictions to students through an interactive visualization tool and found that in the presence of predictions, students may focus too much on maximizing their performance, to the detriment of other factors such as the workload.

TL;DR: A variety of interdisciplinary literature is synthesized into a set of core competencies of AI literacy and several design considerations to support AI developers and educators in creating learner-centered AI are suggested.

Abstract: Artificial Intelligence (AI) has spread across industries (e.g., business, science, art, education) to enhance user experience, improve work efficiency, and create many future job opportunities. However, public understanding of AI technologies and how to define AI literacy is under-explored. This vision poses upcoming challenges for our next generation to learn about AI. On this note, an exploratory review was conducted to conceptualize the newly emerging concept “AI literacy”, in search for a sound theoretical foundation to define, teach and evaluate AI literacy. Grounded in literature on 30 existing peer-reviewed articles, this review proposed four aspects (i.e., know and understand, use, evaluate, and ethical issues) for fostering AI literacy based on the adaptation of classic literacies. This study sheds light on the consolidated definition, teaching, and ethical concerns on AI literacy, establishing the groundwork for future research such as competency development and assessment criteria on AI literacy.