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Direct linkXiaoming Zhai; Matthew Nyaaba; Wenchao Ma – Science & Education, 2025
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four…
Descriptors: Artificial Intelligence, National Competency Tests, Elementary Secondary Education, Problem Solving
Download full textXavier Ochoa; Xiaomeng Huang; Yuli Shao – Journal of Learning Analytics, 2025
Generative AI (GenAI) has the potential to revolutionize the analysis of educational data, significantly impacting learning analytics (LA). This study explores the capability of non-experts, including administrators, instructors, and students, to effectively use GenAI for descriptive LA tasks without requiring specialized knowledge in data…
Descriptors: Learning Analytics, Artificial Intelligence, Computer Software, Scores
Roger Young; Emily Courtney; Alexander Kah; Mariah Wilkerson; Yi-Hsin Chen – Teaching of Psychology, 2025
Background: Multiple-choice item (MCI) assessments are burdensome for instructors to develop. Artificial intelligence (AI, e.g., ChatGPT) can streamline the process without sacrificing quality. The quality of AI-generated MCIs and human experts is comparable. However, whether the quality of AI-generated MCIs is equally good across various domain-…
Descriptors: Item Response Theory, Multiple Choice Tests, Psychology, Textbooks
Mehmet Firat; Saniye Kuleli – Journal of Educational Technology and Online Learning, 2024
This research investigates the comparative effectiveness of the ChatGPT and the Google search engine in facilitating the self-learning of JavaScript functions among undergraduate open and distance learning students. The study employed a quasi-experimental post-test control group design to analyze the variables of disorientation, satisfaction,…
Descriptors: Comparative Analysis, Web Sites, Computer Software, Artificial Intelligence
Tlatso Nkhobo; Chaka Chaka – International Journal of Education and Development using Information and Communication Technology, 2023
This article reports on a comparative analysis of two sets of essays, student-discursive essays (SDEs) and ChatGPT-generated discursive essays (ChatGPT-GDEs) on the same essay topic using Coh-Metrix. It focused on three Coh-Metrix indices, lexical density, syntactic complexity, and referential cohesion as the basis for the comparative analysis.…
Descriptors: Foreign Countries, College Students, Persuasive Discourse, Writing (Composition)
Dahlkemper, Merten Nikolay; Lahme, Simon Zacharias; Klein, Pascal – Physical Review Physics Education Research, 2023
This study aimed at evaluating how students perceive the linguistic quality and scientific accuracy of ChatGPT responses to physics comprehension questions. A total of 102 first- and second-year physics students were confronted with three questions of progressing difficulty from introductory mechanics (rolling motion, waves, and fluid dynamics).…
Descriptors: Physics, Science Instruction, Artificial Intelligence, Computer Software
Yunjiu, Luo; Wei, Wei; Zheng, Ying – SAGE Open, 2022
Artificial intelligence (AI) technologies have the potential to reduce the workload for the second language (L2) teachers and test developers. We propose two AI distractor-generating methods for creating Chinese vocabulary items: semantic similarity and visual similarity. Semantic similarity refers to antonyms and synonyms, while visual similarity…
Descriptors: Chinese, Vocabulary Development, Artificial Intelligence, Undergraduate Students
Premlatha, K. R.; Dharani, B.; Geetha, T. V. – Interactive Learning Environments, 2016
E-learning allows learners individually to learn "anywhere, anytime" and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to…
Descriptors: Electronic Learning, Profiles, Automation, Classification
International Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers
