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Jan Delcker; Joana Heil; Dirk Ifenthaler; Sabine Seufert; Lukas Spirgi – International Journal of Educational Technology in Higher Education, 2024
The influence of Artificial Intelligence on higher education is increasing. As important drivers for student retention and learning success, generative AI-tools like translators, paraphrasers and most lately chatbots can support students in their learning processes. The perceptions and expectations of first-years students related to AI-tools have…
Descriptors: Artificial Intelligence, Learning Processes, Higher Education, College Freshmen
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Guzmán-Valenzuela, Carolina; Gómez-González, Carolina; Rojas-Murphy Tagle, Andrés; Lorca-Vyhmeister, Alejandro – International Journal of Educational Technology in Higher Education, 2021
In a context where learning mediated by technology has gained prominence in higher education, learning analytics has become a powerful tool to collect and analyse data with the aim of improving students' learning. However, learning analytics is part of a young community and its developments deserve further exploration. Some critical stances claim…
Descriptors: Learning Analytics, Higher Education, Educational Research, Communities of Practice
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Qi Xia; Xiaojing Weng; Fan Ouyang; Tzung Jin Lin; Thomas K.F. Chiu – International Journal of Educational Technology in Higher Education, 2024
Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in…
Descriptors: Artificial Intelligence, Evaluation, Higher Education, Literature Reviews
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Essel, Harry Barton; Vlachopoulos, Dimitrios; Tachie-Menson, Akosua; Johnson, Esi Eduafua; Baah, Papa Kwame – International Journal of Educational Technology in Higher Education, 2022
Chatbot usage is evolving rapidly in various fields, including higher education. The present study's purpose is to discuss the effect of a virtual teaching assistant (chatbot) that automatically responds to a student's question. A pretest-posttest design was implemented, with the 68 participating undergraduate students being randomly allocated to…
Descriptors: Computer Assisted Instruction, Artificial Intelligence, Teaching Assistants, Undergraduate Students