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Direct linkHaley A. Delcher; Enas S. Alsatari; Adeyeye I. Haastrup; Sayema Naaz; Lydia A. Hayes-Guastella; Autumn M. McDaniel; Olivia G. Clark; Devin M. Katerski; Francois O. Prinsloo; Olivia R. Roberts; Meredith A. Shaddix; Bridgette N. Sullivan; Isabella M. Swan; Emily M. Hartsell; Jeffrey D. DeMeis; Sunita S. Paudel; Glen M. Borchert – Biochemistry and Molecular Biology Education, 2025
Today, due to the size of many genomes and the increasingly large sizes of sequencing files, independently analyzing sequencing data is largely impossible for a biologist with little to no programming expertise. As such, biologists are typically faced with the dilemma of either having to spend a significant amount of time and effort to learn how…
Descriptors: Artificial Intelligence, Technology Uses in Education, Training, Teaching Methods
Jiyeon Park; Sam Choo – Journal of Special Education Technology, 2025
Generative AI, such as ChatGPT, produces personalized and contextually relevant content based on user prompts (inputs provided by users). These prompts act as the primary form of interaction between users and AI models, making their quality essential for generating the most relevant outputs. The process of writing, refining, and optimizing…
Descriptors: Artificial Intelligence, Technology Uses in Education, Prompting, Relevance (Education)
Download full textPamela Mae Cerrado; Auxencia Limjap – Mathematics Teaching Research Journal, 2025
Assessments play a pivotal role in Mathematics education, serving as vital gauges of students' mathematical proficiency and informing teaching strategies. Despite calls for contextualization, some educators still rely on abstract teaching methods and decontextualized tasks. This study aims to address these concerns by designing and implementing a…
Descriptors: Mathematics Education, Metacognition, Prompting, Grade 9
Tamara Dakic; Tijana Cvetic Antic; Tanja Jevdjovic; Iva Lakic; Aleksandra Ruzicic; Predrag Vujovic – Advances in Physiology Education, 2025
Acid-base physiology is widely recognized as one of the most conceptually challenging topics in undergraduate education due to its interdisciplinary nature and the necessity for both mechanistic and integrative understanding. This article presents a structured, system-based teaching framework designed to enhance student comprehension of acid-base…
Descriptors: Physiology, Scientific Concepts, Concept Mapping, Undergraduate Students
Lorena S. Grundy; Milo D. Koretsky – Journal of Engineering Education, 2025
Background: Metacognitive processes have been linked to the development of conceptual knowledge in STEM courses, but previous work has centered on the regulatory aspects of metacognition. Purpose: We interrogated the relationship between epistemic metacognition and conceptual knowledge in engineering statics courses across six universities by…
Descriptors: Epistemology, Metacognition, Cognitive Processes, STEM Education
Elif Tekin-Iftar; Melinda Jones Ault; Belva C. Collins; Seray Olcay; H. Deniz Degirmenci; Orhan Aydin – Journal of Special Education, 2024
We conducted a descriptive analysis and meta-analysis of single-case research design (SCRD) studies investigating the effectiveness of the graduated guidance procedure. Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. Then, we described studies in…
Descriptors: Meta Analysis, Effect Size, Nonparametric Statistics, Evidence Based Practice
Alison M. Kozlowski; Ruqian Ma; Marian West; Danielle Gilboy; Jennifer Del Re – Journal of Developmental and Physical Disabilities, 2024
Feeding disorders can be quite complex, with medical concerns, anatomical abnormalities, skill deficits, and behavioral or environmental components contributing to the development and maintenance of significant feeding concerns. Because of this, an interdisciplinary approach to assessment and treatment is oftentimes warranted. Within the current…
Descriptors: Children, Eating Disorders, Nutrition, Prompting
Daryn A. Dever; Megan D. Wiedbusch; Sarah M. Romero; Roger Azevedo – British Journal of Educational Technology, 2024
Intelligent tutoring systems (ITSs) incorporate pedagogical agents (PAs) to scaffold learners' self-regulated learning (SRL) via prompts and feedback to promote learners' monitoring and regulation of their cognitive, affective, metacognitive and motivational processes to achieve their (sub)goals. This study examines PAs' effectiveness in…
Descriptors: Intelligent Tutoring Systems, Scaffolding (Teaching Technique), Independent Study, Prompting
Bihao Hu; Longwei Zheng; Jiayi Zhu; Lishan Ding; Yilei Wang; Xiaoqing Gu – IEEE Transactions on Learning Technologies, 2024
This study explores and analyzes the specific performance of large language models (LLMs) in instructional design, aiming to unveil their potential strengths and possible weaknesses. Recently, the influence of LLMs has gradually increased in multiple fields, yet exploratory research on their application in education remains relatively scarce. In…
Descriptors: Artificial Intelligence, Natural Language Processing, Instructional Design, Prompting
Shawn N. Girtler; Emily K. Unholz-Bowden; Alefyah Shipchandler; Rebecca L. Kolb; Jennifer J. McComas – Journal of Developmental and Physical Disabilities, 2024
Although the last decade has welcomed evidence that individuals with Rett syndrome (RTT) can communicate using alternative and augmentative communication (AAC), less is known about effective procedures for teaching various component skills required for expressive communication of individuals with complex communication needs. The purpose of the…
Descriptors: Augmentative and Alternative Communication, Genetic Disorders, Teaching Methods, Individualized Instruction
Chengyuan Liu; Jialin Cui; Ruixuan Shang; Qinjin Jia; Parvez Rashid; Edward Gehringer – International Educational Data Mining Society, 2024
Evaluating the helpfulness of review comments is increasingly important in peer-assessment research, as students are more likely to accept and implement the feedback they perceive as helpful. Automating the evaluation of review helpfulness by AI models faces two challenges: (1) the limited availability of annotated datasets with helpfulness tags…
Descriptors: Artificial Intelligence, Technology Uses in Education, Peer Evaluation, Helping Relationship
Daniel Lee; Edward Palmer – International Journal of Educational Technology in Higher Education, 2025
This paper presents a systematic review of the role of prompt engineering during interactions with Generative Artificial Intelligence (GenAI) in Higher Education (HE) to discover potential methods of improving educational outcomes. Drawing on a comprehensive search of academic databases and relevant literature, key trends, including multiple…
Descriptors: Engineering, Artificial Intelligence, Higher Education, Technology Uses in Education
Debika Sihi; Abigail Ryan – Marketing Education Review, 2025
The rapid adoption and evolution of generative artificial intelligence (AI) tools like ChatGPT and Gemini have impacted marketing education and practice. This paper introduces a prompt engineering assignment that utilizes generative AI to build critical thinking skills through the development of keyword research strategies, customer profiles, and…
Descriptors: Marketing, Business Education, Artificial Intelligence, Technology Uses in Education
Rebecca A. Roesler – String Research Journal, 2025
This investigation explored collaborative problem solving with and without a coach by analyzing problem-solving (PS) and problem-solving-prompting (PSP) behaviors by group members and coaches in six total coached rehearsals with three collegiate string quartets, and six autonomous rehearsals with the same string quartets. Teachers' and learners'…
Descriptors: Music Education, Cooperative Learning, Problem Solving, Classical Music
Maru Gonzalez; Michael Kokozos; Christy M. Byrd – Eye on Education, 2025
Unleash the transformative power of storytelling to build belonging, ignite critical consciousness, and amplify students' voices. This dynamic book equips educators who work with middle and high school aged youth to teach storytelling in their classrooms or community organizations. Through inspiring examples and hands-on teaching strategies, the…
Descriptors: Teaching Methods, Story Telling, Student Empowerment, Social Change
