Teaching and Learning in the Generative Artificial Intelligence Age
Description
This book brings together contributions from prominent researchers investigating the changes in teaching, learning, and assessment with and beyond generative artificial intelligence (GenAI). These chapters represent a variety of research themes and approaches, offering insights into how GenAI is adopted in different educational practices, identifying opportunities and challenges in this rapidly developing field. The volume extends selected presentations from the Cognition and Exploratory Learning in the Digital Age (CELDA 2024) conference, contributing valuable insights for educators, researchers, and policymakers navigating an increasingly AI-driven educational landscape.
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Persons
Demetrios Sampson
is Professor and Director of the MSc in Digital Learning at the University of Piraeus, Greece. He has held academic roles in eight universities across four continents and is listed among the world's top 2% most cited scientists. He has authored over 310 publications, developed a popular MOOC (Analytics for the Classroom Teacher) on edX, and received awards from IEEE and IGIP for his contributions to Learning Technologies.
Pedro Isaías
is Associate Professor at Universidade Aberta, Portugal, and Adjunct Associate Professor at the University of New South Wales, Australia. He has held academic roles in universities in Australia and Brazil. He researches Learning Technologies, Data Analytics, and Digital Transformation. He has led EU-funded projects, published over 170 works, and co-founded IADIS, a global scientific association. He is editor of various international journals.
Dirk Ifenthaler
is Professor at the University of Mannheim, Germany, and UNESCO Co-Chair at Curtin University, Australia. His research spans educational technology, data analytics, and cognitive science. He has held academic roles worldwide, published over 300 works, and received awards from AERA and AECT. He is Editor-in-Chief of two international journals.
Content
Part I: Teaching & Learning With Generative Artificial Intelligence. Chapter1. Teaching Like Socrates: The Timeless Art Of Questioning For Fostering Creative Thinking In The Ai Era (Dr Panagiotis Kampylis).- Chapter2. Enhancing Artistic Education With Ai: The Hamlet Workshop (Franco Ripa Di Meana, Andrea Guidi, Alberto Giretti, Massimo Vaccarini, Matteo Zambelli And Dilan Durmus).- Chapter3. Empowering Teachers To Integrate Ai: Developing An Llm-Based Copilot (Sabine Seufert And Stefan Sonderegger ).- Chapter4. Using Large Language Models For Academic Writing Instruction: Conceptual Design And Evaluation Of The Socrat Project (Lukas Spirgi And Sabine Seufert ).- Chapter5. Leveraging Chatgpt For Automated Knowledge Concept Generation (Tianyuan Yang, Baofeng Ren, Chenghao Gu, Boxuan Ma And Shin'ichi Konomi).- Chapter6. Large Language Model Detuning In Learning Content Understanding (Tsubasa Minematsu And Atsushi Shimada).- Chapter7. Exploring Student Perception And Interaction Using Chatgpt In Programming Education (Boxuan Ma, Li Chen And Shin'ichi Konomi ).- Chapter8. Generating Explanatory Texts On Relationships Between Subjects And Their Positions In A Curriculum Using Generative Ai (Ryusei Munemura, Fumiya Okubo, Tsubasa Minematsu, Yuta Taniguchi And Atsushi Shimada).- Chapter9. Designing Structured Reflections For Guiding Learners' Interactions With Generative Ai (Rwitajit Majumdar, Daevesh Singh And Mei-Rong Alice Chen).- Chapter10. Implementation And Evaluation Of A Chatbot In A Business Course In Higher Education (Pedro Isaias, Tania Hoque And Paula Miranda).- Chapter11. Ai-Assisted Enhancing Of Gender Awareness Through Reading Comprehension In History And Literature Courses Of Anglophone Cultures (Ivana Pondelíková And Jana Luprichová).- Part Ii: Teaching & Learning Beyond Generative Artificial Intelligence. Chapter12. The Effects Of Politeness In Shaping Discourse In Online Debates (Allan Jeong And Ming Ming Chiu).- Chapter13. Measuring Computational Thinking - Developing A Short Performance Test For Higher Education (Josef Guggemos, Roman Rietsche, Stephan Aier, Jannis Strecker And Simon Mayer).- Chapter14. Evidence-Based Content Design And Validation For Cybersecurity Games (Nicolai Plintz And Dirk Ifenthaler).- Chapter15. Relationship Between Mathematical Problem-Solving Skills And Asynchronous Collaboration In Digital Learning Environments (Alice Barana, Marina Marchisio Conte And Sara Omegna).- Chapter16. An Empirical Study On The Impact Of Immersive Virtual Reality On Enhancing Intercultural Sensitivity (Mahnaz Moallem And Folashade Agbolade).- Chapter17. Dynamics Of Students' Affective States And Video Interactions While Watching Educational Videos (Burçak Aydın, Gökhan Akçapınar, Vildan Özeke And Mohammad Nehal Hasnine).- Chapter18. Relationship Between Mathematical Problem-Solving Skills And Asynchronous Collaboration In Digital Learning Environments (Alice Barana, Marina Marchisio Conte And Sara Omegna).- Chapter19. E-Tutorial Use And Students' Epistemic And Achievement Learning Emotions (Dirk Tempelaar).
