Hasil untuk "Education"

Vansh Gupta, Sankalan Pal Chowdhury, Vilém Zouhar et al.

Large language models (LLMs) are increasingly being adopted in educational settings. These applications expand beyond English, though current LLMs remain primarily English-centric. In this work, we ascertain if their use in education settings in non-English languages is warranted. We evaluated the performance of popular LLMs on four educational tasks: identifying student misconceptions, providing targeted feedback, interactive tutoring, and grading translations in eight languages (Mandarin, Hindi, Arabic, German, Farsi, Telugu, Ukrainian, Czech) in addition to English. We find that the performance on these tasks somewhat corresponds to the amount of language represented in training data, with lower-resource languages having poorer task performance. Although the models perform reasonably well in most languages, the frequent performance drop from English is significant. Thus, we recommend that practitioners first verify that the LLM works well in the target language for their educational task before deployment.

Danial Hooshyar, Gustav Šír, Yeongwook Yang et al.

Despite significant advancements in AI-driven educational systems and ongoing calls for responsible AI for education, several critical issues remain unresolved -- acting as the elephant in the room within AI in education, learning analytics, educational data mining, learning sciences, and educational psychology communities. This critical analysis identifies and examines nine persistent challenges that continue to undermine the fairness, transparency, and effectiveness of current AI methods and applications in education. These include: (1) the lack of clarity around what AI for education truly means -- often ignoring the distinct purposes, strengths, and limitations of different AI families -- and the trend of equating it with domain-agnostic, company-driven large language models; (2) the widespread neglect of essential learning processes such as motivation, emotion, and (meta)cognition in AI-driven learner modelling and their contextual nature; (3) limited integration of domain knowledge and lack of stakeholder involvement in AI design and development; (4) continued use of non-sequential machine learning models on temporal educational data; (5) misuse of non-sequential metrics to evaluate sequential models; (6) use of unreliable explainable AI methods to provide explanations for black-box models; (7) ignoring ethical guidelines in addressing data inconsistencies during model training; (8) use of mainstream AI methods for pattern discovery and learning analytics without systematic benchmarking; and (9) overemphasis on global prescriptions while overlooking localised, student-specific recommendations. Supported by theoretical and empirical research, we demonstrate how hybrid AI methods -- specifically neural-symbolic AI -- can address the elephant in the room and serve as the foundation for responsible, trustworthy AI systems in education.

Long Xu

Rapid progress in AI technologies has generated considerable interest in their potential to address challenges in every field and education is no exception. Improving learning outcomes and providing relevant education to all have been dominant themes universally, both in the developed and developing world. And they have taken on greater significance in the current era of technology driven personalization.

Jasper Roe, Mike Perkins

The availability of software which can produce convincing yet synthetic media poses both threats and benefits to tertiary education globally. While other forms of synthetic media exist, this study focuses on deepfakes, which are advanced Generative AI (GenAI) fakes of real people. This conceptual paper assesses the current literature on deepfakes across multiple disciplines by conducting an initial scoping review of 182 peer-reviewed publications. The review reveals three major trends: detection methods, malicious applications, and potential benefits, although no specific studies on deepfakes in the tertiary educational context were found. Following a discussion of these trends, this study applies the findings to postulate the major risks and potential mitigation strategies of deepfake technologies in higher education, as well as potential beneficial uses to aid the teaching and learning of both deepfakes and synthetic media. This culminates in the proposal of a research agenda to build a comprehensive, cross-cultural approach to investigate deepfakes in higher education.

Ravit Dotan, Lisa S. Parker, John G. Radzilowicz

This paper proposes an approach to the responsible adoption of generative AI in higher education, employing a ''points to consider'' approach that is sensitive to the goals, values, and structural features of higher education. Higher education's ethos of collaborative faculty governance, pedagogical and research goals, and embrace of academic freedom conflict, the paper argues, with centralized top down approaches to governing AI that are common in the private sector. The paper is based on a semester long effort at the University of Pittsburgh which gathered and organized perspectives on generative AI in higher education through a collaborative, iterative, interdisciplinary process that included recurring group discussions, three standalone focus groups, and an informal survey. The paper presents insights drawn from this effort that give rise to the ''points to consider'' approach the paper develops. These insights include the benefits and risks of potential uses of generative AI In higher education, as well as barriers to its adoption, and culminate in the six normative points to consider when adopting and governing generative AI in institutions of higher education.

Yuxiang Qiu, Karim Djemili, Denis Elezi et al.

With the advancement and utility of Artificial Intelligence (AI), personalising education to a global population could be a cornerstone of new educational systems in the future. This work presents the PEEKC dataset and the TrueLearn Python library, which contains a dataset and a series of online learner state models that are essential to facilitate research on learner engagement modelling.TrueLearn family of models was designed following the "open learner" concept, using humanly-intuitive user representations. This family of scalable, online models also help end-users visualise the learner models, which may in the future facilitate user interaction with their models/recommenders. The extensive documentation and coding examples make the library highly accessible to both machine learning developers and educational data mining and learning analytics practitioners. The experiments show the utility of both the dataset and the library with predictive performance significantly exceeding comparative baseline models. The dataset contains a large amount of AI-related educational videos, which are of interest for building and validating AI-specific educational recommenders.

Rujun Gao, Hillary E. Merzdorf, Saira Anwar et al.

Text-based open-ended questions in academic formative and summative assessments help students become deep learners and prepare them to understand concepts for a subsequent conceptual assessment. However, grading text-based questions, especially in large courses, is tedious and time-consuming for instructors. Text processing models continue progressing with the rapid development of Artificial Intelligence (AI) tools and Natural Language Processing (NLP) algorithms. Especially after breakthroughs in Large Language Models (LLM), there is immense potential to automate rapid assessment and feedback of text-based responses in education. This systematic review adopts a scientific and reproducible literature search strategy based on the PRISMA process using explicit inclusion and exclusion criteria to study text-based automatic assessment systems in post-secondary education, screening 838 papers and synthesizing 93 studies. To understand how text-based automatic assessment systems have been developed and applied in education in recent years, three research questions are considered. All included studies are summarized and categorized according to a proposed comprehensive framework, including the input and output of the system, research motivation, and research outcomes, aiming to answer the research questions accordingly. Additionally, the typical studies of automated assessment systems, research methods, and application domains in these studies are investigated and summarized. This systematic review provides an overview of recent educational applications of text-based assessment systems for understanding the latest AI/NLP developments assisting in text-based assessments in higher education. Findings will particularly benefit researchers and educators incorporating LLMs such as ChatGPT into their educational activities.

Firuz Kamalov, David Santandreu Calong, Ikhlaas Gurrib

The recent high performance of ChatGPT on several standardized academic tests has thrust the topic of artificial intelligence (AI) into the mainstream conversation about the future of education. As deep learning is poised to shift the teaching paradigm, it is essential to have a clear understanding of its effects on the current education system to ensure sustainable development and deployment of AI-driven technologies at schools and universities. This research aims to investigate the potential impact of AI on education through review and analysis of the existing literature across three major axes: applications, advantages, and challenges. Our review focuses on the use of artificial intelligence in collaborative teacher--student learning, intelligent tutoring systems, automated assessment, and personalized learning. We also report on the potential negative aspects, ethical issues, and possible future routes for AI implementation in education. Ultimately, we find that the only way forward is to embrace the new technology, while implementing guardrails to prevent its abuse.

Senthil Kumar Jagatheesaperumal, Kashif Ahmad, Ala Al-Fuqaha et al.

Metaverse has evolved as one of the popular research agendas that let the users learn, socialize, and collaborate in a networked 3D immersive virtual world. Due to the rich multimedia streaming capability and immersive user experience with high-speed communication, the metaverse is an ideal model for education, training, and skill development tasks. To facilitate research in this area, we provide a comprehensive review of the various educational use cases and explore how enabling technologies such as Extended reality (XR) and Internet of Everything (IoE) will play a major role in educational services in future metaverses. Secondly, we provide an overview of metaverse-based educational applications focusing on education, training, and skill development and analyze the technologies they are built upon. We identify common research problems and future research directions in the domain. The paper also identifies core ethical considerations of metaverse for education and potential pitfalls. We believe this survey can fully demonstrate the versatility of metaverse-driven education, which could serve as a potential guideline for the researchers.

Hamid NoghaniBehambari, Nahid Tavassoli, Farzaneh Noghani

This paper illustrates the intergenerational transmission of the gender gap in education among first and second-generation immigrants. Using the Current Population Survey (1994-2018), we find that the difference in female-male education persists from the home country to the new environment. A one standard deviation increase of the ancestral country female-male difference in schooling is associated with 17.2% and 2.5% of a standard deviation increase in the gender gap among first and second generations, respectively. Since gender perspective in education uncovers a new channel for cultural transmission among families, we interpret the findings as evidence of cultural persistence among first generations and partial cultural assimilation of second generations. Moreover, Disaggregation into country-groups reveals different paths for this transmission: descendants of immigrants of lower-income countries show fewer attachments to the gender opinions of their home country. Average local education of natives can facilitate the acculturation process. Immigrants residing in states with higher education reveal a lower tendency to follow their home country attitudes regarding the gender gap.

Todd Goodall, Alan C. Bovik

Digital video pervades daily life. Mobile video, digital TV, and digital cinema are now ubiquitous, and as such, the field of Digital Video Processing (DVP) has experienced tremendous growth. Digital video systems also permeate scientific and engineering disciplines including but not limited to astronomy, communications, surveillance, entertainment, video coding, computer vision, and vision research. As a consequence, educational tools for DVP must cater to a large and diverse base of students. Towards enhancing DVP education we have created a carefully constructed gallery of educational tools that is designed to complement a comprehensive corpus of online lectures by providing examples of DVP on real-world content, along with a user-friendly interface that organizes numerous key DVP topics ranging from analog video, to human visual processing, to modern video codecs, etc. This demonstration gallery is currently being used effectively in the graduate class ``Digital Video'' at the University of Texas at Austin. Students receive enhanced access to concepts through both learning theory from highly visual lectures and watching concrete examples from the gallery, which captures the beauty of the underlying principles of modern video processing. To better understand the educational value of these tools, we conducted a pair of questionaire-based surveys to assess student background, expectations, and outcomes. The survey results support the teaching efficacy of this new didactic video toolset.

Valdemar Švábenský, Jan Vykopal, Pavel Čeleda

Cybersecurity is now more important than ever, and so is education in this field. However, the cybersecurity domain encompasses an extensive set of concepts, which can be taught in different ways and contexts. To understand the state of the art of cybersecurity education and related research, we examine papers from the ACM SIGCSE and ACM ITiCSE conferences. From 2010 to 2019, a total of 1,748 papers were published at these conferences, and 71 of them focus on cybersecurity education. The papers discuss courses, tools, exercises, and teaching approaches. For each paper, we map the covered topics, teaching context, evaluation methods, impact, and the community of authors. We discovered that the technical topic areas are evenly covered (the most prominent being secure programming, network security, and offensive security), and human aspects, such as privacy and social engineering, are present as well. The interventions described in SIGCSE and ITiCSE papers predominantly focus on tertiary education in the USA. The subsequent evaluation mostly consists of collecting students' subjective perceptions via questionnaires. However, less than a third of the papers provide supplementary materials for other educators, and none of the authors published their dataset. Our results provide orientation in the area, a synthesis of trends, and implications for further research. Therefore, they are relevant for instructors, researchers, and anyone new in the field of cybersecurity education. The information we collected and synthesized from individual papers are organized in a publicly available dataset.

Pradip Gatkine, Gregorio Zimerman, Elizabeth Warner

We designed and built a do-it-yourself spectrograph assembly to demonstrate the concept of spectroscopy, an indispensable tool for exploring the cosmos. This spectrograph is designed for optical band (400-750 nm). It uses a transmission grating to disperse the light and a webcam to measure the spectrum. This spectrograph provides a resolving power ($λ/δλ$) of about 1000. This demonstration involves off-the-shelf materials costing less than \$500, thus making it an easy to build demonstration kit for a school or public setting. The kit is well-suited for performing various science experiments and acquiring hands-on experience for students to learn the concepts such as coherence, spectral orders, resolving power, absorption and emission spectra. All of these concepts are an integral part of modern astronomical observations as well as various other fields in STEM such as biomedical engineering, chemical analysis, food and water quality, etc. This kit is portable and fully modular, making it apt for outreach purposes.

Olha Anisimova, Valeriia Vasylenko, Solomia Fedushko

The article presents the dynamics of social networks users increase, depending on the total world population from 2010 to 2018. It also identifies the most popular social networks in Ukraine. The systematic risk indicator of using social networks relative to the total number of Internet resources users is determined. Types of social intercourse in the process of the higher education institution image creation are presented. The peculiarities of using social networks in the formation of a positive image of an educational institution are highlighted. The statistical indicators of user actions in the official group of the Faculty of Mathematics and Information Technologies of Vasyl Stus Donetsk National University in January, February and March 2019 are presented, as well as the average attraction coefficient of users depending on the subject of publications. The main technologies of astroturfing in the creation process of the higher education institution negative image are considered.

Peter Achten, Heather Miller

The Seventh International Workshop on Trends in Functional Programming in Education, TFPIE 2018, was held on 14th of June 2018 at Chalmers University in Gothenburg, Sweden, and was co-located with TFP, the Symposium on Trends in Functional Programming. The goal of TFPIE is to gather researchers, professors, teachers, and all professionals interested in functional programming in education. This includes the teaching of functional programming, but also the application of functional programming as a tool for teaching other topics, e.g. computational concepts, complexity, logic and reasoning, and even disciplines, e.g. philosophy or music. TFPIE is the heir of previous events, like Functional and Declarative Programming in Education (FDPE), to which it owes a great deal and from which it has borrowed experience and ideas. We were delighted to welcome Julien Tournay, Data Engineer at Spotify, Stockholm, Sweden who gave a keynote lecture about the role of functional programming and Scala in particular at Spotify.

Alan Krempler, Walther Neuper

"Systems that Explain Themselves" appears a provocative wording, in particular in the context of mathematics education -- it is as provocative as the idea of building educational software upon technology from computer theorem proving. In spite of recent success stories like the proofs of the Four Colour Theorem or the Kepler Conjecture, mechanised proof is still considered somewhat esoteric by mainstream mathematics. This paper describes the process of prototyping in the ISAC project from a technical perspective. This perspective depends on two moving targets: On the one side the rapidly increasing power and coverage of computer theorem provers and their user interfaces, and on the other side potential users: What can students and teachers request from educational systems based on technology and concepts from computer theorem proving, now and then? By the way of describing the process of prototyping the first comprehensive survey on the state of the ISAC prototype is given as a side effect, made precise by pointers to the code and by citation of all contributing theses.

Claudia de O. Melo, Thiago C. de Sousa

Software is a key component of solutions for 21st Century problems. These problems are often "wicked", complex, and unpredictable. To provide the best possible solution, millennial software engineers must be prepared to make ethical decisions, thinking critically, and acting systematically. This reality demands continuous changes in educational systems and curricula delivery, as misjudgment might have serious social impact. This study aims to investigate and reflect on Software Engineering (SE) Programs, proposing a conceptual framework for analyzing cyberethics education and a set of suggestions on how to integrate it into the SE undergraduate curriculum.

Nicholas Micallef, Nalin Asanka Gamagedara Arachchilage

When using security questions most users still trade-off security for the convenience of memorability. This happens because most users find strong answers to security questions difficult to remember. Previous research in security education was successful in motivating users to change their behaviour towards security issues, through the use of serious games (i.e. games designed for a primary purpose other than pure entertainment). Hence, in this paper we evaluate the design of a serious game, to investigate the features and functionalities that users would find desirable in a game that aims to educate them to provide strong and memorable answers to security questions. Our findings reveal that: (1) even for security education games, rewards seem to motivate users to have a better learning experience; (2) functionalities which contain a social element (e.g. getting help from other players) do not seem appropriate for serious games related to security questions, because users fear that their acquaintances could gain access to their security questions; (3) even users who do not usually play games would seem to prefer to play security education games on a mobile device.

Vera Montalbano, Maria De Nicola, Simone Di Renzone et al.

The reform of the upper secondary school in Italy has recently introduced physics in the curricula of professional schools, in realities where it was previously absent. Many teachers, often with a temporary position, are obliged to teaching physics in schools where the absence of the laboratory is added to the lack of interest of students who feel this matter as very far from their personal interests and from the preparation for the work which could expect from a professional school. We report a leaning path for introducing students to the measurement of simple physical quantities, which continued with the study of some properties of matter (volume, mass, density) and ending with some elements of thermodynamics. Educational materials designed in order to involve students in an active learning, actions performed for improving the quality of laboratory experience and difficulties encountered are presented. Finally, we compare the active engagement of these students with a similar experience performed in a very different vocational school.

Loo Kang Lawrence Wee, Ai Phing Lim, Khoon Song Aloysius Goh et al.

We are teachers who have benefited from the Open Source Physics (Brown, 2012; Christian, 2010; Esquembre, 2012) community's work and we would like to share some of the computer models and lesson packages that we have designed and implemented in five schools grade 11 to 12 classes. In a ground-up teacher-leadership (MOE, 2010) approach, we came together to learn, advancing the professionalism (MOE, 2009) of physics educators and improve students' learning experiences through suitable blend (Jaakkola, 2012) of real equipment and computer models where appropriate . We will share computer models that we have remixed from existing library of computer models into suitable learning environments for inquiry of physics customized (Wee & Mak, 2009) for the Advanced Level Physics syllabus (SEAB, 2010, 2012). We hope other teachers would find these computer models useful and remix them to suit their own context, design better learning activities and share them to benefit all humankind, becoming citizens for the world. This is an eduLab (MOE, 2012b; Wee, 2010) project funded by the National Research Fund (NRF) Singapore and Ministry of Education (MOE) Singapore.