Education Sciences最新文献_第4页

University Students’ Attitudes toward Artificial Intelligence: An Exploratory Study of the Cognitive, Emotional, and Behavioural Dimensions of AI Attitudes 大学生对人工智能的态度：人工智能态度的认知、情感和行为维度的探索性研究

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Education Sciences Pub Date : 2024-09-08 DOI: 10.3390/educsci14090988

Argyrios Katsantonis, Ioannis G. Katsantonis

{"title":"University Students’ Attitudes toward Artificial Intelligence: An Exploratory Study of the Cognitive, Emotional, and Behavioural Dimensions of AI Attitudes","authors":"Argyrios Katsantonis, Ioannis G. Katsantonis","doi":"10.3390/educsci14090988","DOIUrl":"https://doi.org/10.3390/educsci14090988","url":null,"abstract":"Artificial intelligence (AI) drives new modes of learning and improves the workflow of instructors. Nevertheless, there are concerns about academic integrity, plagiarism, and the reduction of critical thinking in higher education. Therefore, it is important to record and analyze university social sciences students’ attitudes toward AI, which is a significant predictor of later use of AI technologies. A sample of 190 university students (82.45% female) from a Greek social sciences department was selected. Descriptive statistics revealed that students’ attitudes toward AI were mostly positive. A principal components analysis confirmed a three-component solution of attitudes toward AI, comprising cognitive, behavioral, and emotional dimensions. Comparative analysis of the three components indicated that the emotional dimension was the highest ranked, followed by the cognitive and behavioral dimensions. Pairwise correlation analyses revealed that the strongest correlate of cognitive, behavioral, and emotional components of attitudes toward AI was the future frequency of AI use, followed by general feelings of safety with technology. In conclusion, students display more emotional and cognitive favorable dispositions toward AI. The social background of the students and the prospective future use of AI play a key role in the formulation of attitudes toward AI. University educators need to provide more teaching and learning about AI to improve students’ attitudes toward AI and future AI use.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"318 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning 课堂之外：整合 ORID 模式，在服务学习中进行深入反思和评估

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Education Sciences Pub Date : 2024-09-07 DOI: 10.3390/educsci14090987

Fatma Kayan Fadlelmula, Saba Mansoor Qadhi

{"title":"Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning","authors":"Fatma Kayan Fadlelmula, Saba Mansoor Qadhi","doi":"10.3390/educsci14090987","DOIUrl":"https://doi.org/10.3390/educsci14090987","url":null,"abstract":"Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection. In addition to enhancing academic learning in various disciplines, service-learning cultivates students’ self-awareness, personal values, and social responsibility, preparing them with essential skills for life beyond the classroom. However, due to its experiential nature, service-learning presents challenges for effective assessment. This study provides a concrete example of student reflections structured by the Objective, Reflective, Interpretive, and Decisional (ORID) model in practice. Content analysis was implemented by examining undergraduate students’ end-of-semester reflection papers while volunteering during the 2022 FIFA World Cup in Qatar. The results showed that the model provided a guided and structured format for students to reflect on their service-learning, going beyond reporting on factual details to engaging in profound reflections on the emotional, cognitive, and prospective aspects. Moreover, with the solution aspect added to the model, students could express their creativity, articulating on innovative solutions they proposed to overcome challenges and how they turned the challenges into favorable outcomes. Clearly, the model stands as a powerful tool for educators, offering deeper insights into students’ authentic experiences, fostering comprehensive, critical, and insightful reflection, and thereby facilitating the effective assessment of experiential learning.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"18 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic Integrity Crisis: Exploring Undergraduates’ Learning Motivation and Personality Traits over Five Years 学术诚信危机：探究本科生五年来的学习动机和人格特质

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Education Sciences Pub Date : 2024-09-06 DOI: 10.3390/educsci14090986

Yovav Eshet

{"title":"Academic Integrity Crisis: Exploring Undergraduates’ Learning Motivation and Personality Traits over Five Years","authors":"Yovav Eshet","doi":"10.3390/educsci14090986","DOIUrl":"https://doi.org/10.3390/educsci14090986","url":null,"abstract":"Academic misconduct is ubiquitous, a fortiori during crisis periods. The present research examines undergraduates’ learning motivation, based on Self-Determination Theory and personality traits factors, according to the Big Five Factor Model, affecting academic misconduct across different time spans: Before, during, and after a life-changing event. Using online questionnaires, we measured the level of academic misconduct, learning motivation, and personality traits of 1090 social sciences students during five different time spans pre-COVID-19, during COVID-19 (before and after vaccination), and after COVID-19 (post and long post). The results showed significant differences in students’ self-reported academic misconduct levels among the different periods and similar misconduct levels in pre-COVID-19 and long post-COVID-19. Additionally, the findings exhibited that external motivation significantly increases academic misconduct and that two out of five personality traits (agreeableness and emotional stability) reduce their occurrences. We conclude that higher education preparedness for academic integrity during an emergency is still a desideratum and that ethical concerns should not be abandoned but rather be fully addressed during emergency periods. This could be addressed by instructors allocating tasks during emergency groups involving students with pro-social personalities (agreeableness and emotional stability) and intrinsic motivation to serve as social agents in deterring academic misconduct.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"58 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Learning Assessment Process in Higher Education: A Grounded Theory Approach 高等教育中的学习评估过程：基础理论方法

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Education Sciences Pub Date : 2024-09-06 DOI: 10.3390/educsci14090984

Claudia H. Aguayo-Hernández, Alejandro Sánchez Guerrero, Patricia Vázquez-Villegas

{"title":"The Learning Assessment Process in Higher Education: A Grounded Theory Approach","authors":"Claudia H. Aguayo-Hernández, Alejandro Sánchez Guerrero, Patricia Vázquez-Villegas","doi":"10.3390/educsci14090984","DOIUrl":"https://doi.org/10.3390/educsci14090984","url":null,"abstract":"This study aims to understand university professors’ perspectives on the learning assessment process, including its importance during teaching and learning, their conceptualization, and their considerations in their practices. The research used a grounded theory approach to recognize evaluation as a dialogical and intersubjective space. The methodology consisted of an open survey and a semi-structured interview with faculty professors from a university in northern Mexico. The findings highlighted the importance of educational institutions, emphasizing that faculties prioritize evaluating quality based on relevance, alignment with learning objectives, continuity throughout the process, and feedback. These aspects align with recent approaches that consider evaluation as a process that promotes learning, as evidenced by the high saturation rate in the theoretical sampling. Furthermore, the study revealed that the institution’s educational model, curricular design, and evaluation policies significantly influence the faculty members’ perspective. As a result, educational institutions must consider these factors when formulating an evaluation model, thereby making the research directly applicable to the work of educational policymakers and university professors.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Modified Handball in Physical Education: Investigating Opportunities for Inclusion and Relatedness 体育课中的改良手球：探索包容和亲情的机会

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Education Sciences Pub Date : 2024-09-06 DOI: 10.3390/educsci14090985

Luisa Estriga, João Freitas, Guilherme Vieira, Amândio Graça, Paula Batista

{"title":"Modified Handball in Physical Education: Investigating Opportunities for Inclusion and Relatedness","authors":"Luisa Estriga, João Freitas, Guilherme Vieira, Amândio Graça, Paula Batista","doi":"10.3390/educsci14090985","DOIUrl":"https://doi.org/10.3390/educsci14090985","url":null,"abstract":"This paper addresses the challenge of assessing relatedness and functional interdependence through connecting passes within invasion games, which may offer valuable pedagogical insights into gameplay for accessibility and inclusiveness. Hence, the purpose of this paper is twofold. Firstly, it presents preliminary work on the methodology for computing open passing lanes and derived metrics, integrating spatiotemporal data analysis with event data. Secondly, using a within-subject design, it investigates how modified handball games influence game play opportunities. Data were collected during handball matches in a pre-teens Physical Education (PE) class with mixed-skill-level teams. Game actions (e.g., passes, receptions, and shots) were manually recorded through systematic observation of video footage, while players’ positional data were captured with ultra-wideband technology. Findings provide evidence that employing a numerical advantage (one player up) enhances overall opportunities for individual attacking actions (i.e., more passing, catching actions, and goal-scoring opportunities) and relational actions (i.e., more open passing lanes) compared to equal numbers. Conversely, equal numbers with individual marking appeared more challenging, as fewer secure passing lanes were observed, and the ball possessor spent more time with the ball before releasing it. The developed approach holds promise for studying designed games to enhance inclusion and learning opportunities for all.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution "你不是自愿的！"：揭露导致拉美裔科学、技术、工程和数学人才在为西班牙裔服务的研究机构中被淘汰的体制障碍

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Education Sciences Pub Date : 2024-09-05 DOI: 10.3390/educsci14090979

Veronica L. Fematt, Mayra Puente, Katherine Arias Garcia, Rebeca Mireles-Rios

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Computational Thinking and Modeling: A Quasi-Experimental Study of Learning Transfer 计算思维与建模：学习迁移的准实验研究

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Education Sciences Pub Date : 2024-09-05 DOI: 10.3390/educsci14090980

Line Have Musaeus, Peter Musaeus

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Learning/Earning: Characteristics of Student Work and Its Impact on Academic Careers at a Regional Hungarian University 学习/学习：匈牙利地区大学学生作业的特点及其对学术生涯的影响

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Education Sciences Pub Date : 2024-09-05 DOI: 10.3390/educsci14090981

Zsófia Kocsis, Gabriella Pusztai

{"title":"Learning/Earning: Characteristics of Student Work and Its Impact on Academic Careers at a Regional Hungarian University","authors":"Zsófia Kocsis, Gabriella Pusztai","doi":"10.3390/educsci14090981","DOIUrl":"https://doi.org/10.3390/educsci14090981","url":null,"abstract":"Research on the effect of student work on academic achievement has produced inconsistent results, and Hungarian domestic research on the subject is scarce. Our research aims to contribute to the discussion. We hypothesize that student work has a beneficial effect on students’ academic achievement. The target group is the full-time, working students at the regional Hungarian university (n = 538). By clustering students based on three variables (motivation, alignment of work with studies, and working hours), we separated three distinct student groups: disadvantaged/income-oriented, ambitious, and utilitarian/leisure-oriented. Disadvantaged/income-oriented students work for financial reasons and work a large number of hours. Ambitious students work fewer hours, and they work to fulfil their professional aspirations. The utilitarian/leisure-oriented cluster is the only group whose members work because it is a useful way of spending leisure time as well as an opportunity to obtain money for other free-time activities. With the help of the achievement index, we detected further differences between the student clusters. Students in the disadvantaged/income-oriented cluster do not have high academic scores and do not take part in extracurricular activities. They are more likely to interrupt their studies, mainly for financial reasons and because of work. The achievement was not affected by students’ social status indicators such as parents’ educational attainment or labor market position; it is contact with faculty and performing work related to studies that have the most explanatory power.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intellectual Curiosity as a Mediator between Teacher–Student Relationship Quality and Emirati Science Achievement in PISA 2022 求知欲是 2022 年国际学生评估项目（PISA）中师生关系质量与阿联酋科学成就之间的调解因素

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Education Sciences Pub Date : 2024-09-04 DOI: 10.3390/educsci14090977

Nagla Ali, Othman Abu Khurma, Adeeb Jarrah

{"title":"Intellectual Curiosity as a Mediator between Teacher–Student Relationship Quality and Emirati Science Achievement in PISA 2022","authors":"Nagla Ali, Othman Abu Khurma, Adeeb Jarrah","doi":"10.3390/educsci14090977","DOIUrl":"https://doi.org/10.3390/educsci14090977","url":null,"abstract":"This study investigates the mediating role of intellectual curiosity (IC) in the relationship between teacher–student relationship quality (TSR) and science achievement among Emirati early adolescents. The objectives were to assess TSR’s predictive power on science achievement, evaluate IC’s impact on science achievement, examine the combined effect of TSR and IC, and investigate IC’s mediating role. Data from 17,475 valid cases in the PISA dataset were analyzed using Jeremy Hayes’ PROCESS macro, multiple regression models, and bootstrapping with 5000 resamples. The results indicated that TSR significantly and directly affects IC, which in turn positively influences science achievement. TSR’s direct effects on science achievement varied across cases, but IC consistently showed strong positive effects on science achievement, underscoring its critical role as a predictor of academic success. IC was found to significantly mediate the relationship between TSR and student performance. The findings suggest that enhancing both TSR and IC is essential for student success in science. The study’s implications for educational practices and policies include developing teacher training programs focused on building strong relationships with students and fostering intellectual curiosity through questioning and problem-solving. Specifically, educators should focus on skills and strategies for interacting with students, showing empathy, and forming strong relationships. Implementing ongoing practices that emphasize the intellectual aspects of learning can help students build curiosity, thereby improving their academic performance. The study provides valuable insights into the interactions between TSR and IC and their impact on students’ academic outcomes.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"254 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment 用人工智能写作：大学生从利用 ChatGPT 完成写作任务中学到的东西

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Education Sciences Pub Date : 2024-09-04 DOI: 10.3390/educsci14090976

Changzhao Wang, Stephen J. Aguilar, Jennifer S. Bankard, Eric Bui, Benjamin Nye

{"title":"Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment","authors":"Changzhao Wang, Stephen J. Aguilar, Jennifer S. Bankard, Eric Bui, Benjamin Nye","doi":"10.3390/educsci14090976","DOIUrl":"https://doi.org/10.3390/educsci14090976","url":null,"abstract":"To support the integration of AI in education, this empirical study investigated what lessons college students learned from using Generative AI for writing. We recruited 47 students in the United States from a university writing course. Students completed an assignment in which they used Generative AI tools (e.g., ChatGPT) to draft an application letter or personal statement. Data were collected using a survey of five open-ended questions about their writing process, what worked, what did not work, how to better write with AI, and general lessons learned. We applied thematic analysis and sentiment analysis methods to analyze students’ responses. Results show that (1) students went through multiple rounds of prompting; (2) students identified strengths of AI, such as connection to topic, template generation, and sentence quality; (3) the weaknesses of AI included general language, robotic tone and lacking emotion, lacking personal voice, and lacking critical thinking; (4) students wished to improve AI-generated writing by adding personal stories, connections to posting, feelings and thoughts, and deleting repetitive language; and (5) their overall attitudes toward AI tool were positive. We believe our findings can help relieve some concerns about cheating with AI. We also suggested strategies to regulate the use of AI.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"11 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0