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Exploring the factors affecting the adoption AI techniques in higher education: insights from teachers' perspectives on ChatGPT
Purpose ChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While ChatGPT offers numerous benefits, concerns have also been raised regarding its impact on the quality of education. This study aims to bridge the gap in research by exploring teachers' perspectives on the adoption of ChatGPT, with a focus on identifying factors that motivate and inhibit them to adopt ChatGPT for educational purposes. Design/methodology/approach This research has employed a interpretative phenomenological analysis (IPA) qualitative approach. Through in-depth interviews among the teachers, data will be collected to identify the motivating and inhibiting factors that impact teachers' willingness to adopt ChatGPT. The data was collected from 34 teachers working across 10 branches of the University of Technology and Applied Sciences (UTAS) in Oman. Findings The analysis revealed four themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purpose. These include Theme 1: Exploration of innovative education technologies, Theme 2: Personalization teaching and learning, Theme 3: Time-saving and Theme 4: Professional development. On the other hand, inhibiting factors includes five themes which includes Theme 1: Reliability and accuracy concerns, Theme 2: Reduced human interaction, Theme 3: Privacy and data security, Theme 4: lack of institutional support and Theme 5: Overreliance on ChatGPT. Practical implications This study contributes to the understanding of teachers' perspectives on the adoption of ChatGPT in education. By understanding teachers' perspectives, policymakers can design appropriate policies and service providers can customize their offerings to meet teachers' requirements. The study's findings will be valuable for higher education institutions (HEIs) in formulating policies to ensure the appropriate and effective utilization of ChatGPT. The study will provide suggestions to ChatGPT service providers, enabling them to focus on motivating factors and address inhibiting factors, thereby facilitating the seamless adoption of ChatGPT among teachers. Originality/value In comparison to previous studies, this study goes beyond merely discussing the possible benefits and limitations of ChatGPT in education. This research significantly contributes to the understanding of ChatGPT adoption among teachers by identifying specific motivating and inhibiting factors that influence teachers to adopt ChatGPT for educational purposes. The research enables to gain important new insights that were not previously found, giving a fresh dimension to the existing literature.
Journal Article
Critical understandings of digital technology in education : meta-connective pedagogy
This book explores the underlying assumptions, beliefs, and values of prevailing theories, frameworks, models, and principles in digital technology education through the metaphysical lenses of ontology, epistemology, axiology, and methodology. By proposing meta-connective pedagogy that reflects the ecological, transformative nature of the digitally networked world, Dreamson repositions learners in the networked world for their authentic engagement. Covering key domains of digital technology education, this volume explores topics such as meta-connective learning; digital identity formation; emergent communities and co-laboured learning; interdisciplinary and transdisciplinary knowledge production; teacher attitudes towards the relationship between learning and technology; learner engagement and online interaction; transformative digital literacy; meta-analysis of technology integration frameworks; methodology for authentic digital engagement; and meta-connective ethics. Critical Understandings of Digital Technology in Education is the perfect resource for in-service and preservice teachers, as well as researchers and specialist teachers in technology and information and communication technology education fields who are looking to enhance their pedagogical understandings of digital technology.
Book
Self-test for HIV infection diagnosis: educational technology development and validity
ABSTRACT Objectives: to develop and validate an educational booklet on HIV self-testing. Methods: the study was developed in four stages: literature review; booklet development; expert validity; and target audience assessment. The study was conducted between February and July 2024. The Content Validity Index was used for analysis, with values above 0.80 considered valid. Results: the 12-page booklet provides guidance on performing and interpreting HIV self-tests. It was validated by 13 experts and seven participants, achieving Content Validity Indexes of 0.92 and 0.95, respectively. The results indicate that the material exhibits content, appearance, and semantic validity. Conclusions: the booklet “Complete guide to performing the HIV self-test” has the potential to strengthen health literacy, supporting counseling and educational activities for the population in the correct use of self-test RESUMEN Objetivos: construir y validar un folleto educativo sobre la autoprueba para el diagnóstico del VIH. Métodos: el estudio se desarrolló en cuatro etapas: revisión bibliográfica; desarrollo del folleto; validación por expertos; y evaluación del público objetivo. El estudio se realizó entre febrero y julio de 2024. Se utilizó el Índice de Validez de Contenido para el análisis, considerándose válidos los valores superiores a 0,80. Resultados: el folleto de 12 páginas ofrece orientación sobre la realización e interpretación de las pruebas de autodiagnóstico del VIH. Fue validado por 13 expertos y siete participantes, alcanzando Índices de Validez de Contenido de 0,92 y 0,95, respectivamente. Los resultados indican que el material presenta validez de contenido, apariencia y semántica. Conclusiones: el folleto “Guía completa para la realización de la autoprueba del VIH” tiene el potencial de fortalecer la alfabetización en salud, apoyando actividades de consejería y educación para la población en la correcta realización de la autoprueba. RESUMO Objetivos: construir e validar cartilha educativa sobre o autoteste para diagnóstico do HIV. Métodos: desenvolvido em quatro etapas: revisão de literatura; elaboração de cartilha; validação por especialistas; e avaliação pelo público-alvo. O trabalho ocorreu entre fevereiro e julho de 2024. Para análise, foi utilizado o Índice de Validade de Conteúdo, considerando valores acima de 0,80 como válidos. Resultados: a cartilha, com 12 páginas, orienta sobre a realização e interpretação do autoteste de HIV. Foi validada por 13 especialistas e sete participantes, alcançando Índices de Validade de Conteúdo de 0,92 e 0,95, respectivamente. Os resultados indicam que o material apresenta validade de conteúdo, aparência e semântica. Conclusões: a cartilha “Guia completo para a realização do autoteste de HIV” tem potencial para fortalecer o letramento em saúde, apoiando atividades de aconselhamento e educação para a população na realização correta do autoteste.
Journal Article
Digital expectations and experiences in education
For more than three decades, researchers, policy makers and educationalists have all harboured great expectations towards the use of technology in schools. This belief has received a hard knock after an OECD 2015 report has shown that computers do not improve pupil results: Investing heavily in school computers and classroom technology does not improve pupils' performance, and frequent use of computers in schools is more likely to be associated with lower results. Educational technology has raised false expectations! The prevailing view of educational technology has shifted. This book is an attempt to raise questions and start a debate. It presents new research relevant to a better understanding of the challenges and opportunities inherent in educational technology and strategies are discussed in relation to handling these challenges. Rather than presenting ready solutions, the book attempts to provoke debate and to contribute to a firmer grasp on reality.
Book
ChatGPT in education: Strategies for responsible implementation
Since the launch of ChatGPT for public use, educators have expressed a variety of concerns about its integration into educational settings. This paper has been written to provide an in-depth examination of these issues and explore the potential use of ChatGPT in educational contexts. Specifically, it aims to (i) present an argument in favor of incorporating ChatGPT into education and (ii) provide educators with a set of strategies and techniques to ensure responsible and successful implementation of ChatGPT in teaching or research. By doing so, this paper aims to promote a more informed discussion around the use of ChatGPT in education.
Journal Article
Applying Artificial Intelligence in Physical Education and Future Perspectives
Artificial intelligence (AI) is gradually influencing every aspect of everyday life, including education. AI can also provide special support to learners through academic sustainability or discontinuation predictions. While AI research remains in its early stages, we must examine how it evolves and exerts its potential over time. By utilizing AI in physical education (PE), we can increase its potential use in sports applications, and enact changes upon the nature of PE, its visualization, and repeatability. Based on the concept of AI and related research areas, this study explores its principles and use in PE, and presents a focused, in-depth analysis of the areas of PE technology where AI could be applied—customized PE classes, knowledge provision, learner evaluation, and learner counseling methods. Our findings highlight the expertise required for future PE teachers in applying AI. Regarding practice implications, this study addresses the topic of AI innovations affecting all life domains, including PE; it highlights AI applications’ relevance to PE technology, based on existing research; it proposes that the implications of AI for PE may apply to other educational domains; and finally, it contributes to existing literature and also shares future research prospects regarding AI applications in education and sports.
Journal Article
Digital Learning and Digital Institution in Higher Education
Higher education institutions are going through major changes in their education and operations. Several influences are driving these major changes. Digital transformation, online courses, digital-navy students, operational costs, and micro and nano degrees are just some examples of these influences. Digital technologies show a range of tools selected to include formalized learning environments in teaching in higher education, and students utilize these tools to promote their learning. The Industrial Revolution 4.0’s technological growth has penetrated higher education institutions (HEIs), forcing them to deal with the digital transformation (DT) in all of its dimensions. As they enable us to characterize the various interrelationships among stakeholders in a digitally enabled context of teaching and learning, applying digital transformation techniques to the education sector is an emerging field that has attracted attention recently. The aim of this study is to provide an overview of the distinguishing features of the digital transformation implementation process that has occurred at higher education institutions. In addition, how digital learning can be seen as part of the ecosystem of modern higher education. Further study is necessary to determine how higher education institutions can comprehend digital transformation and meet the demands imposed by the fourth Industrial Revolution.
Journal Article