Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project number: 2023-1-NL01-KA220-HED-000155675. References Akgun, S., & Greenhow, C. (2021). Artificial Intelligence in Education: Addressing Ethical Challenges in K-12 Settings. AI and Ethics, 1-10. Alisauskiene, S., Guðjónsdóttir, H., Kristinsdóttir, J. V., Connolly, T., O'Mahony, C., Lee, L., & Wozniczka, A. K. (2020). Personalized learning within teacher education: A framework and guidelines. https://hdl.handle.net/10468/11841 Amelio, A., & De Medio, C. (2020, December 22). An AI-based system for formative and summative assessment in data science courses. International Journal of Artificial Intelligence in Education, 31, 159–185. https://doi.org/10.1007/s40593-02000230-2 Araujo, A. De, Papadopoulos, P. M., McKenney, S., & Jong, T. De. (2023). Supporting collaborative online science education with a transferable and configurable conversational agent. Computer-Supported Collaborative Learning Conference, CSCL, 2023-June, 416–419. https://doi.org/10.22318/cscl2023.469853 Arora, S., Yadav, D., & Goyal, P. (2021). Assessing English writing skills with generative language models. Education Sciences, 14(1), 32. https://www.mdpi.com/22277102/14/1/32 Belda-Medina, J., & Kokošková, V. (2023). Integrating chatbots in education: Insights from the Chatbot-Human Interaction Satisfaction Model (CHISM). International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00432-3 Bjelland, C., Ludvigsen, K., & Mogelvang, A. (2024). Unveiling the impact of AI chatbots on higher education: Insights from students. In Proceedings of INTED2024 Conference, 4th–6th March 2024, Valencia, Spain. https://www.researchgate.net/publication/378942626_Unveiling_the_impact_of_A I_chatbots_on_higher_education_Insights_from_students Connolly, C., Walsh, J. C., Worlikar, H., Ryan, L., Murray, A., O’Connor, S., Kelly, J., Coleman, S., Vyas Vadhira, V., Newell, E., & O‘Keeffe, D. T. (2022). Exploring new frontiers of education using humanoid robots – A case study of patient-centred innovation in digital health education. Irish Educational Studies, 41(1), 107–115. https://doi.org/10.1080/03323315.2021.2022514 de Vicente-Yagüe-Jara, M. I., López-Martínez, O., Navarro-Navarro, V., & CuéllarSantiago, F. (2023). Writing, creativity, and artificial intelligence: ChatGPT in the university context. Comunicar, 31(77), 47–57. https://doi.org/10.3916/C77-2023-04 Dimitriadou, E., & Lanitis, A. (2023). An integrated framework for developing and evaluating an automated lecture style assessment system. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2312.00201 Dimitriadou, E., & Lanitis, A. (2024). Student action recognition for improving teacher feedback during tele-education. IEEE Transactions on Learning Technologies, 17, 569–584. https://doi.org/10.1109/tlt.2023.3301094 Domínguez-González, M. de los Á., Hervás-Gómez, C., Díaz-Noguera, M. D., & ReinaParrado, M. (2023). Attention to diversity from artificial intelligence. The European Educational Researcher, 6(3), 101–115. https://doi.org/10.31757/euer.633
RkJQdWJsaXNoZXIy NzYwNDE=