Με τη χρηματοδότηση της Ευρωπαϊκής Ένωσης. Οι απόψεις και οι γνώμες που διατυπώνονται εκφράζουν αποκλειστικά τις απόψεις των συντακτών και δεν αντιπροσωπεύουν κατ'ανάγκη τις απόψεις της Ευρωπαϊκής Ένωσης ή του Ευρωπαϊκού Εκτελεστικού Οργανισμού Εκπαίδευσης και Πολιτισμού (EACEA). Η Ευρωπαϊκή Ένωση και ο EACEA δεν μπορούν να θεωρηθούν υπεύθυνοι για τις εκφραζόμενες απόψεις. Μελέτη περίπτωσης 20: Αντιλήψεις των φοιτητών/τριών: Διερεύνηση της χρηστικότητας εργαλείων ΤΝ στην ιρλανδική τριτοβάθμια εκπαίδευση στο Πανεπιστήμιο του Limerick. General information Reference/Source: Irfan, M., Murray, L. I. A. M., & Ali, S. (2023). Insights into Student Perceptions: Investigating Artificial Intelligence (AI) Tool Usability in Irish Higher Education at the University of Limerick. Global Digital & Print Media Review, VI, 48-63. https://dx.doi.org/10.31703/gdpmr.2023(VI-II).05 University/HE institution: University of Limerick Course and subject domain: N/A Aim: To provide valuable insights into student perceptions of AI utilities in education using a quantitative methodological approach. Target group: Diverse set of students from different departments and faculties at the University of Limerick, Republic of Ireland Description of case AI tool used: ChatGPT https://chat.openai.com/ A detailed description of what happened: The study investigated students' perceptions and experiences with the ChatGPT AI tool integrated into the educational context at the University of Limerick using a quantitative research approach. The researchers formulated research questions, designed a survey questionnaire, and collected data from a sample of 120 students. Lessons learned The participants of the study had various perceptions and experiences with the ChatGPT AI tool. The perceived benefits of the tool include improving productivity and efficiency, while potential concerns include ethical and privacy issues. Implications for practice The study concludes that the study provided a comprehensive understanding of students' perception of AI utilities in education, contributing significantly to the application of AI utilities in the educational context. Μελέτη περίπτωσης 21: Παραγωγική ΤΝ: Επιπτώσεις και προβληματισμοί στις πρακτικές της Ανώτατης Εκπαίδευσης. General information Reference/Source: Farrelly, T., & Baker, N. (2023). Generative artificial intelligence: Implications and considerations for higher education practice. Education Sciences, 13(11), 1109. https://doi.org/10.3390/educsci13111109 University/HE institution: Munster Technological University Course and subject domain: N/A Aim: To explore the potential impact of generative artificial intelligence on international students and provide recommendations and strategies for educators and policymakers to prioritise ethical AI usage and cultivate AI literacy. Target group: Primarily educators, policymakers, and institutions in Western HE who work with international students and those for whom English is an additional language. Description of case AI tool used: N/A Ng et al.'s AI literacy framework: https://doi.org/10.1016/j.caeai.2021.100041 Hillier's AI literacy framework: https://teche.mq.edu.au/2023/03/a-proposed-ai-literacy-framework/ A detailed description of what happened: A comprehensive review of academic articles, books, and reports focused on the use of AI in HE, analysing the opportunities and challenges of integrating AI approaches in the classroom, and identifying potential solutions to ensure ethical and inclusive AI practices.
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