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. European Commission, Directorate-General for Education, Youth, Sport and Culture, Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators, Publications Office of the European Union, 2022. https://data.europa.eu/doi/10.2766/153756 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 Fidas, C., Belk, M., Constantinides, A., Portugal, D., Martins, P., Pietron, A. M., Pitsillides, A., & Avouris, N. (2023). Ensuring academic integrity and trust in online learning environments: A longitudinal study of an AI-centered proctoring system in tertiary educational institutions. Education Sciences, 13(6), 566. https://doi.org/10.3390/educsci13060566 Foltynek, T., Bjelobaba, S., Glendinning, I., & others. (2023). ENAI recommendations on the ethical use of artificial intelligence in education. International Journal of Educational Integrity, 19(12). https://doi.org/10.1007/s40979-023-00133-4 Fotaris, P., Mastoras, T., & Lameras, P. (2017). Designing educational escape rooms with generative AI: A framework and ChatGPT prompt engineering guide. In Proceedings of the 17th European Conference on Games Based Learning, 17(1). https://doi.org/10.34190/ecgbl.17.1.1870 Gligorea, I., Cioca, M., Oancea, R., Gorski, A. T., Gorski, H., & Tudorache, P. (2023). Adaptive learning using artificial intelligence in e-learning: a literature review. Education Sciences, 13(12), 1216. Guerrero-Roldán, A. E., Rodríguez-González, M. E., Bañeres, D., Elasri-Ejjaberi, A., & Cortadas, P. (2021). Experiences in the use of an adaptive intelligent system to enhance online learners’ performance: A case study in economics and business courses. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00271-0 Hultgren, C., Lindkvist, C. A., Özenci, C. A. V., & Curbo, C. A. V. S. (2023). ChatGPT (GPT3.5) as an assistant tool in microbial pathogenesis studies in Sweden: A crosssectional comparative study. Journal of Educational Evaluation for Health Professions, 20, 32. https://doi.org/10.3352/jeehp.2023.20.32 Hwang, G., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1. 100001. https://doi.org/10.1016/j.caeai.2020.100001 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://doi.org/10.31703/gdpmr.2023(VI-II).05 Itec. (2024). Learning, teaching & training in the era of artificial intelligence: Challenges and opportunities for evidence-based educational research. [Positioning paper: Coordinated by Rani Van Schoors and Ann Fastré]. Kortrijk: itec, an imec research group at KU Leuven. https://itec.kuleuven-kulak.be/wpcontent/uploads/2024/03/Positioning-paper-itec.pdf Klašnja-Milićević, A., Ivanović, M., & Stantic, B. (2020). Designing personalized learning environments — the role of learning analytics. Vietnam Journal of Computer Science, 07(03), 231–250. https://doi.org/10.1142/s219688882050013x
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