Academic reading, a cornerstone of postgraduate education, often presents challenges, particularly for non-native English speakers. These include complex texts, extensive vocabulary, and integrating diverse sources. This study investigates the potential of ChatGPT as an academic reading tool for postgraduate students, emphasizing its usability,…

As aspiring educational leaders, principal candidates must understand the widespread impact of generative artificial intelligence (Gen AI) in education. This qualitative phenomenological study explored the perceptions of aspiring educational leaders regarding Gen AI in academic research, highlighting the ethical concerns and challenges they…

Artificial intelligence (AI) has been evolving since the mid-twentieth-century when luminaries such as Alan Turing, Herbert Simon, and Marvin Minsky began developing rudimentary AI applications. For decades, AI programs remained pretty much in the realm of computer science and experimental game playing. This changed radically in the 2020s when…

Generative Artificial Intelligence (GenAI) technologies have introduced significant changes to higher education, but the role of Embodied GenAI Agents in Mixed Reality (MR) environments is still relatively unexplored. This study was carried out to develop an embodied GenAI system designed to facilitate active learning, self-regulated learning and…

This study investigates the growing interest in ChatGPT's role in education, with a particular focus on its effects on postgraduate students' English-speaking proficiency--an area predominantly explored through theoretical perspectives with limited empirical evidence. The research aims to address this gap by examining the experiences and…

In this paper we describe a framework for teaching students when they should, or should not use generative AI such as ChatGPT. Generative AI has created a fundamental shift in how students can complete their class assignments, and other tasks such as building resumes and creating cover letters, and we believe it is imperative that we teach…

The integration of generative artificial intelligence (AI) tools is a paradigm shift in enhanced learning methodologies and assessment techniques. This study explores the adoption of generative AI tools in higher education assessments by examining the perceptions of 353 students through a survey and 17 in-depth interviews. Anchored in the Unified…

Objectives: The present study investigated the extent to which AI use and opinions about its use will vary by academic stage and academic task in ways that align with Budwig's (2013) developmental stages. Methods: We surveyed 1,259 students from different academic stages (first-year students, sophomores, juniors, seniors, and graduate students) at…

Artificial intelligence (AI) tools, notably ChatGPT, are increasingly recognised for their transformative potential in higher education. This study employs a detailed case study approach complemented by a survey, delving into ChatGPT's impact on pedagogical practices, student engagement, and academic performance. It involved 74 undergraduate and…

This paper shares the reflections of a small group of graduate students and faculty members in the United Arab Emirates (UAE) on the challenges and affordances of using large language model (LLM) tools to assist with academic writing in an English Medium Education (EME) context. The influence of interpretive grounded theory afforded the authors…

EFL learners generally have the problem of logical fallacies in EFL argumentative writings. Logical fallacies are errors in reasoning that can undermine EFL argumentative writing quality. Explicit training on logical fallacies may help learners deal with the problem and enhance their self-efficacy and proficiency in EFL argumentative writing,…

The recent advancement of large language models presents numerous opportunities for teaching and learning. Despite widespread public debate regarding the use of large language models, empirical research on their opportunities and risks in education remains limited. In this work, we demonstrate the qualities and shortcomings of using ChatGPT 3.5…

Gunawardena et al.'s (1997) Interaction Analysis Model (IAM) is one of the most frequently employed frameworks to guide the qualitative analysis of social construction of knowledge online. However, qualitative analysis is time consuming, and precludes immediate feedback to revise online courses while being delivered. To expedite analysis with a…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…