1,721,012 research outputs found
Involving Teachers in Gamified Learning Activities Using Generative Artificial Intelligence Tools
No full textIncorporating Generative Artificial Intelligence (GenAI) and gamification into the educational curriculum can make learning more engaging and effective for students. Based on previous research on these topics, we present the results of training teachers to design educational activities using gamification and GenAI. This paper analyses the 32 activities designed by 47 lower secondary school teachers from all disciplines during the training course. The research questions of this study concern teachers’ ability to make significant use of both gamifi cation and GenAI in the design of the activity and their added value in education.The activities designed by teachers and their responses to the initial and final questionnaires were analyzed. The results show a paradigm shift in the implementation of gamification with the use of GenAI tools, a large variety of strategies such as involvement, rewards, progression, and challenge, and the need for further training to offer students innovative teaching method
From Theory to Training: Exploring Teachers' Attitudes Towards Artificial Intelligence in Education
Get PDFEvery year, there is increasing interest in applying Artificial Intelligence (AI) algorithms and systems in education. Educating students about the conscious use of AI and its challenges is essential. Still, even before that, it is necessary to educate teachers who need to acquire the necessary skills to use these technologies in the classroom to enrich their students' learning experience. Training must be theoretical and guide teachers in designing educational activities with AI, about AI, and preparing for AI. This article presents research conducted in Italy to understand educators' attitudes toward AI in Education. Responses to a nationwide
questionnaire are analysed to understand the relationship between teachers at all levels of schooling and AI. The results show that teachers need more confidence in their AI skills but are also not too concerned about the increasing spread of AI at various levels. From the findings, we can also say that AI has found little space in the school activities of Italian teachers. At the same time, teachers state that they urgently need to be trained on AI issues
Comparing homogeneous and heterogeneous ability grouping in collaborative computational lab activities in Financial Mathematics
No full textCollaborative learning is an engaging methodology to captivate students in problem-solving activities and inclusive computational lab practices and to foster sensemaking. The knowledge co-construction process can be influenced by group composition. This study aims to investigate how group composition affects knowledge co-construction in student-led computational lab activities in Financial Mathematics. This was done by comparing two different group compositions working within a Computer-Supported Collaborative Learning environment, in two consecutive academic years, namely AY 2020/2021 with internally homogeneous ability groups and AY 2021/2022 with internally heterogeneous ability groups. 572 student responses to a weekly survey were included in the analysis and the adapted Interaction Analysis Model was used to investigate peer interactions
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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