Pub Date : 2024-06-12DOI: 10.3389/feduc.2024.1386487
Asta Paskovske, Irina Kliziene
Mathematical word problems are widely recognized as essential tools for assessing the practical application of mathematical knowledge among students. This study endeavors to ascertain the extent to which elementary school students' problem-solving skills have been investigated utilizing eye tracking technology and to elucidate the contribution of eye tracking technology in analyzing students' problem-solving capabilities. To identify the prevailing themes within empirical research concerning the application of eye tracking methodology in the context of problem solving and mathematics, a systematic literature review was undertaken, following the guidelines outlined in the revised 2020 Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). The initial search yielded 167 studies; however, after excluding studies that did not meet the predetermined inclusion criteria, a final selection of seventeen studies was made. Given the mounting interest in the intersection of eye tracking technology and mathematics education, this research has proven to be a valuable avenue for exploring students' problem-solving processes, comprehension strategies, and metacognitive abilities. Moreover, it offers valuable insights into the distribution of students' attention, their utilization of strategies, and their cognitive workload while engaged in problem solving tasks.
{"title":"Eye tracking technology on children's mathematical education: systematic review","authors":"Asta Paskovske, Irina Kliziene","doi":"10.3389/feduc.2024.1386487","DOIUrl":"https://doi.org/10.3389/feduc.2024.1386487","url":null,"abstract":"Mathematical word problems are widely recognized as essential tools for assessing the practical application of mathematical knowledge among students. This study endeavors to ascertain the extent to which elementary school students' problem-solving skills have been investigated utilizing eye tracking technology and to elucidate the contribution of eye tracking technology in analyzing students' problem-solving capabilities. To identify the prevailing themes within empirical research concerning the application of eye tracking methodology in the context of problem solving and mathematics, a systematic literature review was undertaken, following the guidelines outlined in the revised 2020 Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). The initial search yielded 167 studies; however, after excluding studies that did not meet the predetermined inclusion criteria, a final selection of seventeen studies was made. Given the mounting interest in the intersection of eye tracking technology and mathematics education, this research has proven to be a valuable avenue for exploring students' problem-solving processes, comprehension strategies, and metacognitive abilities. Moreover, it offers valuable insights into the distribution of students' attention, their utilization of strategies, and their cognitive workload while engaged in problem solving tasks.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"132 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.3389/feduc.2024.1354526
Peter Beatrice, Annalisa Grimaldi, Stefano Bonometti, Enrico Caruso, Marcella Bracale, Antonio Montagnoli
Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.
{"title":"Adding immersive virtual reality laboratory simulations to traditional teaching methods enhances biotechnology learning outcomes","authors":"Peter Beatrice, Annalisa Grimaldi, Stefano Bonometti, Enrico Caruso, Marcella Bracale, Antonio Montagnoli","doi":"10.3389/feduc.2024.1354526","DOIUrl":"https://doi.org/10.3389/feduc.2024.1354526","url":null,"abstract":"Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"3 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.3389/feduc.2024.1322727
E. López-Caudana, Carlos Enrique George-Reyes, Raidell Avello-Martínez
The development of university students’ skills to successfully produce scientific documents has been a recurring topic of study in academia. This paper analyzes the implementation of a training experience using a digital environment mediated by video content materials starring humanoid robots. The research aimed to scale complex thinking and its sub-competencies as a hinge to strengthen basic academic research skills. Students from Colombia, Ecuador, and Mexico committed to preparing a scientific document as part of their professional training participated. A pretest to know their initial level of perception, a posttest to evaluate if there was a change, and a scientific document the students delivered at the end of the training experience comprised the methodology to demonstrate the improvement of their skills. The results indicated students’ perceived improvement in the sub-competencies of systemic, creative, scientific, and innovative thinking; however, their perceptions did not align with that of the tutor who reviewed the delivered scientific product. The conclusion was that although the training experience helped strengthen the students’ skills, variables that are determinants for a student to develop the knowledge necessary to prepare scientific documents and their derived products remain to be analyzed.
{"title":"Developing the skills for complex thinking research: a case study using social robotics to produce scientific papers","authors":"E. López-Caudana, Carlos Enrique George-Reyes, Raidell Avello-Martínez","doi":"10.3389/feduc.2024.1322727","DOIUrl":"https://doi.org/10.3389/feduc.2024.1322727","url":null,"abstract":"The development of university students’ skills to successfully produce scientific documents has been a recurring topic of study in academia. This paper analyzes the implementation of a training experience using a digital environment mediated by video content materials starring humanoid robots. The research aimed to scale complex thinking and its sub-competencies as a hinge to strengthen basic academic research skills. Students from Colombia, Ecuador, and Mexico committed to preparing a scientific document as part of their professional training participated. A pretest to know their initial level of perception, a posttest to evaluate if there was a change, and a scientific document the students delivered at the end of the training experience comprised the methodology to demonstrate the improvement of their skills. The results indicated students’ perceived improvement in the sub-competencies of systemic, creative, scientific, and innovative thinking; however, their perceptions did not align with that of the tutor who reviewed the delivered scientific product. The conclusion was that although the training experience helped strengthen the students’ skills, variables that are determinants for a student to develop the knowledge necessary to prepare scientific documents and their derived products remain to be analyzed.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"25 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.3389/feduc.2024.1354732
Batel Hazan-Liran
A recent concern is the frequency with which children are classified as having autistic spectrum disorder (ASD). Parents of children with ASD report difficulties in all areas of life, including the workplace. Previous studies show psychological capital (PsyCap), defined as a combination of hope, self-efficacy, optimism and resilience, is a key factor in job satisfaction and coping in numerous areas. I examined the relations of PsyCap with job satisfaction in parents of ASD children and parents of typically developing children.The study involved 141 participants, 127 women, 14 men. About half (n = 69) had a child with ASD (mean age 41.41, SD 5.79), and about half (n = 72) had a typically developing child (mean age 43.65, SD 7.29). Measurements comprised the Job Satisfaction Questionnaire and the PsyCap questionnaire (PCQ). Data were collected online.Positive relations between PsyCap and job satisfaction was found for both groups. Parents of children with ASD had higher levels of resilience than their comparators. With increased age, parents of children with ASD reported decreased job satisfaction; parents of typically developing children reported increased job satisfaction.The study expands the understanding of how parents of children with ASD cope at the occupational level. Their job satisfaction decreases with age. Organizations who employ parents of children with special needs in general and ASD in particular should take this into account and discuss their employees' changing needs to maximize their job satisfaction and give them room for professional development under flexible conditions.
{"title":"The contribution of psychological capital and parental age to job satisfaction: a comparison of parents of children with autism spectrum disorder and parents of typically developing children","authors":"Batel Hazan-Liran","doi":"10.3389/feduc.2024.1354732","DOIUrl":"https://doi.org/10.3389/feduc.2024.1354732","url":null,"abstract":"A recent concern is the frequency with which children are classified as having autistic spectrum disorder (ASD). Parents of children with ASD report difficulties in all areas of life, including the workplace. Previous studies show psychological capital (PsyCap), defined as a combination of hope, self-efficacy, optimism and resilience, is a key factor in job satisfaction and coping in numerous areas. I examined the relations of PsyCap with job satisfaction in parents of ASD children and parents of typically developing children.The study involved 141 participants, 127 women, 14 men. About half (n = 69) had a child with ASD (mean age 41.41, SD 5.79), and about half (n = 72) had a typically developing child (mean age 43.65, SD 7.29). Measurements comprised the Job Satisfaction Questionnaire and the PsyCap questionnaire (PCQ). Data were collected online.Positive relations between PsyCap and job satisfaction was found for both groups. Parents of children with ASD had higher levels of resilience than their comparators. With increased age, parents of children with ASD reported decreased job satisfaction; parents of typically developing children reported increased job satisfaction.The study expands the understanding of how parents of children with ASD cope at the occupational level. Their job satisfaction decreases with age. Organizations who employ parents of children with special needs in general and ASD in particular should take this into account and discuss their employees' changing needs to maximize their job satisfaction and give them room for professional development under flexible conditions.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"44 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.3389/feduc.2024.1268313
Catherine I. Phillips, Kim Linsenbardt, Mary Q. Zocchi
Community colleges serve a substantial percentage of college-age students in the United States, many of whom arrive with negative attitudes toward mathematics, despite there being many STEM-related fields available to community college graduates. The current paper summarizes the creation of a day-long activity that assists students in developing applied mathematical skills in a format that aligns with the experiential learning theory. Students at a community college in Texas are learning math by engaging with a popular topic, crime scene investigation, through an annual event, established in 2017, called NVCsi. Students interact with hands-on activities that combine forensics, mathematics, and other disciplines. The implementation of the event is described so that other colleges can develop their own experiential learning event. Planned data collection for future event cycles are described, as are limitations and constraints of the NVCsi event with a discussion of planned modifications.
{"title":"“Measuring bones”: A cross-disciplinary experiential learning event to increase awareness that math is everywhere","authors":"Catherine I. Phillips, Kim Linsenbardt, Mary Q. Zocchi","doi":"10.3389/feduc.2024.1268313","DOIUrl":"https://doi.org/10.3389/feduc.2024.1268313","url":null,"abstract":"Community colleges serve a substantial percentage of college-age students in the United States, many of whom arrive with negative attitudes toward mathematics, despite there being many STEM-related fields available to community college graduates. The current paper summarizes the creation of a day-long activity that assists students in developing applied mathematical skills in a format that aligns with the experiential learning theory. Students at a community college in Texas are learning math by engaging with a popular topic, crime scene investigation, through an annual event, established in 2017, called NVCsi. Students interact with hands-on activities that combine forensics, mathematics, and other disciplines. The implementation of the event is described so that other colleges can develop their own experiential learning event. Planned data collection for future event cycles are described, as are limitations and constraints of the NVCsi event with a discussion of planned modifications.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"47 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.3389/feduc.2024.1291732
María Del Rosario Bonilla-Sánchez
Cultural–historical (CH) neuropsychology proposes the qualitative analysis of neurodevelopmental disorders and learning difficulties through the identification of the neuropsychological factor (NF) that underlies the symptoms and difficulties that arise in cognition and academic performance. The objective of this study is to present clinical experiences of the neuropsychological intervention of unique cases of varying degrees of initial education. Qualitative assessment is a process that reveals the strengths and weaknesses in child development, as well as the possibilities of what children will be able to do for themselves. It assesses their zone of proximal development, not just the zone of current development. Neurodevelopmental and learning disorders present particular manifestations during life, so a qualitative analysis can account for their subtle changes during the course of life and schooling. The use of the principles of intervention constitutes the methodological axis for the elaboration of the programs; these programs will be shaped according to the needs of the children. The case study strengthens the expertise of clinical knowledge by contributing to the empirical field on the possibilities and proposals of neuropsychological intervention.
{"title":"Clinical experiences of intervention of neurodevelopmental disorders and difficulties in school learning from historical-cultural neuropsychology","authors":"María Del Rosario Bonilla-Sánchez","doi":"10.3389/feduc.2024.1291732","DOIUrl":"https://doi.org/10.3389/feduc.2024.1291732","url":null,"abstract":"Cultural–historical (CH) neuropsychology proposes the qualitative analysis of neurodevelopmental disorders and learning difficulties through the identification of the neuropsychological factor (NF) that underlies the symptoms and difficulties that arise in cognition and academic performance. The objective of this study is to present clinical experiences of the neuropsychological intervention of unique cases of varying degrees of initial education. Qualitative assessment is a process that reveals the strengths and weaknesses in child development, as well as the possibilities of what children will be able to do for themselves. It assesses their zone of proximal development, not just the zone of current development. Neurodevelopmental and learning disorders present particular manifestations during life, so a qualitative analysis can account for their subtle changes during the course of life and schooling. The use of the principles of intervention constitutes the methodological axis for the elaboration of the programs; these programs will be shaped according to the needs of the children. The case study strengthens the expertise of clinical knowledge by contributing to the empirical field on the possibilities and proposals of neuropsychological intervention.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.3389/feduc.2024.1399807
Sara Peretti, Milan Kubiatko, Federica Caruso, Tania Di Mascio, Marco Giancola, Simonetta D'Amico, Maria Chiara Pino
The digital revolution has deeply affected every aspect of our daily lives, including education, transforming how we learn and teach. In Italy, this transformation has occurred naturally for the alpha generation, born in the era in which technology is an integral part of their education. Conversely, for teachers who are not digital natives, adapting to this technological era is a considerable challenge. This challenge is increasing for Italian teachers working with preschoolers. Indeed, prior to the COVID-19 pandemic, such technologies were sparsely utilized within early education. This study aims to explore Italian teachers’ beliefs through internal factors—i.e., self- efficacy, outcome expectations, and interest, toward the integration of educational technology in teaching.To this end, the standardized Intrapersonal Technology Integration Scale was selected to measure the Italian teachers’ beliefs. The study includes 180 teachers working with the alpha generation, which encompasses children currently attending pre-kindergarten, kindergarten, and primary education.The results obtained from the comparison among the three groups of teachers (pre- kindergarten, kindergarten, and primary education) on the internal factors are manifold. Mainly, although all teachers are interested in educational technologies, there is a reluctance and low self-efficacy perception to use them with preschoolers. Specifically, pre-kindergarten teachers perceive themselves as less effective and satisfied using such technologies than kindergarten and primary teachers. Moreover, greater teachers’ age and greater teaching experience predict a lower level of perceived self-efficacy and outcome expectations, highlighting resistance toward technological change. All results and their implications are detailed in this text.This study suggests focusing on perceived self-efficacy, offering customized training to enhance it, exploiting the teachers’ interest, enriching teachers’ knowledge through scientific dissemination seminars, and using an effective method. To conclude, understanding teachers’ beliefs is a challenge to better meet the needs of the digital-native generation and harness the potential of educational technologies in childhood education.
{"title":"#InstaMind: teachers’ beliefs on educational technology to promote seamless technology integration in early education","authors":"Sara Peretti, Milan Kubiatko, Federica Caruso, Tania Di Mascio, Marco Giancola, Simonetta D'Amico, Maria Chiara Pino","doi":"10.3389/feduc.2024.1399807","DOIUrl":"https://doi.org/10.3389/feduc.2024.1399807","url":null,"abstract":"The digital revolution has deeply affected every aspect of our daily lives, including education, transforming how we learn and teach. In Italy, this transformation has occurred naturally for the alpha generation, born in the era in which technology is an integral part of their education. Conversely, for teachers who are not digital natives, adapting to this technological era is a considerable challenge. This challenge is increasing for Italian teachers working with preschoolers. Indeed, prior to the COVID-19 pandemic, such technologies were sparsely utilized within early education. This study aims to explore Italian teachers’ beliefs through internal factors—i.e., self- efficacy, outcome expectations, and interest, toward the integration of educational technology in teaching.To this end, the standardized Intrapersonal Technology Integration Scale was selected to measure the Italian teachers’ beliefs. The study includes 180 teachers working with the alpha generation, which encompasses children currently attending pre-kindergarten, kindergarten, and primary education.The results obtained from the comparison among the three groups of teachers (pre- kindergarten, kindergarten, and primary education) on the internal factors are manifold. Mainly, although all teachers are interested in educational technologies, there is a reluctance and low self-efficacy perception to use them with preschoolers. Specifically, pre-kindergarten teachers perceive themselves as less effective and satisfied using such technologies than kindergarten and primary teachers. Moreover, greater teachers’ age and greater teaching experience predict a lower level of perceived self-efficacy and outcome expectations, highlighting resistance toward technological change. All results and their implications are detailed in this text.This study suggests focusing on perceived self-efficacy, offering customized training to enhance it, exploiting the teachers’ interest, enriching teachers’ knowledge through scientific dissemination seminars, and using an effective method. To conclude, understanding teachers’ beliefs is a challenge to better meet the needs of the digital-native generation and harness the potential of educational technologies in childhood education.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.3389/feduc.2024.1374889
Timothy Paustian, Betty Slinger
Large language model (LLM) artificial intelligence (AI) has been in development for many years. Open AI thrust them into the spotlight in late 2022 when it released ChatGPT to the public. The wide availability of LLMs resulted in various reactions, from jubilance to fear. In academia, the potential for LLM abuse in written assignments was immediately recognized, with some instructors fearing they would have to eliminate this mode of evaluation. In this study, we seek to answer two questions. First, how are students using LLM in their college work? Second, how well do AI detectors function in the detection of AI-generated text? We organized 153 students from an introductory microbiology course to write essays on the regulation of the tryptophan operon. We then asked AI the same question and had the students try to disguise the answer. We also surveyed students about their use of LLMs. The survey found that 46.9% of students use LLM in their college work, but only 11.6% use it more than once a week. Students are unclear about what constitutes unethical use of LLMs. Unethical use of LLMs is a problem, with 39% of students admitting to using LLMs to answer assessments and 7% using them to write entire papers. We also tested their prose against five AI detectors. Overall, AI detectors could differentiate between human and AI-written text, identifying 88% correctly. Given the stakes, having a 12% error rate indicates we cannot rely on AI detectors alone to check LLM use, but they may still have value.
{"title":"Students are using large language models and AI detectors can often detect their use","authors":"Timothy Paustian, Betty Slinger","doi":"10.3389/feduc.2024.1374889","DOIUrl":"https://doi.org/10.3389/feduc.2024.1374889","url":null,"abstract":"Large language model (LLM) artificial intelligence (AI) has been in development for many years. Open AI thrust them into the spotlight in late 2022 when it released ChatGPT to the public. The wide availability of LLMs resulted in various reactions, from jubilance to fear. In academia, the potential for LLM abuse in written assignments was immediately recognized, with some instructors fearing they would have to eliminate this mode of evaluation. In this study, we seek to answer two questions. First, how are students using LLM in their college work? Second, how well do AI detectors function in the detection of AI-generated text? We organized 153 students from an introductory microbiology course to write essays on the regulation of the tryptophan operon. We then asked AI the same question and had the students try to disguise the answer. We also surveyed students about their use of LLMs. The survey found that 46.9% of students use LLM in their college work, but only 11.6% use it more than once a week. Students are unclear about what constitutes unethical use of LLMs. Unethical use of LLMs is a problem, with 39% of students admitting to using LLMs to answer assessments and 7% using them to write entire papers. We also tested their prose against five AI detectors. Overall, AI detectors could differentiate between human and AI-written text, identifying 88% correctly. Given the stakes, having a 12% error rate indicates we cannot rely on AI detectors alone to check LLM use, but they may still have value.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.3389/feduc.2024.1389002
Anindya Kundu, Scott McLeod, Yuly Piedrahita-Guzmán
High school internships provide students with valuable work-based learning experiences, career-oriented networking, and in-demand professional skills. In this study of high school principals, internship coordinators (“institutional agents”), and student interns, we highlight data from interviews and focus groups that substantiate the idea that internships can showcase students’ more diverse and latent aptitudes but are more effective when building upon students’ existing interests and abilities. Given the opportunity-focused goals of these programs, we recommend that school-based professionals adopt the language of social capital (or similar frameworks) to develop shared understandings between stakeholders and also critique existing conceptualizations to approach the work from asset-based and equity lenses.
{"title":"From “punks” at school to “superstars” at work: Social capital and educators’ asset-based perspectives of students in high school internships","authors":"Anindya Kundu, Scott McLeod, Yuly Piedrahita-Guzmán","doi":"10.3389/feduc.2024.1389002","DOIUrl":"https://doi.org/10.3389/feduc.2024.1389002","url":null,"abstract":"High school internships provide students with valuable work-based learning experiences, career-oriented networking, and in-demand professional skills. In this study of high school principals, internship coordinators (“institutional agents”), and student interns, we highlight data from interviews and focus groups that substantiate the idea that internships can showcase students’ more diverse and latent aptitudes but are more effective when building upon students’ existing interests and abilities. Given the opportunity-focused goals of these programs, we recommend that school-based professionals adopt the language of social capital (or similar frameworks) to develop shared understandings between stakeholders and also critique existing conceptualizations to approach the work from asset-based and equity lenses.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141375022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.3389/feduc.2024.1396271
Yu Takizawa, M. Bambling, Hsien-Jin Teoh, S. Edirippulige
While mental health problems are prevalent among children, Japanese schools face challenges in providing effective mental health support to children partly due to a lack of training in mental health intervention. This study aimed to address this problem by evaluating a co-designed online teacher training program to provide a neuroscience-informed mental health intervention (NIMHI) to Japanese children.The present study evaluated the effectiveness of an online teacher training program by conducting a single-arm trial involving a group of 20 teachers and 245 children aged 8–12 from a regional Japanese primary school. The researcher delivered online training to Japanese teachers, who subsequently administered NIMHI to Japanese children over a 4-week period. The evaluation involved the administration of pre- and post-intervention student questionnaires, pre- and post-training teacher questionnaires, and post-intervention teacher interviews.After the delivery of the training program, 80% of Japanese teachers expressed strong or moderate satisfaction with the training. There were significant improvements in teachers' knowledge, perceived skills, self-efficacy, and acceptability of using NIMHI. Teachers implemented intervention strategies at least twice a week over four weeks. Following the intervention, 70% of teachers reported qualitative changes in students' mental health, such as more stable emotions. However, there were no significant changes in students' emotional problems, school enjoyment, and psychological wellbeing.The findings offer a fresh perspective on the effectiveness of utilizing digital technology, as a modality for delivering training to Japanese teachers. However, the absence of quantitative changes in students' mental health could suggest that the effectiveness of the online teacher-training program may not have been sufficiently robust. Further improvements in the online teacher-training program would be useful, such as providing tablet applications to assist teachers in implementing suitable intervention strategies and teaching a more focused range of strategies.
{"title":"Evaluation of co-designed online teacher training program for providing neuroscience- informed mental health intervention to Japanese children","authors":"Yu Takizawa, M. Bambling, Hsien-Jin Teoh, S. Edirippulige","doi":"10.3389/feduc.2024.1396271","DOIUrl":"https://doi.org/10.3389/feduc.2024.1396271","url":null,"abstract":"While mental health problems are prevalent among children, Japanese schools face challenges in providing effective mental health support to children partly due to a lack of training in mental health intervention. This study aimed to address this problem by evaluating a co-designed online teacher training program to provide a neuroscience-informed mental health intervention (NIMHI) to Japanese children.The present study evaluated the effectiveness of an online teacher training program by conducting a single-arm trial involving a group of 20 teachers and 245 children aged 8–12 from a regional Japanese primary school. The researcher delivered online training to Japanese teachers, who subsequently administered NIMHI to Japanese children over a 4-week period. The evaluation involved the administration of pre- and post-intervention student questionnaires, pre- and post-training teacher questionnaires, and post-intervention teacher interviews.After the delivery of the training program, 80% of Japanese teachers expressed strong or moderate satisfaction with the training. There were significant improvements in teachers' knowledge, perceived skills, self-efficacy, and acceptability of using NIMHI. Teachers implemented intervention strategies at least twice a week over four weeks. Following the intervention, 70% of teachers reported qualitative changes in students' mental health, such as more stable emotions. However, there were no significant changes in students' emotional problems, school enjoyment, and psychological wellbeing.The findings offer a fresh perspective on the effectiveness of utilizing digital technology, as a modality for delivering training to Japanese teachers. However, the absence of quantitative changes in students' mental health could suggest that the effectiveness of the online teacher-training program may not have been sufficiently robust. Further improvements in the online teacher-training program would be useful, such as providing tablet applications to assist teachers in implementing suitable intervention strategies and teaching a more focused range of strategies.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141370968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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