Creation Of Educational Content Research Articles

Analysis of LLMs for educational question classification and generation

Large language models (LLMs) like ChatGPT have shown promise in generating educational content, including questions. This study evaluates the effectiveness of LLMs in classifying and generating educational-type questions. We assessed ChatGPT's performance using a dataset of 4,959 user-generated questions labeled into ten categories, employing various prompting techniques and aggregating results with a voting method to enhance robustness. Additionally, we evaluated ChatGPT's accuracy in generating type-specific questions from 100 reading sections sourced from five online textbooks, which were manually reviewed by human evaluators. We also generated questions based on learning objectives and compared their quality to those crafted by human experts, with evaluations by experts and crowdsourced participants.Our findings reveal that ChatGPT achieved a macro-average F1-score of 0.57 in zero-shot classification, improving to 0.70 when combined with a Random Forest classifier using embeddings. The most effective prompting technique was zero-shot with added definitions, while few-shot and few-shot + Chain of Thought approaches underperformed. The voting method enhanced robustness in classification. In generating type-specific questions, ChatGPT's accuracy was lower than anticipated. However, quality differences between ChatGPT-generated and human-generated questions were not statistically significant, indicating ChatGPT's potential for educational content creation. This study underscores the transformative potential of LLMs in educational practices. By effectively classifying and generating high-quality educational questions, LLMs can reduce the workload on educators and enable personalized learning experiences.

РОЗВИТОК КРИТИЧНОГО МИСЛЕННЯ МАЙБУТНІХ ВЧИТЕЛІВ ІНФОРМАТИКИ ТА МАТЕМАТИКИ З ВИКОРИСТАННЯМ ЗАСОБІВ ШТУЧНОГО ІНТЕЛЕКТУ

The article examines the problems of developing critical thinking of future teachers of computer science and mathematics using artificial intelligence tools. The experience of domestic and foreign researchers regarding the use of artificial intelligence in education for the development of critical thinking, in particular, the United States of America, the Republic of Poland, and the Republic of Slovenia, was analyzed. The necessary components of critical thinking are defined: the use of logical thinking to analyze problems, make decisions and solve problems; obtaining, interpreting and using knowledge/facts/data in the process of solving problems; demonstration (manifestations) of creativity and non-standard thinking. In order to investigate the specifics of the application of critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems, a survey was conducted. The "Klochko Questionnaire: Peculiarities of using critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems" was created. The possibilities of using artificial intelligence tools in education have been clarified, in particular: analysis of educational data, creation of educational content, professional development, adaptive learning, and others.The results of the study showed that 92.2% of respondents use or plan to use artificial intelligence tools in the educational process. The vast majority of students studying to become computer science and mathematics teachers actively use artificial intelligence to solve various problems, applying critical thinking and developing their critical thinking skills. The development of critical thinking skills of future computer science and mathematics teachers is a necessary condition for their academic success, personal and professional development, competitiveness, preparation for future challenges, solving new problems, teaching students to think critically. The implementation of artificial intelligence tools for the development of critical thinking in future teachers may have certain risks, such as excessive trust in artificial intelligence and the reduction of the role of one's own experience, intuition, etc. It is important to note that the field of using artificial intelligence technologies in education is just beginning to develop and needs additional research, however, it has great potential for the development of critical thinking of future teachers.

The rapid generation of E-learning tools under resource constraints approach

Enhancing the efficiency of Ukraine's security and defense sector is one of the key prerequisites for maintaining state sovereignty and achieving victory in the war. This is particularly relevant to the training and education system for specialists of the State Service of Special Communications and Information Protection of Ukraine (SSSCIP). The active phase of Russia's war against Ukraine has significantly exacerbated the contradiction between the necessity to improve the efficiency of this system on one hand and the stringent requirement to economize resources (financial, human, and temporal) on the other. Resolving this contradiction is feasible through the intensive implementation of various e-learning tools and technologies, along with associated pedagogical methodologies. One of the factors limiting the effectiveness of e-learning is the complexity of the traditional process of creating these tools. The negative impact of this factor can be mitigated by developing approaches for the rapid generation of e-learning tools. Thus, there is a need to develop an integrated approach that enables the quick creation of educational content and e-learning tools through the use of innovative technologies. Such tools should save time and enhance the efficiency of learning material assimilation. The primary requirements for this approach include the rational use of limited resources and the adaptability of outcomes to the needs of each specialist. The article proposes an integrated approach to the rapid generation of e-learning tools for studying hardware and software devices and systems. This approach includes the following stages: developing a paper version of the learning material, which is the foundation for further enhancements; supplementing the paper version with an eBook based on H5P, which ensures interactivity and flexibility in learning; introducing a simulator module that allows for the emulation of device operation, stimulates student engagement, and deepens understanding of the material; adding an augmented reality module that visualizes complex concepts and provides opportunities for practical knowledge application. The implementation of the integrated approach to the rapid generation of e-learning tools is demonstrated using the educational module "Fortinet FG-60E Firewall." This module exemplifies how the integrated approach can be applied to prepare specialists in Ukraine's security and defense sector under wartime conditions. Survey results from participants who utilized the developed integrated learning approach indicate its high effectiveness.

ChatGPT in Education – Understanding the Bahraini Academics Perspective

This paper provides a thorough examination of the role of Artificial Intelligence (AI), particularly ChatGPT and other AI language models, in the realm of education. Drawing insights from existing literature and a novel study on educator perspectives, the paper delves into the potential advantages, ethical dilemmas, and factors shaping educators' attitudes towards AI integration in education. AI language models have the potential to revolutionize educational content creation, personalize learning experiences, and streamline assessment and feedback processes. These capabilities hold the potential to enhance teaching and learning outcomes while catering to the diverse needs of students. However, ethical concerns loom large in the adoption of AI in education. Bias in generated content is a chief concern, as it can perpetuate societal biases and lead to unfair treatment or the dissemination of inaccurate information. The solution lies in rigorous data curation to ensure equitable educational experiences for all students. Moreover, the potential for generating inappropriate or misleading content poses a significant ethical challenge, impacting students' well-being, civic understanding, and social interactions. Safeguards must be implemented to detect and rectify biased or inappropriate content, fostering inclusive and unbiased learning environments. Transparency emerges as a crucial ethical consideration. The opacity of AI models like ChatGPT makes it difficult to comprehend their decision-making processes. Enhancing model interpretability and explainability is vital for accountability and addressing embedded ethical issues. Privacy concerns related to data collection and usage are emphasized in the literature. Clear policies and guidelines must govern data collection, use, and protection, ensuring data is solely employed for educational purposes and maintaining robust data security measures. Our study expands upon these insights by exploring socio-demographic factors, motivations, and social influences affecting educators' AI adoption in higher education. These findings inform institutions on tailoring AI integration strategies, emphasizing responsible usage through training, and assessing the impact on learning outcomes. As educational institutions increasingly embrace AI, including advanced models like GPT-4, a cautious and thoughtful approach is vital. Balancing potential benefits with ethical challenges ensures that AI enhances teaching and learning while upholding fairness, equity, and accountability. In summary, this paper illuminates the potential of AI in education, accentuates ethical concerns, and highlights the significance of understanding educators' perspectives. Collaboration between educators and policymakers is essential to navigate the complexities of AI integration, ensuring that education remains a realm of equitable, efficient, and accountable learning experiences.

ASSESSING THE EFFICACY OF CLOUD SERVICES FOR DEVELOPING EDUCATIONAL PRESENTATIONS

The article examines the most popular cloud services for creating educational presentations and seeks to determine the effectiveness of their integration within the educational framework. A webometric analysis of these cloud services resulted in the identification of the top 10 resources commonly employed for presentation creation, including Prezi, Sway, Slides, PowToon, Canva, ZohoShow, Genial.ly, Emaze, Piktochart, VideoScribe, among others. Our research conducted a comprehensive comparative analysis of these platforms, utilizing web analytics tools such as Ahrefs, Moz, and Similarweb to establish their respective rankings. This approach facilitated an encompassing selection of cloud-based educational tools capable of meeting the multifaceted requirements of all stakeholders in the educational process. The analytical process unfolded across multiple stages: an initial description and assessment of key parameters of each cloud service, subsequent expert evaluations encompassing both parameter specifics and overall service quality, determination of individual parameter impact coefficients on service efficiency, service evaluations based on specific parameters, and a synthesis of both objective and subjective data to summarize outcomes. In-depth analysis was conducted on the presentation creation features inherent to each cloud service, leading to the identification of evaluation parameters encompassing functionality, usability, cost-effectiveness, unique attributes, and overall user impression. Each parameter was assigned an impact factor to gauge its significance within the overall assessment of a given cloud service. The culmination of expert evaluations culminated in the recognition of Prezi, Canva, and Google Slides as highly effective tools. This determination is grounded in their extensive functionality, provision of free accounts, and user-friendly interfaces. Analysis of domain ratings further highlighted the popularity of Sway, Canva, and Prezi, underscoring the pronounced demand for these platforms among users. The evaluation methodology proposed within this study holds potential for application to other cloud services designed for educational content creation. By fostering effective organization of educational activities across diverse subject domains, this approach contributes to the enhancement of the educational process as a whole.

ChatGPT: The New Trend of Smart Education

In response to the limitations of the traditional education and teaching model, this article proposes a smart education model based on ChatGPT. The model actively breaks the constraint of time and space and the design patterns of traditional education, providing smart education services including personalized learning, smart tutoring and evaluation, educational content creation support, and education big data analysis. Through constructing an open and inclusive learning space and creating flexible and diverse educational models, ChatGPT can help to meet students’ individuality and overall development, as well as assist teachers in keeping up with the students’ learning performance and developmental requirements in real-time. This provides an important basis for optimizing teaching content, offering personalized and accurate cultivation, and planning the development path of students.

Model Pembelajaran Edutainment Melalui Media Gambar 3 Dimensi dalam Mengembangkan Konten Pembelajaran di Madrasah Ibtidaiyah Darul Ulum Curahdami Bondowoso

The main objective of this study was to determine the effectiveness of edutainment learning utilizing 3-dimensional imagery as a medium for educational content creation at MI Darul Ulum Curahdami Bondowoso. Using a qualitative approach with a specially selected phenomenological design, this research targeted key stakeholders, including the principal, the fifth grade teacher, and a group of 10 MI Darul Ulum students. The methodological arsenal consisted of interview sessions, careful observation, and systematic documentation. The researcher found that the edutainment learning model, seamlessly integrated with 3-dimensional imagery for content development, has a great ability to foster a stimulating and enjoyable learning environment, especially in the field of early childhood education. This phenomenon was closely related to the high enthusiasm that students show when encountering visually appealing and captivating images during the learning process. The study underscores implications that require ongoing guidance and evaluative action by educators. This is important to understand the nuances of the dynamics edutainment learning model implemented and measuring the tangible improvements in the students' overall learning experience.

Current evaluation and recommendations for the use of artificial intelligence tools in education

Abstract This paper discusses the integration of artificial intelligence (AI) tools in education, delineating their potential to transform pedagogical practices alongside the challenges they present. Generative AI models like ChatGPT, had a disruptive impact on teaching and learning, due to their ability to create text, images, and sound, revolutionizing educational content creation and modification. However, nowadays the educational community is polarized, with some embracing AI for its accessibility and efficiency thus advocating it as an indispensable tool, while others cautioning against risks to academic integrity and intellectual development. This document is designed to raise awareness about AI tools and provide some examples of how they can be used to improve education and learning. From an educator’s perspective, AI is an asset for curriculum development, course material preparation, instructional design and student assessment, while reducing bias and workload. For students, AI tools offer personalized learning experiences, timely feedback, and support in various academic activities. The Turkish Biochemical Society (TBS) Academy recommends educators to embrace and utilize AI tools to enhance educational processes, and engage in peer learning for better adaptation while maintaining a critical perspective on their utility and limitations. The transfer of AI knowledge and methods to the teaching experiences should complement and not replace the educator’s creativity and critical thinking. The paper advocates for an informed embrace of AI, AI fluency among educators and students, ethical application of AI in academic settings, and continuous engagement with the evolving AI technologies, ensuring that AI tools are used to augment critical thinking and contribute positively to education and society.

How do South African TVET lecturers rate their digital competencies, and what is their need for training for a digital transformation in the South African TVET sector?

Digital-transformation processes pose many challenges for South African technical and vocational education and training (TVET) colleges. In addition to improving infrastructure, lecturers must be equipped with new knowledge and skills to face the challenges in 21st-century classrooms and workforces. Based on the technological pedagogical content knowledge (TPACK) model, this study investigated the ways in which TVET lecturers (n = 364) self-assess their competence in digital teaching and learning, and the kind of additional training or support that they need to increase the effectiveness of their digital teaching. The findings suggest that the lecturers’ self-assessments of their digital-related knowledge are generally high. In addition, the sub-dimensions of TPACK differ significantly according to the educational background of a lecturer. Those with a regular teacher education rate their TPACK abilities higher than those who have only subject-specific training or a pedagogical education. Nevertheless, analysis of the qualitative data shows that TVET lecturers need extensive support in planning effective technology-enhanced lessons, including the creation of educational content.

Комплексное использование различных программных сред для повышения уровня визуализации и восприятия информации

Implementation of various software tools in the educational process affects formation of students’ professional competencies. This influence should be taken into account in scientific and methodological support of the modern education system. The purpose of the article is to develop a technology for creating educational VR content that provides immersion into a virtual thematic space using a variety of different software environments and improves the effectiveness of teaching. In this article, the technology of creating an electronic course using a complex of specialized software tools is considered. The initial stage of such technology is to develop a course description that includes data and knowledge about the object or phenomenon under study. Three-dimensional models of virtual objects created in SketchUp, Blender. Solidworks, Compass-3D, etc. are used for technical objects. Then 3D models of objects and landscape are used for creating a virtual space in the Twinmotion software package. Then photorealistic panoramas, images and videos are imported from Twinmotion into 3DVista Virtual Tour Pro to create a virtual tour. At the final stage, the virtual tour is integrated into the LMS Moodle learning management system. The implementation of the technology of integrated use of specialized software tools was tested in the creation of educational content that provides immersion into a virtual thematic space on the example of the course "History of the Tambov Region", which is included in many educational programs at Tambov educational institutions. High efficiency of developed educational content is confirmed by the survey results of several groups of students and its further analysis using Importance-Performance Analysis (IPA) methodology; as well as by checking learning achievements based on testing two groups of students of 12 people each. The first test group studied the discipline using the proposed electronic content, and the second one without it. The test results showed that the proportion of correct answers to test questions in the first group was 17% higher than for the students of the second group. Thus, the authors proposed the technology for development of educational content, which includes a number of specialized software tools, as well as the organization of the educational process using innovative educational means. Moreover, the use of the proposed technology allows students to develop teamwork and interpersonal communication skills by interactive lectures and group discussions.

МЕТОДИЧНЕ ЗАБЕЗПЕЧЕННЯ НАВЧАННЯ МАЙБУТНІХ ПЕДАГОГІВ ПРОЄКТУВАННЯ ІНФОРМАЦІЙНОГО ОСВІТНЬОГО СЕРЕДОВИЩА У ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ

The article examines the relevant needs of methodological support for the training of future educators to design an information educational environment in the process of course planning (topics, modules, units, and educational sessions). The purpose of the article is to determine the specifics and main directions of methodological support for the professional training of future educators in the process of studying the course “Pedagogical Design” whose main task is to teach the design of a holistic information educational environment. The development of methodological support for the training of future educators to design an information educational environment required completing the following tasks: studying the state of readiness for designing an information educational environment by future educators, as well as practicing educators; analysis of the requirements for the information educational environment and the current state of the problem in practice; identifying the leading methodological aspects of work in a digital educational environment that is modern, accessible and personal-centred. In order to find out the contradictions and gaps in the methodological support of the educational environment, related to the specifics of distance learning with Moodle tools, a SWOT-analysis was used, in which both students of master’s degree level and teachers were involved. Using the methods of theoretical analysis and synthesis of scientific and pedagogical research, modern approaches to the formation of an information educational environment have been developed, in particular from the point of view of educational design, and there has been found out such an approach to design which is called “Backward Design” or “Understanding by Design”. On the basis of the framing approach of “Backward Design”, reference points are proposed for the development of methodical training support for the design of a holistic educational environment by future educators (determination of learning goals based on a person-centered approach; design of measurement of the goal as a planned result; planning of interactive experience of educational activities). The specificity of the methodological support for the design of a modern information educational environment is manifested in the fact that the traditional methods of preparing educational materials by the teacher are ineffective because they are based on the content of the textbook or curriculum, but not on the context which is built on the activity of those who study. This is especially relevant in the conditions of distance education. From the point of view of “Understanding by Design”, the educator develops a learning system that is effective and appropriate for the participants. It is assumed that the creation of educational content (learning content) within the limits of the whole subject or its separate part from the point of view of the taxonomy of understanding will allow personalizing the educational process to ensure deep knowledge upon completion. The development of the content of training courses built on the principles of Backward Design can give the educator new opportunities to enhance perceptivity to learning.

Gone Viral: A Cross-Sectional Analysis of Contact Lens-Related Videos on TikTok.

To evaluate the content, sources, and quality of contact lens (CL)-related videos on TikTok, the fastest growing social media platform worldwide. TikTok was queried on October 25, 2021 for the top 200 posts with the hashtag "#contactlenses." Posts meeting inclusion criteria were characterized and assessed for quality with DISCERN, a validated scoring instrument for the appraisal of consumer health information (score range 1-5 with a higher score indicating a higher quality video). The included 113 posts showed a mean quality of 1.94±0.44. Content included product displays (42%), patient experiences (23%), educational (22%), and comedy (12%). Most product displays featured decorative lenses (98%). Although videos by eye-care providers (ECPs) accounted for most educational content (52%) and showed significantly higher mean quality compared with posts by non-ECPs (2.57±0.18 vs. 1.85±0.13, P <0.001), they were a minority (12%) and showed poor overall quality. Contact lens representation was greatly skewed toward decorative lenses (74%), whereas only 3.5% of videos promoted seeing an ECP. Poor quality and skewed representation of posts indicate that CL-related information on TikTok has serious shortcomings. These findings are particularly concerning given that most TikTok users are adolescents and young adults, the same population who tend to be decorative lens wearers and who are at increased risk of CL-related complications. Eye-care providers, professional organizations, and regulatory agencies should be urged to increase their engagement with the platform, especially regarding educational content creation and CL marketing oversight.

Capacitación corporativa de maestros de Yakutia para aplicar métodos de aprendizaje electrónico

Teacher training can assist in initiating digital changes in education. However, to achieve this, the training should use leading examples from the field of digital education solutions and technologies, while university and school educators should be trained to apply them in their work and to create high-tech educational startups in the field of e-learning. The goal of this study was to increase the professional competencies of teachers by conducting a corporate course that would prepare the teachers of the university in Yakutia to apply e-learning methods. The article demonstrates that the introduction of e-learning at the university is an important comprehensive process that implies transformation of all education components under the influence of modern technologies. Its practical implementation requires changing the goals, organizational forms, and technologies of educational activities in line with new technologies as well as the development of productive strategies for integrating the created innovations into the traditional learning process. For this purpose, the authors conducted a sociological study that helped identify the main problems associated with this type of training (for example, developing a course is time-consuming and a lack of required skills to develop courses). Based on the obtained data, the authors proposed a corporate course for university teachers on the creation of educational content for e-learning. It was shown that when applying new types of educational activities, teachers should combine traditional and new technologies, which contributes to the innovative training of teachers to meet the requirements of the digital society. This study focused on practical issues, since the research results were implemented in the work of the North-Eastern Federal University (NEFU), the base of the research. The results can be used when training teachers to apply e-learning methods in other educational institutions.

Herramientas de autor que apoyan la creación de contenido web con propósito educativo en Colombia

The development of the Information and Communication Technologies (ICT) has led to the use of an increasing number of authoring tools in education, therefore, this study, which is based on a bibliographic review in digital academic repositories and the subsequent application of an online survey to a group of Colombian teachers, makes it possible to identify the socio-demographic variables and digital skills of the respondents and the most used authoring tools for the creation of educational content. Within the study, it became apparent that although the teachers stated that they had digital competences for the use of computers and the Internet, and that they agreed with the importance of the use of the ICT to underpin the transformation, innovation, and improvement of traditional teaching and learning methods, this has not been adopted by most of them as didactics for permanent use in the classroom, which is demonstrated by the occasional frequency with which they design ICT-mediated teaching resources as a tool in their teaching practice. On the other hand, it was found that sensitization is necessary for teachers, aiming at promoting the creation of ICT-mediated educational material that considers the web accessibility guidelines, including a majority of students, with different learning needs and styles.

簡易な3次元ビデオ計測システムとWebベースのデータ共有サービスによる効率的な教育コンテンツ作成支援( 教育・訓練・支援)

簡易な3次元ビデオ計測システムとWebベースのデータ共有サービスによる効率的な教育コンテンツ作成支援( 教育・訓練・支援)

Открытое образование как стратегическое направление развития университета

The article describes the experience of UrFU in open online courses and their use in the educational programs of higher education. The authors identify options for implementing open education principles implementation and the aims of developing that are using the example of a concrete university. They look into main difficulties caused by using open online courses in university educational process: changed approach to organizing the teaching process; lecturers' workload planning; allocating responsibility for implementing parts of the teaching program; creation of educational content and its management as an intellectual property. Authors suggest joint copyright for the course by university and authors: benefits would be shared in order to motivate authors for further creation of high quality product and its continuous improvement. The article provides assessment of economic and other effects of open education development for the university, describes different models of entering open education market both for open online courses authors and new educational product customers. The article contains the analysis of risks, existing barriers nd possible future growth options for open education development. The article is based on the experience of implementing open online courses at UrFU educational space and at the national "Open education" platform. The authors of the article provide the description of practices that can be used by university administrators in order to upgrade efficacy of open education or facilitate the development of this area at the university.

Crowdsourcing content creation in the classroom

The recent growth in crowdsourcing technologies offers a new way of envisioning student involvement in the classroom. This article describes a participatory action research approach to combining crowdsourced content creation with the student as producer model, whereby students’ interests are used to drive the identification and creation of educational content. This article first describes how this approach is grounded in cognitive psychology and aligned with contemporary learner-centered approaches to education. A case study is then provided detailing how this conceptual framework was implemented in an undergraduate psychology course on persuasion and influence. Two specific applications of this approach are described, one involving found content—with students identifying, explaining the research basis for, and archiving examples of persuasive content, they discover outside the classroom, in a public blog entitled Propaganda for Change—and a second involving content creation—with students producing their own persuasive messages that promote pro-social messages of their choosing. This framework offers a promising contemporary approach to learner-centered education and shifts the burden of education from figuring out how to expose what students know and are interested in into helping them construct relationships between content and their own prior understanding of the world.

A Pharmaceutical Biotechnology Virtual Laboratory

Objectives. To develop a software application for the pharmaceutical biotechnology drug research and development process. The Pharmaceutical Biotechnology Virtual Laboratory was offered as a hybrid course in spring 2003. We evaluated (1) the software's pedagogical effectiveness, and (2) how students utilized the software in the teaching/learning process. Methods. Software development involved software-authoring tool selection, mock-up layouts of content screens, educational content creation, and storyboard development with artwork, animation, and programming. All modules were developed and refined based on student usability testing. Course implementation permitted student choice of face-to-face, hybrid, or online course formats. Student learning was assessed through quizzes, pretests, and posttests; assessment of student mode of learning (eg, how the students used the software and course participation format); and transference of learning from the course to other situations. Results. Results of student po...

Scientists' Role in Educational Content Development

As part of NASA's overall plan to create increased learning opportunities related to its scientific and technical enterprises, we developed a successful model for research scientists to participate in educational content creation. We used this model to create multimedia resources designed to improve science and mathematics skills in students and improve public awareness of science through the results of the Hubble Space Telescope. The model places scientists in partnership with teachers, graphic artists, writers, and multimedia Web developers. Teams were led by professional content developers and multimedia production chiefs. We used a systematic production cycle including specification, project definition, frequent reviews, and several testing periods that has proven to generate robust but flexible resources. Local “outreach” scientists and other scientists drawn from the community participated in the content creation at various stages, with well specified roles. The model was used successfully to create curriculum support materials, a traveling museum exhibit, press releases, and a website for the public.