Georgia State University Research Articles

Harnessing Artificial Intelligence for Personalized Learning Pathways: A Framework for Adaptive Education Management Systems

Abstract. The integration of artificial intelligence (AI) into education is revolutionising how we deliver personalised learning, where curriculum, pedagogy and assessments are dynamically adjusted to meet the demands of each learner. In this paper, we examine the role AI can play in the construction of personalised learning pathways, and explore its applications for K-12 education, higher education and lifelong learning. We highlight that AI-driven systems such as Summit Learning, Pounce at Georgia State University, and IBMs Watson Talent are helping to measure dramatic improvements in student and employee outcomes, ranging from retention rates, academic performance, to engagement levels. We show how AI can enable student profiling, adaptive learning path generation, and ongoing assessment via the continuous feedback loops that are critical to transformative personalised learning. We also highlight some of the key challenges related to how education (eg, data privacy, scalability and equity), and showcase case studies and data from AI applications in different educational contexts to demonstrate the potential of personalised learning enabled by AI. In summary, this paper underscores the benefits and challenges of implementing AI in education, providing a perspective on how AI is likely to shape the future of learning.

Utilizing Big Data to Create Educational Information Systems

Background and Aims: Using big data to create educational information systems is critical for customizing learning experiences for individual students while also improving overall educational outcomes. Using data-driven insights, educators and administrators can make informed decisions to improve teaching strategies, predict student performance, and streamline operations, resulting in a more effective and personalized educational experience. The purpose of this paper is to investigate the use of Big Data to create Educational Information Systems. Methodology: The methodology calls for the use of a variety of data sources, including academic journals and case studies, as well as a structured literature review protocol to ensure comprehensive coverage. Data is collected and analyzed thematically to identify key trends, applications, and challenges in big data utilization in education, resulting in a comprehensive overview of its impact. Results: The study discovered that the review emphasizes big data's transformative potential in educational information systems, specifically its ability to improve personalized learning, predictive analytics, curriculum development, and administrative efficiency. Successful implementations, such as those at Georgia State University and Purdue University, highlight the significant benefits of using big data while emphasizing the importance of addressing ethical and privacy concerns. The future of big data in education promises even greater advances thanks to technologies like AI and real-time analytics, but it also necessitates ongoing research into ethical frameworks and their impact on educational equity. Balancing innovation with privacy and ethical concerns will be critical as educational institutions, administrators, and policymakers navigate these changes, allowing big data to reach its full potential while maintaining equitable and effective educational practices. Conclusion: The article emphasizes big data's potential to transform educational systems through personalized learning, predictive analytics, curriculum development, and administrative efficiency. Moving forward, it is critical to strike a balance between technological advancements and ethical and privacy concerns to ensure that big data innovations are used effectively and fairly in education.

Progression of Customer Relationship Management 2010–2023: A Bibliometric Analysis

The Customer Relationship Management (CRM) has evolved into a key business application, by gradually creating its impact over the years, where the organization made it one of the imperative requirements of effective Business operation. CRM in recent years emerged as, a more Business and customer-oriented application. This study aims to analyze the relevance of Customer relationships concerning progress from Customer Relationship Management (CRM) in fields of Subject area, Countries that contributed to the field of research, Sources, affiliations, Authors, and funding sponsors. Science mapping techniques and performance analysis were applied in this process by Vos-Viewer Bibliometric software by extracting 1,940 Publications between 2010 and 2023 that are indexed in the SCOPUS database. The Bibliometric analysis denotes that 2010 was the year with a maximum of 144 publications indexed in the Scopus Database and 2023 had a dip at only 105 indexing. Author Smith, A.D. with 23 articles publications. The countries that participated the most are the United States of America followed by India and United kingdom. Commendably China was the highest funding sponsor to be specific it’s from the National Natural Science Foundation of China. The research papers had major Affiliations from the Hong Kong Polytechnic University followed by Robert Morris University in Pennsylvania and Georgia State University. The research significantly shows the progress and impact all over the world and is not restricted to any specific industry.

Edutainment and Dwelling-Related Assets in Poor Rural Areas of Peru

Abstract We exploit a field experiment by (Chong, A., and M. Valdivia. 2023. “Edutainment, Savings, and Generational Differences in Rural Areas of Peru.” In Working Paper. Department of Economics, Georgia State University) and test whether poor women from rural areas in developing countries that are able to save seek dwelling-related assets and find causal evidence that this is indeed the case. Furthermore, we also find that the older cohort of women, those aged forty and higher, also prioritize material assets related to health-related expenditures, in particular, access to public sewerage system.

Blended Learning: A Disruptive Innovation" by Tony Bates, which Explores the Impact and Effectiveness of Blended Learning in Educational Settings

Background and Aims: The impact and effectiveness of blended learning are critical because they show how combining online and in-person instruction can improve student engagement, academic performance, and flexibility. This approach provides a comprehensive educational experience that adapts to a variety of learning needs and environments, ultimately improving overall educational outcomes. The study's goal was to investigate how blended learning disrupts traditional education models and what benefits it may offer. Methodology: Bates' research integrates academic literature, case studies, and empirical data to assess the impact of blended learning, with surveys, interviews, and case study protocols used to collect comprehensive data. The analysis brings these findings together to reveal key themes and gaps, providing a thorough understanding of blended learning's effectiveness and implementation. Results: The finding found that Blended learning has been shown to improve student engagement, academic performance, and flexibility through successful implementations at institutions such as the University of Central Florida and Georgia State University. Addressing technical and pedagogical challenges, as well as incorporating emerging technologies, is critical for reaping the benefits. Continued research and support systems will be critical for optimizing blended learning and meeting the changing needs of students and teachers. Conclusion: Blended learning improves student engagement, performance, and flexibility, as demonstrated by successful models at UCF and Georgia State University. To fully realize its potential, it must address technical and pedagogical challenges while also embracing emerging technologies, with ongoing research and strong support systems critical to future success.

A Man of Bad Reputation: The Murder of John Stephens and the Contested Landscape of North Carolina Reconstruction

A Man of Bad Reputation opens with John G. Lea’s confession that he had assassinated North Carolina State Senator John Walter Stephens in 1870. Lea gave his confession in 1919, nearly half a century after the murder. Stephens’s death, Drew A. Swanson contends, had profound repercussions. On the one hand, it “featured prominently in the US Congress’s investigation of Klan activities in the South,” which eventually led for the Enforcements Acts and the end of the first Ku Klux Klan. On the other hand, it sparked the Kirk-Holden War, which led to the impeachment of Governor William Woods Holden, his removal from office, the death of Reconstruction, and the rise of Jim Crow in North Carolina, “a new and even more effective form of white supremacy that used ‘soft’ terrorism in place of the Klan’s overt violence.” Swanson, currently Jack N. and Addie D. Averitt Distinguished Professor of Southern History at Georgia State University, offers a fascinating discussion of the life and death of Stephens, which also becomes a story about the North Carolina Piedmont, Reconstruction in North Carolina, and the ways in which people have remembered and misremembered this important period.

Researchers, Head Start programs address maternal depression

An online program developed by researchers at Georgia State University and the Oregon Research Institute aims to help low‐income mothers struggling with depression. Designed with input from Head Start mothers and staff, the program is being disseminated in Head Start programs throughout the country.

Empowering Distance Education with Artificial Intelligence

This article investigated the integration of Artificial Intelligence (AI) in the context of Distance Education (DE), with the aim of exploring its advantages, disadvantages, and the challenges faced by teachers and students. The research focused on how AI can be employed to promote meaningful learning, using a bibliographic research methodology, as proposed by Severino (2007). This approach involved the critical analysis of existing literature, including relevant case studies and theories pertinent to the use of AI in education. The main authors cited were Castro (2002) and Tavares, Meira, and Amaral (2020), whose works provided insights on the application of Intelligent Tutoring Systems (ITS) and other AI technologies in education. The literature review highlighted the potential of AI to personalize the learning experience and the associated challenges, such as the need for adequate infrastructure, digital skills, and ethical considerations. A case study from Georgia State University illustrated a successful practical application of AI to prevent student dropout, offering a model for future implementations in DE. The analysis showed that, despite obstacles, the integration of AI in DE has the potential to positively transform education, offering opportunities for more adaptive and personalized learning. In conclusion, the article emphasized the importance of addressing technical, ethical, and pedagogical challenges in adopting AI in education, highlighting the need for careful strategies that ensure the effectiveness and inclusivity of technological interventions in DE.

Investigating Performance Trends of Simulated Real-time Solar Flare Predictions: The Impacts of Training Windows, Data Volumes, and the Solar Cycle

This study explores the behavior of machine-learning-based flare forecasting models deployed in a simulated operational environment. Using Georgia State University’s Space Weather Analytics for Solar Flares benchmark data set, we examine the impacts of training methodology and the solar cycle on decision tree, support vector machine, and multilayer perceptron performance. We implement our classifiers using three temporal training windows: stationary, rolling, and expanding. The stationary window trains models using a single set of data available before the first forecasting instance, which remains constant throughout the solar cycle. The rolling window trains models using data from a constant time interval before the forecasting instance, which moves with the solar cycle. Finally, the expanding window trains models using all available data before the forecasting instance. For each window, a number of input features (1, 5, 10, 25, 50, and 120) and temporal sizes (5, 8, 11, 14, 17, and 20 months) were tested. To our surprise, we found that, for a window of 20 months, skill scores were comparable regardless of the window type, feature count, and classifier selected. Furthermore, reducing the size of this window only marginally decreased stationary and rolling window performance. This implies that, given enough data, a stationary window can be chosen over other window types, eliminating the need for model retraining. Finally, a moderately strong positive correlation was found to exist between a model’s false-positive rate and the solar X-ray background flux. This suggests that the solar cycle phase has a considerable influence on forecasting.

Centring diversity, equity, inclusion and belonging in higher education marketing: Why it is essential and how to do it well

The changing demographics in higher education require marketing and communications offices to reassess their approach to creating promotional materials. From 1980 to 2022, the number of college students who identify as Hispanic/Latinx, Asian and Pacific Islander, African American or of mixed race has increased, while the number of white college students has decreased. Creating authentic messaging that resonates with students from various backgrounds can best be achieved if marketing and communications offices centre diversity, equity, inclusion and belonging (DEIB), not only in the assets produced but also as they consider hiring practices, communications procedures and other activities. Doing so can result in an increase in student applications and enrolment rates and student retention, as well as staff retention and workplace satisfaction. This paper examines case studies from our effort at Georgia State University's J. Mack Robinson College of Business to build a marketing and communications office that reflects the diverse student population we serve so as to hone an authentic voice that speaks to students, faculty and staff. Our approach was informed by quantitative and qualitative research we conducted in 2019, in which we convened 24 focus groups and audited existing materials. In addition to better understanding our target audience and marketing materials, we also created a workplace environment in which our staff, who reflect the diverse population we serve, felt supported and satisfied. The data gathered in response to our staff building and the application of the research to articulate our brand framework and brand pillars shows that we have seen returns in the following categories — student application rates, social media engagement and website traffic.

International Partnerships in University-Level Music Education: Principles, Pivots, and Possibilities

This article reports an analytical review of research and policy concerning the qualities that create, sustain, and enliven academic partnerships between universities in different countries. This review provides context for a discussion of the development of the institutional partnership between the Universität Mozarteum Salzburg (Austria) and Georgia State University (United States of America). A scoping review of the literature suggests that such partnerships are viewed differently by those responsible for the legal agreement establishing the partnership, the faculty and students who are tasked with implementing the partnership, and outsiders who view the results of the partnership via publications, presentations, and performances. This review situates the analysis of the partnership with the identification of themes consistent with the broader literature, including a reflection on cultural awareness, access and equity, institutional and human capacity building, and ethical dilemmas. Implications include a reflection on the collaboration’s COVID-19 era development, with the suggestion that the shift to virtual communication enhanced the partnership even as it disrupted the planned implementation.

The Georgia State University Library Study Commons: A Dynamic Space for Learning and Collaboration

The Georgia State University Library Study Commons: A Dynamic Space for Learning and Collaboration

Charity Scott and ASLME.

Charity Scott was a professor of health law at Georgia State University College of Law, the founding director of the College of Law's Center for Law, Health, and Society, and co-founder of the Health Law Partnership (HeLP) at Georgia State. She is an iconic figure in her adopted hometown of Atlanta and certainly one of the most important scholars in the history of the health law field, justly celebrated for her teaching, her innovation, her commitment to interdisciplinary work, and for her compassion and love for others. She was also a dear friend of mine. In this short essay I will reflect on my friendship with Charity and her involvement with the American Society of Law, Medicine & Ethics, the publisher of this journal.

The Keynote Address to Georgia State University College of Law's 29th Annual Law Review Symposium - Access to AI Justice: A Global Response to a Global Crisis

The Keynote Address to Georgia State University College of Law's 29th Annual Law Review Symposium - Access to AI Justice: A Global Response to a Global Crisis

A Tribute to Professor Charity Scott.

It was a privilege to attend the symposium Defining Health Law for the Future, and join with so many of Georgia State University College of Law Professor Emerita Charity Scott's colleagues and friends, supporters, former students, mentees, and presenters. It was a symposium that fittingly served as a tribute to Charity and the remarkable impact she had on the many communities she touched. To the Harrell/Scott family - thank you so much for helping us celebrate Charity and her work.

A Tribute to Professor Charity Scott: Imagination, Reflection, and the Jay Healey Teaching Plenary.

Georgia State University College of Law Professor Emerita Charity Scott quoted these words from Albert Einstein in June of 2022 as she concluded a tribute to Professor Joseph (Jay) M. Healey, one of the founding lights of health law and health law teaching. She chose the quote because she thought the words and sentiment would resonate with Jay. I repeat it because Dr. Einstein's words capture the essence and heart of Charity's approach to teaching, pedagogy, and life. Charity modeled, urged, nudged, and taught the community of health law professors to embrace imagination and creativity. Charity's vision has helped us be more creative and reflective teachers.2.

Teaching Mindfulness in Class, Bringing Mindfulness to Life: A Tribute to Charity Scott's Impact on Mental Health and Well-Being in Law School and Legal Practice.

This is how Georgia State University College of Law Professor Charity Scott introduced the concept of mindfulness to numerous law students and lawyers. Aware that her skeptical, mind-driven audience needed a clear definition for a practice that seemed curious, at best, and esoteric, at worst, she immediately gave us the very lawyerly task of "pars[ing] each of these phrases to understand their importance and relevance to the legal profession"2 and applying them to our own experience of studying or practicing law. Using scientific evidence, she described the benefits of mindfulness and then invited us to try it and decide for ourselves. Charity was a superb teacher, who knew how to impart knowledge skillfully, and a brilliant lawyer, who could present and defend her case exceptionally well. In fact, "Charity Scott owned the subject matter so deeply that she was able to engage lawyers who otherwise would never have given the concept of mindfulness any credence in a million years. In a way that's hard to describe, she didn't brook any resistance on the topic and, as a result, was able to move the needle on well-being for lawyers at a time when, as far as I can tell, she was the only one doing the lifting," reflects Lynn Garson, health care attorney and mental health advocate. But I believe Charity Scott's true mastery and impact came from her embodiment of mindfulness itself. In her presence, mindfulness ceased to be a mere concept, but instead became her way of being that illuminated her words and actions, nourished her relationships, and changed lives.

INTRODUCTION Defining Health Law for the Future: A Tribute to Charity Scott.

This special edition of JLME celebrates the life of Charity Scott, Professor Emerita and Founding Director of the Center for Law, Health & Society at Georgia State University College of Law.

Charity Scott, Bioethics, and Health Law.

As Steve Kaminshine said in his comments at the symposium honoring Charity Scott, I was recruited to come to Georgia State University as a "Law and Bioethics" scholar who had spent more than sixteen years shuttling between an office in a hospital and another in a law school. But when I first visited Georgia State Law, I did not know that more than ten years earlier Charity Scott had spent the better part of an academic year living and breathing clinical ethics at Grady Memorial Hospital.1 Because of her usual habit of immersion in all learning experiences, in that year Charity gained more insight into how hospitals work and how physicians behave when they are knee deep in their professional milieu of life and death decision-making than many full-time bioethics academics do in a career. For the rest of her career Charity kept one foot well planted in the medical context, as an advisor in problems of research ethics, as a teacher in her own medical-legal partnership structured around real-life clinical problems, and as an ethical analyst who could never be accused of mouthing a mantra of phrases, the "vacuous incantation of abstract principles"2 that might pass for bioethics discourse in some circles.

Georgia State University Law Review Georgia State University Law Review

Georgia State University Law Review Georgia State University Law Review