Use Of Artificial Intelligence Tools Research Articles

Students as collaborative partners

In contemporary society, Artificial Intelligence (AI) pervades numerous facets of our lives and is likely to impact many sectors and professions, including education. Tertiary-level students in particular face challenges regarding the use of AI for studies and assessment, including limited understanding of AI tools, as well as a lack of deep critical engagement with AI for learning (Shibani et al., 2024). To respond to emerging developments in generative AI, the recent Australian Tertiary Education Quality and Standards Agency (TEQSA) report suggests tertiary-level learning and assessments be designed to foster responsible and ethical use of AI (Lodge et al., 2023). This involves the development of AI literacy among students to engage with AI in critical, ethical ways that aid their learning and not hinder it. Our project aims to narrow the AI literacy gap among students from diverse study backgrounds by providing foundational knowledge and developing critical skills for practical use of AI tools for learning and professional practice, in collaboration with students and academics as part of a Students as Partners (SAP) initiative. Staff bring expertise in AI critical engagement and students bring practical, first-hand experiences of learning in this collaboration, supported by the university’s SAP program. Building on the current UNESCO recommendations for the use of generative AI in education (UNESCO, 2023) and prior theoretical frameworks on AI literacy (Chiu et al., 2024; Ng, et al., 2021; Southworth et al., 2023) we target key skills that higher education students should develop to meaningfully engage with AI. By creating accessible and engaging resources, such as instructional videos and comprehensive guides on generative AI applications like ChatGPT and ways to prompt for enhancing learning, we introduce existing AI tools and teach students to use them effectively, promoting a hands-on learning environment. Using learning design principles, the developed curriculum will be presented in an AI Literacy module on a Canvas site, with supporting instruction workshopped with student participants for evaluation. Student cohorts recruited from diverse disciplines will pilot and assess the effectiveness of the program, and qualitative methods such as focus groups and interviews will be used for evaluation of our intervention and continuous improvements. Findings will inform tertiary students’ current level of AI literacy and the effectiveness of interventions to improve key skills beyond their disciplinary knowledge, better preparing them for life beyond university. Indeed, the implementation of similar AI literacy courses has demonstrated statistically significant improvements in AI literacy and understanding of AI concepts amongst university students (Kong, Cheung, & Zhang, 2021). Our approach underscores the importance of relational engagement in higher education with students as partners (Matthews, 2018) and participatory design with students in a topic that is significant in the current age of AI (Laupichler et al., 2022). The course's flexibility to be accessed directly or embedded into other curricula ensures scalability and broader impact, solidifying the validity of our multifaceted approach. Through utilising relevant research methodologies and learning design principles, we endeavour to create an AI literacy course that is robust, accessible, educational, and engaging to use by tertiary-level students from diverse study backgrounds.

Lecturers’ Awareness of Artificial Intelligence Tools for Teaching and Research in Alvan Ikoku Federal University of Education, Nigeria

Technology integration into curriculum no doubt has so many benefits that lecturers in tertiary educational institutions can derive. This study examined lecturers’ awareness of Artificial Intelligence (AI) tools for teaching and research at Alvan Ikoku Federal University of Education Owerri Nigeria. The AI tools examined in the study include ChatGPT, PowerPoint Speaker Coach Quillbot, Perplexity, Scholarcy, Gradescope, Mendeley Gemini, MATHia, ChatPDF, Consensus, Research Rabbit, Class Point and Scite. Three research questions and two research hypotheses guided the study. The population of study comprised lecturers in the university. Data for the study was collected using researchers developed questionnaire tagged Lecturers’ Awareness of Artificial Intelligence Tools for Teaching and Research Questionnaire (LAAITTRQ) on WhatsApp. Mean and standard deviation were used to answer research questions while independent samples t-test statistics and Analysis of Variance (ANOVA) test were employed to test the formulated hypotheses at a 0.05 level of significance. Findings reveal that lecturers are aware of AI tools for teaching and research. Furthermore, it was discovered that there was no significant difference in awareness according to gender. However, significant differences in awareness exist according to teaching experience with the least experienced lecturers having awareness mean scores higher than the most experienced and the moderately experienced. Based on the findings, the researchers recommended that workshops and training on the use of AI tools in teaching and research should be organized in the university to boost their knowledge and skills among others.

ChatGPT-4o, ChatGPT-4 and Google Gemini are compared with Students: A Study in Higher Education

The rapid advancement of artificial intelligence technologies, their pervasive use in every field, and the growing understanding of the benefits they bring have led actors in the education sector to pursue research in this field. In particular, the use of artificial intelligence tools has become more prevalent in the education sector due to the increasing number and functionality of these tools. The educational research conducted in the 4o version, which is relatively new in the context of ChatGPT tools that have gained popularity, has not yet produced a substantial body of evidence. In this study, ChatGPT-4, 4o and Google Gemini were subjected to a physiology examination taken by veterinary department students. A comparative analysis of the students' performances and the performances of these tools was conducted. In the comparison within the artificial intelligence tools themselves, the latest ChatGPT-4o version showed an accuracy rate of 90%. It was followed by Gemini and ChatGPT-4. All of the tools used in the physiology course exam were able to pass the exam with a satisfactory level. ChatGPT-4o, 4 and Gemini outperformed the students.

Utilising Artificial Intelligence (AI) in Vocabulary Learning by EFL Omani Students: The Effect of Age, Gender, and Level of Study

AI tools have enabled FLLs to navigate their journeys of learning languages. This poses several questions, particularly about the most common AI tools used in learning vocabulary and the attitudes of EFL Omani students toward using AI tools in learning English. A mixed-method research design was utilised, and the sampling included 236 respondents studying in the Sultanate of Oman. An SPSS version 29 was employed in analysing the quantitative data, whereas the qualitative data were analysed thematically. The qualitative data revealed that EFL Omani students depended heavily on Google Translation (44%) as the highest AI tool, followed by the Dictionary Application (32%), ChatGPT (22%), Chat Bot (17.40%), and Duolingo (15.70%). In addition, translating the meaning of a new word occupied the highest learning strategy (frequency: 141), followed by learning new vocabulary (frequency: 134), translating the meaning of a full sentence (frequency: 91), and learning the correct pronunciation of strange words (frequency: 90), whereas learning grammar, enhancing writing and reading skills had the lowest frequency. The quantitative data showed that the overall mean is (3.67), which reveals a high frequency of use of AI tools in learning vocabulary. The lowest mean (3.45) is associated with trusting the new vocabulary recommended by AI tools, whereas the positive effectiveness of AI tools has the highest mean (3.92). However, it was found that age, gender, and level of study do not affect EFL Omani students’ use of AI tools to learn vocabulary.

The Potential of Artificial Intelligence Tools for Reducing Uncertainty in Medicine and Directions for Medical Education.

In the field of medicine, uncertainty is inherent. Physicians are asked to make decisions on a daily basis without complete certainty, whether it is in understanding the patient's problem, performing the physical examination, interpreting the findings of diagnostic tests, or proposing a management plan. The reasons for this uncertainty are widespread, including the lack of knowledge about the patient, individual physician limitations, and the limited predictive power of objective diagnostic tools. This uncertainty poses significant problems in providing competent patient care. Research efforts and teaching are attempts to reduce uncertainty that have now become inherent to medicine. Despite this, uncertainty is rampant. Artificial intelligence (AI) tools, which are being rapidly developed and integrated into practice, may change the way we navigate uncertainty. In their strongest forms, AI tools may have the ability to improve data collection on diseases, patient beliefs, values, and preferences, thereby allowing more time for physician-patient communication. By using methods not previously considered, these tools hold the potential to reduce the uncertainty in medicine, such as those arising due to the lack of clinical information and provider skill and bias. Despite this possibility, there has been considerable resistance to the implementation of AI tools in medical practice. In this viewpoint article, we discuss the impact of AI on medical uncertainty and discuss practical approaches to teaching the use of AI tools in medical schools and residency training programs, including AI ethics, real-world skills, and technological aptitude.

Awareness and Usage of Artificial Intelligence (AI) in Promoting Music Broadcast on Radio in Warri, Nigeria

This paper investigates the level of awareness and usage of artificial intelligence (AI) for promoting music broadcast on radio stations in Warri, Nigeria. The study was prompted by the paradigm shift that is brought about by the advent of artificial intelligence. Despite the advantages inherent in technology most radio stations appear to lack knowledge of the component meant for the broadcast of music. Thus, the study establishes the extent to which the radio station in Warri, Nigeria has become AI compliant in relaying music. To determine the AI awareness level and extent of usage in music promotion on radio stations, the researcher conducted interview sessions using four (4) radio stations, forty-one (41) on Air Personalities (OAP). A Self Respondent Interview Research Instrument was administered via email contact. The study was guided by three (3) research questions. Data were analyzed with the aid of percentage calculation measure to decide the level of awareness and usage of the AI tools connected to music broadcast on radio. The study found that respondents show low level of awareness of significant AI tools and thus could not deploy AI technologies for broadcast of music. The study concludes that it is important to create high level of awareness in the use of AI tools for promotion of music broadcast on radio. The study recommends that OAP should acquire the knowledge of AI tools related to promotion of music on radio stations. The proprietors of radio stations should provide training on the use of AI technologies to enable them become AI compliant in radio broadcasting.

Health Care Professionals' Experience of Using AI: Systematic Review With Narrative Synthesis.

There has been a substantial increase in the development of artificial intelligence (AI) tools for clinical decision support. Historically, these were mostly knowledge-based systems, but recent advances include non-knowledge-based systems using some form of machine learning. The ability of health care professionals to trust technology and understand how it benefits patients or improves care delivery is known to be important for their adoption of that technology. For non-knowledge-based AI tools for clinical decision support, these issues are poorly understood. The aim of this study is to qualitatively synthesize evidence on the experiences of health care professionals in routinely using non-knowledge-based AI tools to support their clinical decision-making. In June 2023, we searched 4 electronic databases, MEDLINE, Embase, CINAHL, and Web of Science, with no language or date limit. We also contacted relevant experts and searched reference lists of the included studies. We included studies of any design that reported the experiences of health care professionals using non-knowledge-based systems for clinical decision support in their work settings. We completed double independent quality assessment for all included studies using the Mixed Methods Appraisal Tool. We used a theoretically informed thematic approach to synthesize the findings. After screening 7552 titles and 182 full-text articles, we included 25 studies conducted in 9 different countries. Most of the included studies were qualitative (n=13), and the remaining were quantitative (n=9) and mixed methods (n=3). Overall, we identified 7 themes: health care professionals' understanding of AI applications, level of trust and confidence in AI tools, judging the value added by AI, data availability and limitations of AI, time and competing priorities, concern about governance, and collaboration to facilitate the implementation and use of AI. The most frequently occurring are the first 3 themes. For example, many studies reported that health care professionals were concerned about not understanding the AI outputs or the rationale behind them. There were issues with confidence in the accuracy of the AI applications and their recommendations. Some health care professionals believed that AI provided added value and improved decision-making, and some reported that it only served as a confirmation of their clinical judgment, while others did not find it useful at all. Our review identified several important issues documented in various studies on health care professionals' use of AI tools in real-world health care settings. Opinions of health care professionals regarding the added value of AI tools for supporting clinical decision-making varied widely, and many professionals had concerns about their understanding of and trust in this technology. The findings of this review emphasize the need for concerted efforts to optimize the integration of AI tools in real-world health care settings. PROSPERO CRD42022336359; https://tinyurl.com/2yunvkmb.

Al in Secondary Classroom: A Study of Its Impact on Student Engagement, Personalized Learning, and Academic Progress

Artificial Intelligence (AI) has increasing woven itself into the fabric of our lives yet its full potential in education remains untapped. Despite its widespread use AI has not been seamlessly integrated within our education system. To ascertain the transformative impact of AI in education, this study explored the use of AI tools over a one-week period in classroom instruction. Following this, students showcased their learning using AI tools to key stakeholders. The level of student engagement was closely monitored, and an assessment was conducted to evaluate their academic progress. This study provides valuable insights for educators to inform future curriculum planning and instructional strategies.

Conceptualizing the Implications of Artificial Intelligence (AI) Tools and Personalization Marketing on Consumer Purchase Intention: Insights from the Malaysian E-Commerce Market

Artificial intelligence (AI) has emerged as a powerful tool, enabling online retailers to offer highly personalized shopping experiences tailored to individual preferences and behaviors. As e-commerce continues to grow in Malaysia, understanding the influence of AI and personalization marketing on consumer purchase intentions has become increasingly important for businesses seeking to remain competitive. However, the rapid adoption of AI also raises concerns about data privacy, ethical AI usage, and compliance with emerging data protection regulations, such as Malaysia’s Personal Data Protection Act (PDPA). This study aims to explore the potential impact of artificial intelligence (AI) and personalization marketing on consumer purchase intention within the Malaysian e-commerce market. By reviewing previous literature and theoretical frameworks, the study explores how the use of AI tools including predictive analytics automation, and personalization experiences might influence consumer behavior in online shopping environments. The study adopts a quantitative approach, in which quota sampling will be used for the participant selection. A self-administered questionnaire with a five-point Likert scale will be employed to gather data from e-commerce users in Malaysia. The findings from this study have important implications for both e-commerce businesses and policymakers in Malaysia. For businesses, understanding which aspects of AI and personalization most influence consumer purchase intentions can help them strategically implement these technologies to enhance customer engagement and drive sales. For policymakers, the study highlights the need to consider ethical and legal issues, such as data privacy and policy issues, in the growing use of AI in the e-commerce market.

Use of Artificial Intelligence tools in supporting decision-making in hospital management

BackgroundThe use of Artificial Intelligence (AI) tools in hospital management holds potential for enhancing decision-making processes. This study investigates the current state of decision-making in hospital management, explores the potential benefits of AI integration, and examines hospital managers’ perceptions of AI as a decision-support tool.MethodsA descriptive and exploratory study was conducted using a qualitative approach. Data were collected through semi-structured interviews with 15 hospital managers from various departments and institutions. The interviews were transcribed, anonymized, and analyzed using thematic coding to identify key themes and patterns in the responses.ResultsHospital managers highlighted the current inefficiencies in decision-making processes, often characterized by poor communication, isolated decision-making, and limited data access. The use of traditional tools like spreadsheet applications and business intelligence systems remains prevalent, but there is a clear need for more advanced, integrated solutions. Managers expressed both optimism and skepticism about AI, acknowledging its potential to improve efficiency and decision-making while raising concerns about data privacy, ethical issues, and the loss of human empathy. The study identified key challenges, including the variability in technical skills, data fragmentation, and resistance to change. Managers emphasized the importance of robust data infrastructure and adequate training to ensure successful AI integration.ConclusionsThe study reveals a complex landscape where the potential benefits of AI in hospital management are balanced with significant challenges and concerns. Effective integration of AI requires addressing technical, ethical, and cultural issues, with a focus on maintaining human elements in decision-making. AI is seen as a powerful tool to support, not replace, human judgment in hospital management, promising improvements in efficiency, data accessibility, and analytical capacity. Preparing healthcare institutions with the necessary infrastructure and providing specialized training for managers are crucial for maximizing the benefits of AI while mitigating associated risks.

Challenges of adhering to scientific research ethics in the artificial intelligence applications- a study on a sample of algerian researchers

This study aims to explore the impact of artificial intelligence (AI) on the accuracy and efficiency of scientific research, while focusing on the ethical challenges associated with it. It also seeks to assess the level of awareness of AI ethics among Algerian researchers and the adequacy of current policies in dealing with these challenges, such as issues of plagiarism, privacy violation, and biased results. This will provide a deeper understanding of the reality of scientific research in Algeria in light of rapid technological developments. An electronic questionnaire was used, targeting a group of Algerian researchers, reaching a sample size of 623 individuals. Through this questionnaire, we aimed to collect data that would enable us to provide recommendations to enhance the responsible and ethical use of AI tools while maintaining the integrity and reliability of scientific research. The study found that the respondents demonstrated varying levels of awareness of the ethical implications of using AI in their research, with a lack of adequate training and resources to help researchers deal with the ethical complexities of AI-based research. The study also confirms that current ethical policies and regulations in Algeria are insufficient to effectively address the challenges posed by AI. This calls for the establishment of a comprehensive legal framework in the near future and the updating of ethical guidelines to regulate the use of AI in academic research.

Utilisation of ChatGPT and other Artificial Intelligence tools among medical faculty in Uganda: a cross-sectional study

Background ChatGPT is an open-source large language model that uses deep learning techniques to generate human-like texts. ChatGPT has the potential to revolutionize medical education as it acts as an interactive virtual tutor and personalized learning assistant. We assessed the use of ChatGPT and other Artificial Intelligence (AI) tools among medical faculty in Uganda. Methods We conducted a descriptive cross-sectional study among medical faculty at four public universities in Uganda from November to December 2023. Participants were recruited consecutively. We used a semi-structured questionnaire to collect data on participants’ socio-demographics and the use of AI tools such as ChatGPT. Our outcome variable was the use of ChatGPT and other AI tools. Data were analyzed in Stata version 17.0. Results We recruited 224 medical faculty, majority [75% (167/224)] were male. The median age (interquartile range) was 41 years (34–50). Almost all medical faculty [90% (202/224)] had ever heard of AI tools such as ChatGPT. Over 63% (120/224) of faculty had ever used AI tools. The most commonly used AI tools were ChatGPT (56.3%) and Quill Bot (7.1%). Fifty-six faculty use AI tools for research writing, 37 for summarizing information, 28 for proofreading work, and 28 for setting exams or assignments. Forty faculty use AI tools for non-academic purposes like recreation and learning new skills. Faculty older than 50 years were 40% less likely to use AI tools compared to those aged 24 to 35 years (Adjusted Prevalence Ratio (aPR):0.60; 95% Confidence Interval (CI): [0.45, 0.80]). Conclusion The use of ChatGPT and other AI tools was high among medical faculty in Uganda. Older faculty (>50 years) were less likely to use AI tools compared to younger faculty. Training on AI use in education, formal policies, and guidelines are needed to adequately prepare medical faculty for the integration of AI in medical education.

Artificial intelligence in healthcare: a scoping review of perceived threats to patient rights and safety

BackgroundThe global health system remains determined to leverage on every workable opportunity, including artificial intelligence (AI) to provide care that is consistent with patients’ needs. Unfortunately, while AI models generally return high accuracy within the trials in which they are trained, their ability to predict and recommend the best course of care for prospective patients is left to chance.PurposeThis review maps evidence between January 1, 2010 to December 31, 2023, on the perceived threats posed by the usage of AI tools in healthcare on patients’ rights and safety.MethodsWe deployed the guidelines of Tricco et al. to conduct a comprehensive search of current literature from Nature, PubMed, Scopus, ScienceDirect, Dimensions AI, Web of Science, Ebsco Host, ProQuest, JStore, Semantic Scholar, Taylor & Francis, Emeralds, World Health Organisation, and Google Scholar. In all, 80 peer reviewed articles qualified and were included in this study.ResultsWe report that there is a real chance of unpredictable errors, inadequate policy and regulatory regime in the use of AI technologies in healthcare. Moreover, medical paternalism, increased healthcare cost and disparities in insurance coverage, data security and privacy concerns, and bias and discriminatory services are imminent in the use of AI tools in healthcare.ConclusionsOur findings have some critical implications for achieving the Sustainable Development Goals (SDGs) 3.8, 11.7, and 16. We recommend that national governments should lead in the roll-out of AI tools in their healthcare systems. Also, other key actors in the healthcare industry should contribute to developing policies on the use of AI in healthcare systems.

From entry to transformation: exploring AI integration in teachers’ K–12 assessment practices

ABSTRACT This study explores the role of artificial intelligence (AI) in K–12 student assessment practices, focusing on educators’ use of AI tools. Through content analysis of active Facebook groups dedicated to AI in education, the authors examined how educators integrate AI into assessment across various grade levels and subjects. Using the Technology Integration Model, they analysed posts to evaluate the use of AI across subjects and grade levels. The findings revealed a progression from initial interest and experimentation with AI to more advanced, adaptive uses in assessment creation and grading. Educators reported positive experiences with AI-driven tools, especially in automating tasks and gamifying assessments. However, challenges such as ensuring reliable, context-specific feedback persist. Overall, the research highlights AI’s potential to enhance student-centred assessment practices and provides insights for educators, administrators and policymakers on AI’s evolving role in education.

AI-Powered E-Learning for Lifelong Learners: Impact on Performance and Knowledge Application

The widespread integration of artificial intelligence (AI) technologies, such as generative AI tools like ChatGPT, in education and workplaces requires a clear understanding of the factors that influence their adoption and effectiveness. This study explores how the ease of using AI tools, the ability to apply knowledge gained from them, and users’ confidence in learning with AI impact individuals’ performance and frequency of use. We also examine how these factors affect academic success and job performance among adults engaged in lifelong learning. Using data from 300 participants analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM), we found that, when AI tools are easy to use, individuals experience greater benefits and are more likely to use them regularly. Applying knowledge from AI tools enhances both personal performance and usage frequency. Additionally, having confidence in one’s ability to learn with AI leads to significant improvements in personal outcomes and an increased use of AI tools. These findings highlight the importance of designing user-friendly AI technologies, promoting the practical application of AI-generated knowledge, and building users’ confidence to maximize the benefits of AI. Educators, policymakers, and AI developers can use these insights to develop strategies that enhance academic and job performance through effective AI integration. Future research should consider other influencing factors and employ longitudinal studies to further validate these findings.

Development of an Evaluation Instrument on Artificial Intelligence Search Tools for Evidence Synthesis

Canada’s Drug Agency has developed an instrument to monitor and evaluate artificial intelligence tools for information retrieval so that, as these tools evolve, we can leverage them appropriately. We are sharing our instrument to help other evidence synthesis producers evaluate and make use of artificial intelligence tools for information retrieval.

Artificial intelligence (AI) and scholarly publishing ethics: A content analysis of journal policies

Artificial intelligence (AI) technologies have received significant attention since the launch of ChatGPT in late 2022. People are experimenting with AI technologies in different aspects of daily life, including the use of AI tools in the scholarly writing process. Researchers and journal publishers are debating the impact of AI technologies on the quality and accountability of scholarly works. Indeed, scholarly journals play an important role in the dissemination of research and should be advising authors on the appropriate and acceptable use of AI technologies in scholarly publishing. Yet very few studies have examined how journals are providing AI-related guidance to authors. This work-in-progress (WIP) research explores how scholarly journals advise authors about the use of AI in the scholarly writing process by conducting a content analysis of journal policies. Specifically, the study sample was comprised of the top 20 journals, identified using journal metrics provided by Google Scholar in the following subject areas: STEM, humanities, literature & arts, social sciences, and library and information sciences. Policies from these 80 journals were collected from publicly available websites and then examined in August 2024 to assess how journals are currently providing AI-related guidance to authors. The guiding research questions and content analysis focused on the following aspects: 1) The presence or absence of AI in the journal policy; 2) Definition / examples of AI; 3) Guidance on the use of AI for authors; 4) Guidelines about AI for peer reviewers. In this WIP poster, preliminary findings from the content analysis are presented.

The Effectiveness of using Artificial Intelligence for Building Professional Competencies of Future Specialists in Art Majors in Higher Education Institutions

The research aims to study the impact of the use of artificial intelligence (AI) tools in higher education institutions (HEIs) on building professional competencies of future art specialists. The research employed quantitative and qualitative methods (in particular, modeling methods, pedagogical experiments, and survey of respondents to assess the impact of AI tools on building professional competencies). The author’s definition of the concept of “professional competencies of art specialists” is proposed. Targeted tools were selected and used for building components of professional competencies. For example, VocalAnalysis AI tools were used to form the perceptual component — for students majoring in Musical Art; Art Vision AI — for students majoring in Fine Arts; ChoreoVision AI — for students majoring in Choreography. The results of the study show that students rated their level of ability to use AI as higher than medium. The questionnaire designed to study the impact of the use of AI on building professional competencies of future specialists in art majors, demonstrated a high level of agreement between the assessment of the impact of the use of AI tools on the formation of various components of professional competencies. Further research can be aimed at the development and testing of an algorithm for objective expert evaluation of specific AI tools for the implementation of art projects by students of the specified art majors.

Generative artificial intelligence tools for diverse learning styles in design education

The integration of Artificial Intelligence (AI) is transforming design education by automating processes and enhancing learning. Early exposure to AI offers students a competitive edge in critical thinking and problem-solving. AI tools can inspire space planning, improve workflow, reduce cognitive load, and foster creativity. This study explores how the VARK model, which categorizes learning styles into Visual, Auditory, Reading/Writing, and Kinesthetic, influences student engagement with AI tools. In an interior design classroom study involving 32 sophomore students, AI tools were used to create floor plans and generate 3D images. The study assessed the correlation between learning styles and technology acceptance. Results revealed no strong correlations between individual learning styles and perceived ease of use, perceived usefulness, or actual use of AI tools. However, visual and kinesthetic learners displayed higher engagement, suggesting that these modalities may benefit more from AI-enhanced design education. The study also confirmed that perceived ease of use and usefulness are critical factors in technology acceptance, aligning with the Technology Acceptance Model (TAM). The findings suggest that AI tools can be broadly effective across diverse learning styles, with a universal perception of their utility in design education. This research highlights the potential of AI to support creative problem-solving and prepare students for future challenges in a digital design landscape. While learning styles influence engagement, AI tools’ usability and educational benefits are consistently recognized, demonstrating their transformative potential in design education.

Cognitive and sociocultural dynamics of self-regulated use of machine translation and generative AI tools in academic EFL writing

With emerging artificial intelligence (AI) technology, language education has become an increasingly dynamic field where traditional teaching methods intersect with rapidly evolving digital tools, transforming the way English as a Foreign Language (EFL) is taught and learned. This study examines the intersection of cognitive processes and sociocultural contexts in English as a Foreign Language (EFL) classrooms, focusing on 79 learners enrolled in a compulsory EFL course at a Japanese university and their self-regulated use of AI tools like ChatGPT and Google Translate for writing tasks. Employing a mixed-methods approach, this study investigates learners' evolving perceptions and highlights the interplay between their cognitive engagement and sociocultural interactions within the classroom setting. Quantitative data from pre- and post-surveys reveal learners’ attitudes towards AI-assisted writing, while qualitative insights are drawn from their self-reported experiences. Findings indicate that while the students perceived that their writing outcomes have improved by using AI tools for editing, the role of instructors for providing proper guidance and training on the technology, as well as the collocative learning with peers cannot be replaced by the AI tools.