Miscommunication and communication challenges between instructors and students represents one of the primary barriers to post-secondary learning. Students often avoid or miss opportunities to ask questions during office hours due to insecurities or scheduling conflicts. Moreover, students need to work at their own pace to have the freedom and time for the self-contemplation needed to build conceptual understanding and develop creative thinking skills. To eliminate barriers to student engagement, academic institutions need to redefine their fundamental approach to education by proposing flexible educational pathways that recognize continuous learning. To this end, we developed an AI-augmented intelligent educational assistance framework based on a power language model (i.e., GPT-3) that automatically generates course-specific intelligent assistants regardless of discipline or academic level. The virtual intelligent teaching assistant (TA) system will serve as a voice-enabled helper capable of answering course-specific questions concerning curriculum, logistics and course policies. It is envisioned to improve access to course-related information for the students and reduce logistical workload for the instructors and TAs. Its GPT-3-based knowledge discovery component as well as the generalized system architecture is presented accompanied by a methodical evaluation of the system accuracy and performance.
GenAITEd Ghana: A First-of-Its-Kind Context-Aware and Curriculum-Aligned Conversational AI Agent for Teacher Education
University of Georgia（佐治亚大学）；St. Joseph’s College of Education（圣约瑟夫教育学院）；Bagabaga College of Education（巴加巴加教育学院）；Gambaga College of Education（甘巴加教育学院）；University of Education, Winneba（温尼巴教育大学）；Komenda College of Education（科门达教育学院）；University of Skills Training and Entrepreneurial Development（技能培训与创业发展大学）；Generative AI for Education and Research in Africa (GenAI-ERA)（非洲生成式人工智能教育与研究组织（GenAI-ERA））
Advancing Inclusivity in Cybersecurity Education: Integrating Intersectionality to Enhance Student Engagement in Australian Higher Education Curriculums Strategies, Barriers, and Future Directions
School of Computing Technologies, RMIT（皇家墨尔本理工大学计算技术学院）；University of Tasmania（塔斯马尼亚大学）；Adelaide University（阿德莱德大学）；Office of Indigenous Education Research and Engagement, RMIT University（皇家墨尔本理工大学原住民教育研究与参与办公室）
Waterproof Editor: an educational environment for proof assistants and programming languages
Mathematical Institute, Utrecht University（乌得勒支大学数学研究所）；Department of Mathematics and Computer Science, Eindhoven University of Technology（埃因霍温理工大学数学与计算机科学系）；Radboud University Nijmegen（奈梅亨拉德堡德大学）
Evaluating AI-Powered Learning Assistants in Engineering Higher Education: Student Engagement, Ethical Challenges, and Policy Implications
ByWater Institute, Tulane University（杜兰大学拜沃特研究所）；Office of Teaching, Learning, and Technology, University of Iowa（爱荷华大学教学、学习与技术办公室）；River-Coastal Science and Engineering, Tulane University（杜兰大学河流与海岸科学与工程系）
本研究评估了在R1公立大学工程本科课程中应用的AI学习框架Educational AI Hub，通过混合方法发现学生认可其便利性但存在伦理顾虑，强调需提升可用性、伦理透明度并辅以教师指导以促进有效AI学习参与。
非洲的学生与教师的比例很高，限制了学生获得教师的机会。因此，学生们很难得到他们问题的答案。在这项工作中，我们扩展了我们以前的人工智能教学助手Kwame，将其调整为科学教育，并将其部署为Web应用程序。Kwame for Science基于西非高中证书考试（WASSCE）的综合科学科目回答学生的问题。Kwame for Science是一个基于句子BERT的问答网络应用程序，它显示3个段落作为答案，并在回答科学问题时显示信心分数。此外，它显示了前5个相关的过去考试的问题和他们的答案，除了3段。我们对Kwame for Science进行了为期2.5周的实际部署的初步评估，结果显示前3名的准确率为87.5%（n=56），共有11个国家的190名用户。Kwame for Science将为非洲数百万人提供可扩展的、具有成本效益的高质量远程教育。
When Administrative Networks Fail: Curriculum Structure, Early Performance, and the Limits of Co-enrolment Social Synchrony for Dropout Prediction in Engineering Education
How Does Science Education Research Respond to Sociopolitical Change? A BERTopic Analysis of Korean Research
Seoul National University（首尔大学）；Korea Institute for Advanced Study（韩国高等研究院）；Gwangju National University of Education（光州国立教育大学）；Indiana State University（印第安纳州立大学）
The Impact of Artificial Intelligence on the Evolution of Digital Education: A Comparative Study of OpenAI Text Generation Tools including ChatGPT, Bing Chat, Bard, and Ernie
Department of English literature and language（英语文学与语言系）；St.Mary’s University of San Antonio（圣玛丽大学）；Foster School of Businesses（商学院）；University of Washington（华盛顿大学）；Department of Civil and Environmental Engineering（土木与环境工程系）；Florida International University（佛罗里达国际大学）；Department of Electrical Engineering and Computer Science（电气工程与计算机科学系）；Florida Atlantic University（佛罗里达Atlantic大学）
