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Journal articles on the topic 'Artificial intelligence-assisted teaching'
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1
Dai, Dan Dan. "Artificial Intelligence Technology Assisted Music Teaching Design." Scientific Programming 2021 (December 21, 2021): 1–10. http://dx.doi.org/10.1155/2021/9141339.
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With the continuous improvement of the global economic level and scientific level, information technology has penetrated into all fields of people’s life. Today, the strategy of vigorously promoting educational modernization has created conditions for intelligent music teaching and promoted the in-depth application of artificial intelligence technology in education. Intelligent instructional design supported by artificial intelligence technology is the deep integration of information technology and music teaching. Through the intelligent perception technology, learning analysis technology, and emotional computing technology of artificial intelligence, an intelligent music teaching model is established. The online learning and education platform based on big data intelligence provides teachers with rich teaching methods, provides personalized evaluation and adaptive learning services for students’ learning, and helps improve the efficiency of music teaching. The traditional teaching design model cannot effectively guide the intelligent music teaching and cannot meet the needs of students’ development. Therefore, on the basis of previous studies, the author studies the intelligent teaching design supported by artificial intelligence technology. This study uses new generation information technologies such as big data, Internet of things, mobile Internet, and artificial intelligence to build a complete set of scientific intelligent music teaching design model. Wisdom teaching provides a reference for the whole process before, during, and after class, helps guide teachers to better carry out wisdom teaching, helps students explore cooperative and autonomous learning, and promotes the wisdom transformation of teaching methods and learning methods to a certain extent. Music classroom teaching has become more targeted and effective. Therefore, it is of great significance to cultivate intelligent music talents.
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Yuan, Kuixing. "Research on Music Teaching Systems Assisted by Artificial Intelligence." International Journal of e-Collaboration 20, no. 1 (2024): 1–17. http://dx.doi.org/10.4018/ijec.349746.
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In music teaching, the application of artificial intelligence has brought revolutionary changes to teaching and greatly improved the teaching quality and learning effect. The purpose of this study is to explore the application and effectiveness of artificial intelligence in auxiliary music teaching system. With the rapid development of information technology, the application of artificial intelligence in the field of education is more and more extensive, especially in the field of music teaching, and its potential and value are gradually emerging. In this study, by constructing a music teaching system based on artificial intelligence, the influence of learners on music cognition, skill mastery and innovation ability was deeply studied. In terms of research methods, this study uses empirical research methods, combined with questionnaires, teaching experiments, data analysis and other means to comprehensively evaluate the effectiveness of artificial intelligence-assisted music teaching system.
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Wang, Jing, Jieren Zhang, Lina Chen, and Jianbiao Dai. "Study of Artificial Intelligence-Assisted English Oral Teaching." Scientific Journal of Intelligent Systems Research 6, no. 8 (2024): 1–8. http://dx.doi.org/10.54691/8965yk53.
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This study investigates and practices the auxiliary role of Artificial Intelligence (AI) technology, especially Large Language Models (LLM) and Text-to-Speech (TTS) technology, in English oral teaching. In the study, an AI-based LLM oral dialogue platform was constructed to replace teachers for one-on-one interactive training with students. It has been applied in college English teaching in various universities, and teaching data has been collected and analyzed in real-time. The effectiveness of AI technology in assisting college English oral teaching was evaluated, and the role of AI technology application in improving students' oral skills was explored. We conducted comparative analysis on indicators such as the speaking sentence length, speech rate, and combined with questionnaires from students, we surveyed the practical effects of AI oral teaching. The study shows that AI-assisted dialogue training has a significant positive effect on college English oral skills, and we have also proposed corresponding teaching strategies and suggestions.
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Zhang, Jingjing. "Computer Assisted Instruction System under Artificial Intelligence Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (2021): 4. http://dx.doi.org/10.3991/ijet.v16i05.20307.
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In order to promote the development of intelligent teaching system, artificial intelligence technology is combined with computer assisted instruction (CAI) system to produce intelligent CAI (ICAI), and the design of ICAI is studied in order to facilitate the application and implementation of intelligent teaching system. First, there is an introduction of the basic concepts, related theories, and implementation principles of ICAI. Then, the requirements of ICAI are analyzed in detail on the basis of studying the relevant technologies required by ICAI, including the functional and non-functional requirements. The subsystem is set based on the different needs of the target users (administrator, teacher, and student users). Finally, the general and functional structure of ICAI are designed, and there are tests for the system functions. The results show that the system takes Java Server Pages (JSP) as the development language, Struts2 as the technical framework, and SQL Server 2008 as the back-end database, which realizes a teaching platform mainly for teachers, students, and administrators. After testing, the overall operation of the system is good, and the functional test results of the login module, homework release, and learning resource upload meet the software design requirements. The response time of the system prolongs, the number of users who can’t successfully log in grows, and the utilization of server central procession unit (CPU) and memory utilization both increase, which are caused by the increasing number of concurrent users. The results indicate that the combination of CAI and artificial intelligence (AI) technology can meet students’ online teaching demands, break the time-space limitation of traditional teaching, and provide important reference value for the reform of teaching mode and the improvement of teaching quality
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Chen, Zhuoyi. "Artificial Intelligence Versus Human Teachers: Multimedia Class Design in the Context of Artificial Intelligence." Communications in Humanities Research 59, no. 1 (2025): 107–13. https://doi.org/10.54254/2753-7064/2024.22748.
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In the information age, multimedia has been applied across various fields. By integrating text, images, audio, video, and animation, multimedia provides diverse interactive experiences that enhance human understanding and feedback. In education, multimedia teaching has been widely adopted. It has not only become a common teaching method in traditional offline classrooms but has also facilitated online teaching, overcoming the constraints of time and space. With the global interest in generative Artificial Intelligence, exemplified by ChatGPT, the application of Artificial Intelligence in multimedia teaching has become a significant topic of discussion. This essay aims to address this gap by investigating multimedia teaching activities within the context of human-AI interaction, exploring issues related to AI-driven teaching and AI-assisted student learning. In the realm of human-computer interaction, this essay will apply communication theories, such as the theory of planned behavior, to examine the design principles and considerations for Artificial Intelligence teaching.
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Weiwei, Sun. "Design of Auxiliary Teaching System for Preschool Education Specialty Courses Based on Artificial Intelligence." Mathematical Problems in Engineering 2022 (March 18, 2022): 1–9. http://dx.doi.org/10.1155/2022/4504707.
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In order to improve the data retrieval accuracy of preschool education major curriculum, this paper designs an auxiliary teaching system for preschool education specialty courses based on artificial intelligence. 2000 preschool education teachers and 3000 students in M city were selected to conduct a questionnaire survey to analyze the application status of artificial intelligence technology, advantages and disadvantages of assisted teaching, obstacles and training intentions of assisted teaching, and the impact on the personal development of teachers and students. Using artificial intelligence technology to improve the shortcomings of existing preschool education professional courses, through the Vue.js technology in the artificial intelligence method to achieve the MVVM mode sharing of preschool education professional courses, using MySQL database to achieve multiuser multithread operation of preschool education system, using MySQL data to complete data storage, C# was used as the programming language to design the learning module of preschool education professional courses, and the artificial intelligence-based preschool education professional course auxiliary teaching system was designed. The experimental results show that when the retrieval quantity of curriculum resources is 600 GB, the response time of resource retrieval of the designed system is 7 s, and the retrieval accuracy of curriculum data of education major can reach 95%. The performance of the system is good.
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Lu, Lu, and Peijun Shen. "The Development History and Future Trend of Computer-Assisted Teaching." Highlights in Science, Engineering and Technology 72 (December 15, 2023): 423–28. http://dx.doi.org/10.54097/mn007h87.
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As the world population continues to grow, computer-assisted instruction can help alleviate the educational problems of a large population. Since the first example of computer-assisted instruction, Programmed Logic for Automated Teaching Operations, appeared in the 1960s, computer-assisted instruction's development has constantly been changing. Because of the attention and research of relevant workers, computer-assisted instruction covers more and more fields. Moreover, with the development of artificial intelligence technology, the functions of computer-assisted instruction are increasing, and the depth of teaching is increasing, which has a significant and far-reaching impact on the education sector and has a good development prospect in the future. This paper summarizes the systems, software, and algorithms of computer-assisted instruction since the 1960s compares them and combs the formation and development of computer-assisted instruction. After entering the 21st century, the development of Artificial Intelligence has provided a new direction for computer-assisted instruction. In the future, computer-assisted instruction will become more personalized and interactive, providing good learning guidance for self-learners.
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Zhu, Jie. "Exploring Innovative Piano Teaching Models with AI Assistance." Region - Educational Research and Reviews 6, no. 12 (2024): 166. https://doi.org/10.32629/rerr.v6i12.3023.
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With the rapid development of artificial intelligence technology, the field of piano teaching is ushering in a profound change. This paper explores the innovative piano teaching mode assisted by artificial intelligence, which realizes personalized learning path planning, precise real-time feedback, emotional interactive experience and diversified teaching resources integration by deeply integrating AI technology and traditional teaching methods. This paper analyzes how the model breaks through the limitations of traditional teaching, improves students' learning efficiency and interest, and at the same time retains and strengthens the importance of artistic cultivation and emotional communication. Through the analysis of specific cases and strategies, it demonstrates the great potential and application prospects of artificial intelligence in piano teaching.
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Yue, Shuzhen. "A Practical Study on Artificial Intelligence (AI)-Assisted College English Translation Teaching." Journal of Research in Science and Engineering 6, no. 10 (2024): 15–17. http://dx.doi.org/10.53469/jrse.2024.06(10).04.
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With the advent of the digital age, it has become an inevitable trend to integrate advanced artificial intelligence technology with English translation teaching in colleges and universities. This paper aims to explore the practical application of artificial intelligence (AI)-assisted English translation teaching in colleges and universities, analyze its advantages in improving teaching efficiency, promoting personalized learning, and providing intelligent tutoring, and put forward corresponding strategies and suggestions. Through specific cases, this paper demonstrates the actual application effect of AI in translation teaching and looks forward to the future development direction.
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Cui, Ying, and Shuzhen Yue. "Business English Teaching with Intelligent Assistance—Research on Case-driven and Artificial Intelligence Application Improvement." Journal of Educational Research and Policies 6, no. 10 (2024): 71–74. http://dx.doi.org/10.53469/jerp.2024.06(10).18.
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This paper explores a new model of business English teaching in an intelligent-assisted environment. Through the application of case-driven and artificial intelligence technology, it aims to improve teaching effectiveness and learning efficiency. The article first analyzes the current status and problems of business English teaching, and then introduces in detail the specific application of case-driven teaching method and artificial intelligence technology in business English teaching. Finally, the effectiveness of this teaching model is verified through empirical research, and the prospects for future research are proposed. Resources.
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Xia, Jingling. "Research on the Challenges and Pathways to Improve the Effectiveness of High School English Teaching in the Era of Artificial Intelligence." Journal of Education, Humanities and Social Sciences 38 (September 28, 2024): 105–10. http://dx.doi.org/10.54097/7qnewn12.
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In the era of artificial intelligence, curriculum standards are constantly changing, and higher requirements are placed on students. Due to the constant availability of time, classroom efficiency must be significantly improved. How to improve classroom efficiency and help students achieve higher abilities within a limited time has become a core issue in the education industry. This study aims to explore the challenges in high school English teaching based on the complexity of the English knowledge system, as well as how current artificial intelligence technology can maximize its auxiliary functions. This article mainly analyzes the challenges and path research of improving the effectiveness of high school English teaching under the background of artificial intelligence. It mentions three challenges: low-level motivation of students, low-level work motivation of teachers, and imbalanced use of artificial intelligence, and proposes corresponding solutions, such as using artificial intelligence to provide personalized feedback, using AI-assisted teaching to help teachers enrich teaching forms and reduce burden, and strengthening cross-cultural communication between AI and English, striving to develop more functions of AI that can be used for English teaching.
12
Long, Xin. "Practice Research on Generative Artificial Intelligence Assisted Junior High School English Reading Teaching." Scientific Journal of Technology 7, no. 3 (2025): 243–51. https://doi.org/10.54691/q6yecm14.
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With the rapid development of modern information technology, especially artificial intelligence technology, technology enabled English teaching has become a new direction and pursuit of current English education. It not only provides English teachers with more accurate language knowledge and rich teaching resources, but also helps to improve students' learning efficiency and promote the implementation of English subject core literacy goals in the classroom. As a chat robot program based on natural language processing technology, generative artificial intelligence can recognize and understand the input text, output answers and feedback similar to human text in the form of text according to instructions and context, and realize meaningful dialogue and communication with users. This paper attempts to integrate generative artificial intelligence. It can be applied to high school English reading teaching. Combined with specific cases, this paper discusses the possibility of AI technology enabling English teaching, in order to provide experience for front-line teachers to carry out English reading teaching practice.
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PRATAP SINGH, DIVYANSH. "Impact of Artificial Intelligence on the Academic Environment." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 04 (2025): 1–9. https://doi.org/10.55041/ijsrem44260.
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Integrating Artificial Intelligence (AI) in education has significantly transformed teaching methodologies, assessment systems, and student engagement. This study evaluates the impact of AIdriven personalized learning and compares AI-assisted grading systems with traditional methods. The research examines the relationship between AI adoption and student performance using a dataset of 115 respondents and applying statistical techniques such as correlation analysis, chi-square tests, and parabolic distribution modelling. Findings reveal that while AI contributes to improved learning outcomes, its influence on teaching preference remains statistically weak (correlation coefficient r = 0.089). Furthermore, chi-square analysis (χ² = 9.57, p = 0.144) suggests no significant association between AI performance perception and preference for AI-assisted teaching. The parabolic representation of mean (2.43), median (3.0), and mode (3.0) highlight a concentration of responses favoring AI-driven improvements, though variations exist across demographics. These results indicate that while AI enhances learning effectiveness, external factors such as subject complexity, institutional policies, and individual teaching styles may influence AI acceptance. The study contributes to future AI research by identifying key adoption trends, recommending data-driven strategies for AI integration in education, and addressing potential challenges such as algorithmic bias and accessibility gaps. The findings serve as a foundation for policymakers, educators, and researchers to refine AI-driven academic frameworks, ensuring equitable and efficient learning environments. Keywords: Artificial Intelligence, Personalized Learning, AI Grading, Statistical Analysis, Education Technology, Data-Driven Decision Making
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Zhang, Xiaochen, and Dayu Yang. "Research on Music Assisted Teaching System Based on Artificial Intelligence Technology." Journal of Physics: Conference Series 1852, no. 2 (2021): 022032. http://dx.doi.org/10.1088/1742-6596/1852/2/022032.
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Wu, Runqiu. "The Impact of Artificial Intelligence-Assisted Teaching on Teachers' Instructional Development." Journal of Education, Humanities and Social Sciences 45 (December 26, 2024): 19–23. https://doi.org/10.54097/7821c148.
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Global attention has been attracted to Artificial Intelligence (AI) due to its rapid development. As a new science technology, AI has not only made remarkable achievements in the business and industrial fields but also gradually affected the education field, bringing far-reaching impacts on the traditional teaching model. However, with the proliferation of AI technology, teachers are facing challenges in terms of role orientation and professional development. This essay analyses the challenges that teachers are facing in the age of AI and proposes strategies to rationally balance the application of AI in education, to provide valuable management ideas and suggestions for educational policymakers. This essay concludes that the impact of AI on education consists of positive effects such as improving teaching efficiency, providing personalized learning, and reducing the burden on teachers, but at the same time, it brings with it challenges such as the change in teachers' professional roles and the need for skills upgrading. Based on this, this essay proposes recommendations to strengthen teacher training to enhance their AI-related skills, formulate policies to safeguard teachers' professional development and promote the application of human-computer collaboration models in education.
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Stevens, John PaŋƆni. "Artificial Intelligence in the Teaching of English Grammar." International Journal of Research and Innovation in Applied Science X, no. VI (2025): 878–96. https://doi.org/10.51584/ijrias.2025.10060066.
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The integration of Artificial Intelligence (AI) into education has gained significant momentum globally, offering innovative solutions to enhance teaching and learning experiences. Because it offers creative ways to improve teaching and learning, artificial intelligence (AI) integration into education has accelerated significantly on a comprehensive scale. However, there are significant obstacles to the use of AI in secondary schools in Sierra Leone, especially when it comes to teaching English grammar. Teachers and students are notably reluctant to adopt AI technologies, despite the inherent potentials and advantages, which include individualized instruction and instant feedback. This study explores the integration of Artificial Intelligence (AI) tools in the teaching of English grammar, focusing on a sample of 3,676 students across secondary and tertiary institutions in Sierra Leone. While global trends highlight AI's growing influence in language education, the Sierra Leonean context presents unique challenges. The study found that although AI-assisted instruction led to measurable improvements in grammar proficiency among students, the overall reception in secondary schools was notably resistant. Through surveys, classroom observations, and teacher interviews, it emerged that many secondary school educators and learners expressed skepticism toward AI tools such as grammar checkers and language-learning chatbots.
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Zheng, Hanwen, and Dandan Dai. "Construction and Optimization of Artificial Intelligence-Assisted Interactive College Music Performance Teaching System." Scientific Programming 2022 (July 19, 2022): 1–9. http://dx.doi.org/10.1155/2022/3199860.
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This research focuses on the relationship between artificial intelligence technology and music performance in colleges and universities and explores the application of artificial intelligence technology in music teaching. At the same time, it explores the deficiencies of existing computer-assisted language learning software and systems through questionnaires and interviews and also proposes solutions, such as further understanding of theories, enhancing learners’ confidence, and stimulating their interest in learning. The results of this research will help to improve the application of online intelligent human-computer systems in music teaching and provide dynamic support for improving the quality of music teaching and talent training in colleges and universities.
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Li, Zhi, Zhao Guang, and Wen Sun. "Evaluation and Analysis of Assisted Instruction and Ability Improvement Based on Artificial Intelligence." Journal of Sensors 2022 (July 19, 2022): 1–13. http://dx.doi.org/10.1155/2022/9979275.
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Teachers are a very important part of university education. They have the responsibility of teaching and educating people, and it is also their unshakable responsibility to train all-round talents for the country. If we want to improve students’ quality, we must improve teachers’ teaching quality and pay attention to the research of teachers’ teaching ability. This paper analyzes the connotation of artificial intelligence-assisted instruction. Then, Bayesian active learning modeling is used. This paper mainly adopts the way of questionnaire and empirical research methods and launches a basic investigation on the teaching ability of university teachers. Through investigation, the following problems are summarized: (1) insufficient self-knowledge reserve and weak teaching theoretical foundation and (2) inaccurate orientation of teaching objectives and single teaching methods. Schools need to enrich training methods, establish multiple effective mechanisms for evaluation, meet the basic requirements of each teacher, and play the role of inspiring teachers. As for teachers, they need to have a good attitude, be full of interest in teaching and educating people, have a strong sense of responsibility, and constantly improve themselves and improve themselves.
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Lv, Zhaojie, and Limin Zhang. "Investigating the Effectiveness of Artificial Intelligence in English Listening Teaching." International Journal of Web-Based Learning and Teaching Technologies 20, no. 1 (2025): 1–19. https://doi.org/10.4018/ijwltt.381303.
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The latest advancements in AI are reshaping the way we learn foreign languages through listening comprehension. However, the empirical studies on how artificial intelligence in English listening teaching can effectively improve EFL learners' listening proficiency are still limited. To address this gap, this study aims to investigate the role of the AI-assisted New Concept English App as a tool in improving EFL listening. Based on a mixed methods approach, this study invited a total of 89 Chinese university students from three groups to participate in the experiment. Data obtained from five achievement tests and post-session interviews with the participants were collected, processed, and analyzed. The findings reveal that AI-assisted application does not imply a strong advantage in terms of improving overall student achievement in listening, in spite of the fact that the majority of students surveyed advocated embracing and fully using it.
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Yang, Yaokun. "Piano Performance and Music Automatic Notation Algorithm Teaching System Based on Artificial Intelligence." Mobile Information Systems 2021 (October 19, 2021): 1–13. http://dx.doi.org/10.1155/2021/3552822.
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Artificial intelligence is a subject that studies all kinds of human intelligent activities and their laws. It is developed on the basis of the cohesion of many disciplines such as computer science, politics, information system, neurophysiology, psychology, philosophy, and language. This paper aims to study how to build a computer or intelligent machine, including hardware and software, imitate and expand the human brain to perform thinking functions such as thinking, programming, arithmetic, and learning, solve complex problems that need to be handled by professionals, and better apply the artificial intelligence assistance system to the teaching of piano performance. In this paper, Prolog language and music-assisted learning system based on the ARM and SA algorithm are proposed, the principle and operation process of music automatic recording technology are deeply studied, and the system data of artificial intelligence are summarized and analyzed by using internal database, so as to find out the implementation principle and law of piano automatic recording system. So that the artificial intelligence assistant system can be better applied to music teaching. The experimental results show that, in the teaching system of piano performance and music automatic notation algorithm, the utilization rate of artificial intelligence auxiliary technology has reached 56.81 and is growing rapidly. Therefore, we can find that the artificial intelligence assistant system plays an important role in the teaching system of piano performance and automatic music notation.
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Tu, Yuxiaoying, and Wuyu Song. "Classroom Teaching of Engineering Courses Assisted by Artificial Intelligence and Digital Twin Systems." International Journal of Education and Humanities 14, no. 3 (2024): 347–50. http://dx.doi.org/10.54097/7shc2606.
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This paper explores the integration of Artificial Intelligence (AI) and Digital Twin systems in the classroom teaching of engineering courses, with a focus on the Industrial Robot Technology course1. It addresses the challenges of traditional practical teaching methods and proposes a new model that leverages AI and Digital Twin technology to enhance student engagement, improve learning outcomes, and better prepare students for the demands of the industry. The paper discusses the implementation of AI-assisted teaching, the creation of a ubiquitous teaching ecology, and the strengthening of vocational skills through digital twin.
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Sun, Yonglu. "Practical Research on Optimizing Primary School Science Experiment Teaching with Artificial Intelligence Technology." Journal of Education and Educational Research 13, no. 2 (2025): 52–56. https://doi.org/10.54097/13ct6v97.
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This study focuses on using artificial intelligence (AI) technology to optimize primary school science experiment teaching. Through an analysis of the current application status of AI in primary school science experiment teaching, it was found that problems such as limited application scope, scarce teaching resources, and insufficient teacher application capabilities exist. Research methods including literature review, questionnaire surveys, and teaching experiments were employed to construct an AI-assisted primary school science experiment teaching model, optimizing various aspects such as experimental design, teaching processes, and evaluation feedback. The results show that the application of AI technology has significantly enhanced students' interest in science experiments, improved their experimental operation skills and scientific inquiry abilities. Meanwhile, teachers have a high level of satisfaction with AI-assisted teaching, though challenges in technical stability and teacher training still require improvement. This study provides valuable practical experience and theoretical support for the innovative development of primary school science experiment teaching.
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Jing, Fei. "Application of Information Technology and Artificial Intelligence in Computer Assisted Costume Design." Journal of Physics: Conference Series 2083, no. 4 (2021): 042031. http://dx.doi.org/10.1088/1742-6596/2083/4/042031.
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Abstract Costume Design and information technology can be used as a collision between fashion and information technology. As a course that combines artistry and technology, costume and costume design have higher and higher teaching requirements for technical environment on the basis of art display, and attaches equal importance to students’ innovative thinking and practical ability in the teaching process. Compared with traditional teacher-centered, only attach importance to knowledge and neglecting the students’ ability development of teaching mode can meet the demand for professional talents, and reasonable use of the information technology as the guide, give full play to student’s main body role, respect students’ individual differences, according to the diverse learning needs of students, In order to better train out of the garment industry needs high-quality talents.
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Wu, Zhanghua, Rawi Buaduang, Alan Robert White, Tubagus Darodjat, and Supot Rattanapun. "The impact of artificial intelligence-assisted teaching on enhancing physical education quality in secondary vocational schools." International Journal of Innovative Research and Scientific Studies 8, no. 4 (2025): 1152–60. https://doi.org/10.53894/ijirss.v8i4.8019.
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This study investigates the effects of the sports prescription teaching model and artificial intelligence (AI)-assisted teaching on the intelligent teaching process and the overall quality of physical education (PE) instruction in secondary vocational schools. It further examines the mediating role of the intelligent teaching process in enhancing teaching outcomes. A quantitative research design was employed, with data collected from 414 students across five secondary vocational schools in Nanning, China. The study used descriptive statistics, validity and reliability testing, correlation analysis, and multiple regression analysis to examine the relationships among key variables: sports prescription teaching, AI-assisted teaching, intelligent teaching processes, and PE teaching quality. The intelligent teaching process significantly enhanced PE teaching quality, particularly in personalized training (M = 4.35), skill acquisition (M = 4.33), and classroom interaction and enjoyment (M = 4.31). Key statistical findings include: (1) the sports prescription teaching model significantly predicted intelligent teaching (β = 0.893, R² = 0.798); (2) AI-assisted teaching had a strong positive effect on intelligent teaching (β = 0.900, R² = 0.810); (3) the intelligent teaching process significantly mediated the influence of both teaching models on teaching quality (β = 0.880, R² = 0.798); (4) intelligent teaching enhanced the effectiveness of the sports prescription model (β = 0.866, R² = 0.806); (5) and it amplified the impact of AI-assisted teaching (β = 0.874, R² = 0.810). The intelligent teaching process serves as a crucial mediating factor that enhances the effectiveness of both the sports prescription teaching model and AI-assisted teaching in vocational physical education settings. These findings support the integration of AI technologies and evidence-based instructional models such as sports prescriptions into vocational education. Educators and policymakers are encouraged to adopt intelligent teaching strategies to foster personalized, engaging, and health-promoting PE experiences that improve learning outcomes for vocational students.
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Shi-Ming Huang, Shi-Ming Huang, Chang-ping Chen Shi-Ming Huang, and Tzu-ching Wong Chang-ping Chen. "Application of Machine Learning in Auditing Teaching: A Case Study of Predicting the Audit Report Type of China ST Listed Companies." International Journal of Computer Auditing 2, no. 1 (2020): 023–40. http://dx.doi.org/10.53106/256299802020120201003.
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<p>Artificial intelligence is an important emerging technology in the accounting industry. Fear and hype associated with artificial intelligence and its impact on accounting and auditing jobs have pervaded the professional fields of accounting and auditing. It is important to develop AI competency in accountants and auditors. This paper presents a teaching case for a professor or lecturer to use for teaching machine learning to accounting students. The case is based on openly available data from the China Stock Market & Accounting Research database and aims to teach students how to predict the future audit report type of a China ST listed company. Through case teaching, students can learn skills related to computer-assisted auditing tools and machine learning (such as ACL) develop the confidence to apply artificial intelligence in their education and future work.</p> <p>&nbsp;</p>
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Okata, Ngozi Gift, and Akinsanya Atchrimi Adebayo. "Exploring (AI) Artificial Intelligence's Role in Language Teaching and Learning: A Review of Key Technologies and Their Applications." Beyond Babel: A Publication of the Dept. of Languages and Literary Studies Babcock University, Ogun State, Nigeria 8, no. 2 (2025): 50–73. https://doi.org/10.5281/zenodo.14599743.
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<strong>Abstract</strong> Artificial Intelligence (AI) is revolutionizing various aspects of education and is increasingly being integrated into language teaching and learning. This article reviews the literature to examine key trends and findings related to AI technologies and their applications for second and foreign language education. It focuses on Natural Language Processing (NLP), Data-Driven Learning (DDL), Automated Writing Evaluation (AWE), Computer-assisted Dynamic Assessment (CDA), Intelligent Tutoring Systems (ITSs), Automatic Speech Recognition (ASR), and chatbots, all within the framework of Computer-Assisted Language Learning (CALL). The review contributes to discussions on understanding and utilizing AI-supported language instruction, suggesting that AI will continue to be integrated into language education, profoundly affecting teaching methodologies. Language educators must ensure that AI is effectively utilized to facilitate language learning. To optimize the benefits of AI-supported language education, further in-depth research is recommended. <strong>Keywords</strong>: Artificial Intelligence; Language Education; Natural Language Processing; Computer-Assisted Language Learning; AI applications
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Tang, Mengqing. "A Study on English Undergraduates Perceptions of the Role of Generative AI in English Writing Assistance: A Case Study." Lecture Notes in Education Psychology and Public Media 94, no. 1 (2025): 112–19. https://doi.org/10.54254/2753-7048/2025.cb24365.
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In recent years, Generative Artificial Intelligence technology has made significant progress and shown great application potential in the field of assisting English writing learning. However, most of the current academic research focuses on the technical level or the teachers perspective, mainly focusing on the development of its functions, the design of teaching strategies, and how teachers can utilize generative artificial intelligence for teaching management. In contrast, there are relatively few studies from the students perspective. This study takes undergraduate students majoring in English at a university in Anhui Province as the target, and explores their views on Generative Artificial Intelligence-assisted English writing from the three dimensions of emotion, behavior, and cognition by means of a questionnaire survey to provide an empirical basis for optimizing the design and pedagogical application of the generative artificial intelligence tool. A bigger and more varied sample of students from different academic programs and fields could be advantageous for future research.
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Huang, LongHua, and ZhiHui Chen. "Research on the Teaching Reform of the Basic Computer Teaching Course Assisted by Artificial Intelligence." Journal of Physics: Conference Series 1533 (April 2020): 032042. http://dx.doi.org/10.1088/1742-6596/1533/3/032042.
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Zhang, Mingxia. "Enhancing MALL with Artificial Intelligence: Personalized Learning Paths in EFL Teaching." Research and Advances in Education 3, no. 8 (2024): 49–61. http://dx.doi.org/10.56397/rae.2024.08.07.
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With the rapid development of artificial intelligence (AI) technology, the field of English teaching has ushered in an opportunity for innovation. This study explores the application of AI in mobile Assisted Language learning (MALL) and its impact on English teaching. Through the analysis of relevant literature in the Web of Science database from 2014 to 2024, the study found that AI can personalize learning content, enhance learning engagement and language ability, and significantly improve English learning results. Despite some challenges, the application of AI in English teaching has broad potential to help improve the quality of teaching and meet the needs of diverse learners.
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Jiang, Rong, and Junming Hou. "Intelligence-assisted college English teaching: The application of artificial intelligence technology in personalized learning path design." Molecular & Cellular Biomechanics 21, no. 3 (2024): 558. http://dx.doi.org/10.62617/mcb558.
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English learning is an integrated learning process in which listening, speaking, reading, writing and other parts are interrelated. Because of this feature of English learning, higher requirements are put forward for the design of English learning assistance systems. On the other hand, the wide application of advanced science and technology such as automation and cloud computing in all walks of life has promoted the development of society into the era of artificial intelligence. Under such a large development background, how to build a multifunctional integrated English learning system to realize the personalized learning of learners with different levels and different needs has become a focus of current English teaching research. With the increasing abundance of English learning materials, it has become very important to help users find suitable English learning resources from the massive materials, which directly affects the cost of learning time and interest of users. Based on this, this paper introduces a multi-similarity ranking model to achieve personalized design, and then uses artificial intelligence technology to design and implement a personalized intelligent assistant system for college English teaching.
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Geng, Yunshan. "Application of Computer Remote Video Technology in Network Assisted Art Innovation by Computer Artificial Intelligence." Journal of Physics: Conference Series 2083, no. 4 (2021): 042038. http://dx.doi.org/10.1088/1742-6596/2083/4/042038.
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Abstract In response to the needs of the teaching of art majors in colleges and universities today, this paper constructs a “based on campus network art major’s hybrid auxiliary teaching innovation platform system”. The system uses a perfect campus network to establish a secure network-assisted teaching platform system that integrates B/S structure and advanced ASP. NET technology with multi-level users. The platform provides a complete network-assisted teaching environment and realizes the integration and sharing of teaching resources in the largest range. Practical application shows that the highly operable courses of art majors in colleges and universities can stimulate students’ initiative and improve students’ learning ability under the application of this mode.
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Zhang, Qiuxin. "A Literature Review of Foreign Studies on the Impact of CALL on Second Language Acquisition from 2015." English Language Teaching 14, no. 6 (2021): 76. http://dx.doi.org/10.5539/elt.v14n6p76.
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With the rapid development of economy and technology, more and more fields are combined with electronic intelligence and artificial intelligence, and language teaching is no exception. As a research hot issue, computer-assisted language learning (CALL) has attracted more and more people&#39;s attention. Based on computer-aided technology, teachers can not only provide students with rich language input, but also improve classroom efficiency. However, there are still some problems in this technology. This paper reviews some empirical studies on the impact of computer-assisted language teaching from 2015 and reveals the relevant progress and shortcomings of foreign researches in terms of six aspects from the perspective of language teaching, in order to provide some enlightenment for future research.
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Lin, Hualiang. "Influences of Artificial Intelligence in Education on Teaching Effectiveness." International Journal of Emerging Technologies in Learning (iJET) 17, no. 24 (2022): 144–56. http://dx.doi.org/10.3991/ijet.v17i24.36037.
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The continuous development and application of artificial intelligence (AI) technology greatly support education reform and profoundly influence the learning styles of learners. Artificial intelligence in education (AIED) can help teachers recognize teaching tasks explicitly and teach content accurately. Moreover, AIED can help students change the traditional learning styles according to their differences, thereby realizing intelligent teaching and meeting the learning needs of students. A good teachers’ perception of educational technology (ET) is beneficial for using AI technology to positively assist all teaching links, which in turn improves teaching effectiveness. In this study, five hypotheses concerning the influences of AIED on teaching effectiveness were verified. The teachers’ perception of ET was introduced as a mediating variable, and the mediating effect of AIED on the improvement of teaching effectiveness was analyzed. The influences of AI using the period of learners on teaching effectiveness were estimated. Results showed that the overall Cronbach α and Kaiser–Meyer–Olkin of the designed questionnaire were 0.907 and 0.878, respectively. Moreover, the χ2 of Bartlett’s test of sphericity reached the 0.01 significance level, indicating the considerable good reliability and validity of the questionnaire. All four aspects, namely, AI-assisted teaching, exercise, exam, and assessment, had significantly positive influences on teaching effectiveness. The teachers’ perceptions of ET played a partial mediating effect for AIED on the improvement of teaching effectiveness. Samples with different AI-using periods had significant influences on teaching (p < 0.01). Research conclusions can provide important references to teachers for making scientific use of AIED and propose more accurate teaching strategies according to the learning states of learners.
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Dong, Jie, and Qingyun Zhang. "Research on the Construction of Higher Education Smart Courses Empowered by Artificial Intelligence." Higher Education and Practice 2, no. 1 (2025): 1–6. https://doi.org/10.62381/h251101.
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In order to actively implement the national education digitalization strategy action and promote the deep integration of artificial intelligence technology with education and teaching, this study aims to explore the application and impact of artificial intelligence (AI) technology in curriculum construction, which mainly focuses on the application of AI technology, updating the teaching concepts and contents, and innovating the teaching design, and the construction of higher education smart courses driven by AI technology, which focuses on personalized learning experience , intelligent-assisted teaching, automated assessment and feedback, as well as smart course design and implementation, in the expectation of providing theoretical support and practical guidance for higher education institutions in the practice of smart course construction, and helping higher education to develop towards a smarter, more efficient and personalized future.
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Yu, Linna, and Zhifan Luo. "The Use of Artificial Intelligence Combined with Wireless Network in Piano Music Teaching." Wireless Communications and Mobile Computing 2022 (April 4, 2022): 1–18. http://dx.doi.org/10.1155/2022/7989620.
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Artificial intelligence (AI) development gives a new development direction to the traditional education model. The education reform in the intelligent environment is urgent. Under this background, the theory, methods, and characteristics of intelligent music education are expounded based on traditional piano music education. AI and Internet-based smart piano education is introduced. The characteristics of smart piano and its methods of assisting music teaching are analyzed. Moreover, literature review and questionnaire are adopted based on intelligent music education and smart piano theory. With two universities A and B in Nanjing as the research object, the questionnaire is designed to investigate and analyze the related problems of smart piano-assisted piano basic teaching in detail. The results show that smart piano positively improves skill training and psychological training in piano teaching. Piano major learners believe that smart piano can obviously help beginners and people with low piano levels. However, smart piano is not as good as traditional piano for high-level learners. In actual teaching, teachers should use different strategies for different levels of learners. Regarding curriculum quality, teachers have not fully played the role of the smart piano, and the curriculum of smart piano-assisted basic piano teaching still needs improvement. Finally, corresponding countermeasures and suggestions for the development direction of smart piano in piano music education are put forward according to the current situation of the smart piano. The results can reflect the current situation of smart piano-assisted basic piano teaching, provide a reference for researchers in related industries, and promote the related development of smart piano.
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Song, Xiaoduo, and Pramote Phokha. "Applications of Artificial Intelligence-Assisted Computing in “Piano Education”." Journal of Ecohumanism 3, no. 7 (2024): 1648–59. https://doi.org/10.62754/joe.v3i7.4315.
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Introduction: The field of music is benefiting from the promotion and implementation of contemporary machine technology and information technologies due to the continuous developments in this industry. Artificial Intelligence (AI) is a popular and highly demanding science and technology that offers a broad range of approaches, ideas, and technical assistance. Artificial intelligence technologies have substantially enhanced learning and instruction, training, music applications, intelligent devices, etc. in the music education sector by giving new life to educational endeavours. Methods: Education department have shown the most effective use of technological innovations in their methods of instruction and learning when compared to other organisations. For educators and learners in distant locations, Instruction and Education (TaL) using music and musical devices may be very difficult. TaL of playing the piano is taken advantage of in this research project by using the Musical Instrument Digital Interface (MIDI) and Acoustic Editing for Synchronisation Tracks and Organising (MAESTRO) dataset. Results: The result includes virtual recordings of recording piano performances with labels and audio waveforms. Artificial Intellect (AI) is used to apply the Multimodal Signals Classifier (MSC) approach to a dataset in order to give learners intelligent assistance during their educational experience. This MSC methodology is used on Wi-Fi Networks (WN) to classify signals after gathering and updating the collected data. Conclusion: This paper represents a new effort in the field of artificial intelligence, hoping to help piano students in a timely manner by solving some challenging piano practice problems using cutting-edge neural networks, in addition to using big data technologies for teaching assistance. Identify and fix any rhythmic and fingering problems in your performance. Through the use of artificial intelligence technology, it is examined, processed, and provides guidance for piano practice, enabling practitioners to more precisely address practice-related issues and increase practice efficiency.
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Cao, Qingyun. "Curriculum Design of Art Higher Vocational Education Based on Artificial Intelligence Assisted Virtual Reality Technology." Security and Communication Networks 2022 (March 17, 2022): 1–9. http://dx.doi.org/10.1155/2022/3535068.
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In order to improve the effect of higher vocational art teaching, this paper applies artificial intelligence virtual reality technology to the art education design of higher vocational schools to improve the immersion of art education, change the traditional higher vocational art teaching mode, and effectively improve the efficiency of higher vocational art teaching. Furthermore, the teaching system’s presentation of virtual reality algorithms has been enhanced. This paper elaborates the realisation process of the system’s homework management function, virtual scene function, personal space function, resource management function, online examination function, and teacher-student communication function, which is primarily displayed in the form of interface diagrams and flowcharts, in the realisation of the state-of-the-art higher vocational education curriculum design system based on virtual reality technology. Furthermore, this work uses experimental research to verify the system’s dependability. The results show that the art higher vocational education curriculum design system constructed in this paper based on artificial intelligence assisted virtual reality technology basically meets the needs of contemporary higher vocational art teaching and can effectively improve the art higher vocational education curriculum design.
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Shi, Xiaoqin. "Advantages, Challenges and Prospects of ChatGPT in Oral English Teaching." Transactions on Social Science, Education and Humanities Research 4 (March 12, 2024): 99–109. http://dx.doi.org/10.62051/c49b2t84.
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With the development of artificial intelligence, ChatGPT has set off a hot wave in various fields, and brings opportunities and challenges to education. The positive and negative effects of ChatGPT on education have aroused heated discussion in academic circles. Based on its principle and development process, and the continuous optimization of language model, ChatGPT can play a unique advantage in oral English teaching, such as: providing personalized oral practice, real-time error correction and feedback, real dialogue simulation, safe and comfortable dialogue environment. At the same time, the challenge of ChatGPT in oral teaching is also the direction of its future technological improvement, such as: real-time communication of spoken language, recognition of voice tone and intonation, integration with VR technology, autonomous assessment of spoken language level, etc., Those can become the application prospects of ChatGPT in oral teaching. Artificial intelligence assisted oral teaching is a new mode of oral teaching.
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Nie, Shao Hua. "Design of the Intelligent Computer Assisted Instruction System." Applied Mechanics and Materials 687-691 (November 2014): 2565–68. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2565.
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With the introduction of artificial intelligence technology, Intelligent Computer Assisted Instruction (ICAI) not only overcomes many weaknesses of the traditional CAI. But also greatly enhance and improve the teaching quality and efficiency. In this paper, it firstly analysis and study the characteristics and structure of the ICAI, then proposed the method to achieve ICAI system.
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Lettieri, Michael, and Adriano Pasquali. "Blending Human and Artificial Minds: Reflections on Marcel Danesi's AI in Foreign Language Learning and Teaching: Theory and Practice." Italica 101, no. 4 (2024): 656–67. https://doi.org/10.5406/23256672.101.4.09.
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Abstract In AI in Foreign Language Learning and Teaching: Theory and Practice, Marcel Danesi offers a timely and insightful response to the ongoing discussion around new artificial intelligence technologies and their potential implications for enhancing education. Drawing on traditional theories in foreign language pedagogy and new research in technology-assisted learning, Danesi proposes a framework for integrating artificial intelligence into the language classroom as part of a blended pedagogy model, which maximizes the learner's development of linguistic, communicative, and conceptual competences through a carefully designed partnership between human teacher and technology.
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Huang, Suo. "Design and Development of Educational Robot Teaching Resources Using Artificial Intelligence Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (2021): 116. http://dx.doi.org/10.3991/ijet.v16i05.20311.
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To further innovate English teaching reform and promote the optimization and development of intelligent and innovative English teaching resources, an intelligent educational robot has been developed based on the current vigorous development of artificial intelligence educational robot technology. In addition, a set of educational robot assisted teaching curriculum resources is designed based on the robot, which is applied in primary school English teaching practice, and has achieved good application effect. The research shows that the robot can complete the functions of English vocabulary teaching, role play and free dialogue, and can further improve students' attention and initiative in classroom practice. The results of the questionnaire survey show that the teaching curriculum based on educational robot has higher scores in the completion of teaching objectives, the design of teaching content, the fluency of teaching links and the innovation of teaching process, which is superior to the traditional English teaching. This exploration provides important case data and theoretical basis for primary school English teaching reform, and it is of great significance to further innovate educational resources and promote teaching reform.
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Oliveira, Josiane Silva de, and Ianaira Barreto Souza Neves. "Artificial Intelligence, ChatGPT and Organizational Studies." Organizações & Sociedade 30, no. 106 (2023): 388–400. http://dx.doi.org/10.1590/1984-92302023v30n0013en.
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Abstract The advancement of the use of Artificial intelligence in the scientific field, such as Connectedpapers and ChatGPT, has allowed us to reflect on how technological tools have become mediators and participants in the context of education and academia. In the field of organizational theories, despite the different perspectives on understanding the incorporation of AIs in academic practice, we highlight two challenges in our daily academic life. The first challenge refers to confronting the digital colonialism that AIs impose on us, considering that they constitute themselves through the reproduction of language models programmed in countries of the "global north” The second challenge concerns its unfoldings in the process of automation of academic writing in administration. We consider the need to reflect on how the uses of AIs can contemporarily reproduce our place in the field of science as one of scientific data extractivism, the limitation of the teaching of academic writing in administration as the reproduction of an "assisted programming" of hegemonic language models, and the possibilities of disentangling as a way of counteracting this dynamic of automation of article writing in administration.
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Guo, Ruihong. "A Comparative Analysis of Characteristics and Trends of Artificial Intelligence and Foreign Language Education at Home and Abroad." Region - Educational Research and Reviews 6, no. 6 (2024): 239. http://dx.doi.org/10.32629/rerr.v6i6.2255.
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This paper takes the research on artificial intelligence and foreign language education in domestic CSSCI and international SSCI journals since 2004 as the analysis object, and makes a comprehensive review, tracking and identification based on the bibliometric and bibliographical analysis supported by CiteSpace. It is pointed out that while domestic research mainly focuses on human-computer cooperation and digital transformation of foreign language education, international research attaches more importance to the role of artificial intelligence-assisted foreign language teaching tools, the study on participants is more comprehensive. Regarding the future directions of Chinese artificial intelligence and foreign language education, it is suggested that attention could be drawn to the integration of technology and foreign language education, balance the research between teachers and learners, further deepen and expand the research topics, and promote the in-depth development of artificial intelligence and foreign language education research.
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Tang, Jingwei, and Yi Deng. "Artificial Intelligence System Detection in English Teaching Based on Heuristic Genetic Algorithm." Computational Intelligence and Neuroscience 2022 (August 12, 2022): 1–8. http://dx.doi.org/10.1155/2022/3082779.
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Using the traditional English teaching mode is difficult to help correct students, and it is difficult to achieve human-computer interaction in oral English communication. In order to improve the effect of English detection and improve teaching efficiency, this article builds an artificial intelligence-assisted teaching system suitable for English teaching based on heuristic genetic algorithms. Furthermore, this article extends the multioffspring genetic algorithm, improves the offspring generation method, and proposes GMOGA, which makes the choice of the number of offspring more flexible. At the same time, it also enables the value of the number of children of the algorithm to be a value that cannot be obtained by the previous algorithm, which further improves the efficiency of the algorithm. In addition, this article combines the actual needs to construct the functional structure of the artificial intelligence system and designs two sets of comparative experiments to verify and analyze the model’s performance. The research results show that the model constructed in this article meets the multifunctional requirements of the system and can be applied to practice.
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Titova, Svetlana V., and Kristina T. Temuryan. "Intelligent agents in teaching foreign languages: typology, opportunities, challenges." Yazyk i kul'tura, no. 65 (2024): 262–87. https://doi.org/10.17223/19996195/65/12.
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Since artificial intelligence first appeared in the 1950s, the interest towards it has been changing throughout its existence, but in a number of countries, including Russia, there is currently an increase in the government’s interest in artificial intelligence technologies that have found application in various fields, such as finance, medicine and education. The use of artificial intelligence in teaching executes functions such as, for instance, natural language generation, personalisation of learning and proctoring. At the same time, besides the organisation of the educational process or the design of learning materials, artificial intelligence technologies in teaching also include teaching a foreign language or learning it. Due to the simplification of the process of creating such technologies, which currently, due to the development of tools for their development, does not require the same training as before, dialogue-based сomputer-assisted language learning plays a significant role in the use of artificial intelligence technologies in teaching foreign languages. Dialogue-based сomputer-assisted language learning provides students with the opportunity to develop and form foreign language skills through interaction with a conversational agent or a bot, which are also often referred to as social interactive agents and are defined as agents capable of independently communicating with people and with each other in a socially reasonable way via multimodal behaviours. Chatbots are a category of conversational agents, which, in turn, are a separate class of dialogue systems.The attention of researchers is currently paid to the implementation of intelligent agents in foreign language teaching and overcoming the difficulties associated with it. The purpose of the article is to provide a theoretical review of publications devoted to the issues of foreign language teaching through the use of interactive dialogue systems or conversational agents; to classify the intelligent agents currently used in foreign language teaching in accordance with the criteria proposed earlier; to describe the accumulated experience of introducing intelligent agents into foreign language teaching, highlighting the advantages and disadvantages of using certain bots in specific situations; to identify the didactic potential of chatbots as a type of conversational agents based on AI technologies; the features of integrating chatbots into the process of developing the students’ oral-speech and written-speech skills, as well as skills of interaction. The works of Russian and foreign authors published over the past 5 years devoted to the study of artificial intelligence technologies in foreign language teaching were selected for the analysis. The research methods are the analysis of research literature and classification. In the course of the research, notions such as “conversational agents” and “chatbots” were defined and the history of their development from the second half of the 20th century to the present day was described. Based on the works of researchers, the criteria were selected for the classification of intellectual agents currently used in teaching foreign languages, on the basis of which their typology was proposed. Finally, the results of the studies describing attempts to introduce such systems into the foreign language teaching process were studied, as a result of which their advantages and disadvantages were described, establishing the prospects for further research on the issue.
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Li, Dapeng, and Xiaoguang Liu. "Design of an Incremental Music Teaching and Assisted Therapy System Based on Artificial Intelligence Attention Mechanism." Occupational Therapy International 2022 (June 16, 2022): 1–11. http://dx.doi.org/10.1155/2022/7117986.
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With the continuous updating and advancement of artificial intelligence technology, it gradually begins to shine in various industries, especially playing an increasingly important role in incremental music teaching and assisted therapy systems. This study designs artificial intelligence models from the perspectives of attention mechanism, contextual information guidance, and distant dependencies combined with incremental music teaching for the segmentation of MS (multiple sclerosis) lesions and achieves the automatic and accurate segmentation of MS lesions through the multidimensional analysis of multimodal magnetic resonance imaging data, which provides a basis for physicians to quantitatively analyze MS lesions, thus assisting them in the diagnosis and treatment of MS. To address the highly variable characteristics of MS lesion location, size, number, and shape, this paper firstly designs a 3D context-guided module based on Kronecker convolution to integrate lesion information from different fields of view, starting from lesion contextual information capture. Then, a 3D spatial attention module is introduced to enhance the representation of lesion features in MRI images. The experiments in this paper confirm that the context-guided module, cross-dimensional cross-attention module, and multidimensional feature similarity module designed for the characteristics of MS lesions are effective, and the proposed attentional context U-Net and multidimensional cross-attention U-Net have greater advantages in the objective evaluation index of lesion segmentation, while being combined with the incremental music teaching approach to assist treatment, which provides a new idea for the intelligent assisted treatment approach. In this paper, from algorithm design to experimental validation, both in terms of accuracy, the operational difficulty of the experiment, consumption of arithmetic power, and time cost, the unique superiority of the artificial intelligence attention-based combined with incremental music teaching adjunctive therapy system proposed in this paper can be seen in the MS lesion segmentation task.
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Fauziah, Zumrotul, and Sri Minarti. "Artificial Intelligence-Assisted Writing Application for Improving Writing Skills of Islamic Education Students." Jurnal Kependidikan Islam 13, no. 2 (2023): 119–23. http://dx.doi.org/10.15642/jkpi.2023.13.2.119-123.
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This study is aimed to illuminate the use of AI-assisted writing applications to improve academic writing skills and describe how to implement AI-assisted writing applications for EFL academic writing. This study is qualitative reasearch. The data is collected through analysis of writing task and interview about the use of Artificial Intelligence in academic writing. After analyzing students’ writing task and interview related to the use of AI in language teaching, especially in writing. The study revealed that the use of AI-assisted applications is beneficial for students, especially students of Islamic education study program. The applications could help the students construct paragraphs, correct the structures, and even paraphrase the paragraphs. The use of AI in writing will not replace human existence since AI-assisted writing application is just a tool, there should be creativity and logical reasoning in writing an academic article. The use of Artificial intelligent-assisted applications could be applied as new model to increase students’ writing skills since there are many features and easiness offered by AI technology.
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Guo, Pengjv. "Effectiveness of VR Technology Based on Artificial Intelligence and Big Data in Overcoming Psychological Barriers in Taekwondo Practical Learning." Security and Communication Networks 2022 (July 31, 2022): 1–10. http://dx.doi.org/10.1155/2022/3750213.
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With the rapid development of modern society, a series of emerging technologies such as big data technology, artificial intelligence technology, and cloud computing have also developed rapidly. Among them, artificial intelligence is an important part of computer bionics. It is widely used in the research and analysis of virtual reality. These technologies have effectively assisted modern classroom teaching. In Taekwondo learning, students are easy to encounter some difficult problems, including fear of competition and other psychological obstacles. This study developed a new idea to study these psychological disorders by using the combination of artificial intelligence, big data analysis, and VR technology. The experimental results show that when learners are in the virtual situation created by VR technology, their learning and interactive experiences have been greatly optimized and their learning skills have been greatly improved. They are no longer so afraid of this sport, but they also eliminate their fear of this sports competition, to achieve the ultimate goal of overcoming psychological obstacles. Experiments show that the VR teaching mode based on artificial intelligence and big data technology has its own uniqueness, which can effectively help Taekwondo players overcome the psychological obstacles they encounter in the process of actual combat, and the anxiety and fear indexes of the players decreased by 12.5% and 11.5%, respectively.
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Lee, Ching-Fen, and Shain-May Tang. "Can AI Robot Teaching Improve Children’s Performance in Housework? A Quasi-Experimental Study." Children 11, no. 11 (2024): 1330. http://dx.doi.org/10.3390/children11111330.
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Background: The primary objective of this study is to explore the effects of using Artificial Intelligence (AI) robot-assisted instruction in preschool activities on young children’s performance in housework. Methods: A quasi-experimental design was employed, with an experimental group and two control groups, to observe changes in children’s performance in housework before and after AI robot-assisted teaching. The study sample consisted of preschoolers from metropolitan Taipei, with 65 children in the experimental group, 53 in control group 1, and 75 in control group 2. Children participating in the research project required consent from the school, teachers, and parents. The children in the experimental group received AI robot-assisted instruction on household tasks for two days a week over three consecutive weeks, with each session lasting approximately 20–30 min. Control group 1 did not receive any experimental treatment, while control group 2 underwent the same learning schedule and content as the experimental group but was instructed by teachers instead of AI robots. The data were analyzed based on pre- and post-test surveys of parents observing their children’s performance in household tasks. Results: This study found that both AI robot-assisted teaching and teacher-led instruction enhanced children’s household skills, with the AI robot-assisted method showing slightly better results. These findings suggest that both technological tools and teacher guidance can effectively improve children’s housework performance, while artificial intelligence robots may provide young children with motivation and curiosity to learn due to their appearance and interactive design, which deserves further analysis. Conclusion: As technology rapidly advances, young children are exposed to various technological devices at an early age. Integrating technological media into future preschool teaching is inevitable, and leveraging tools like AI robots to support teaching, reduce teacher burden, and diversify instructional methods could be a direction worth considering.
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N, Moulieswaran, and Prasantha Kumar N S. "Investigating ESL Learners’ Perception and Problem towards Artificial Intelligence (AI) -Assisted English Language Learning and Teaching." World Journal of English Language 13, no. 5 (2023): 290. http://dx.doi.org/10.5430/wjel.v13n5p290.
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The contemporary language learning strategy, Artificial Intelligence (AI) Assisted Language Learning (AI-ALL), incorporates AI-powered applications to support learners' learning activities. Many scholars have been experimenting with AI applications concerning activities relevant to education. The major objectives of this study are 1) The ESL learners' perspectives concerning AI-assisted English language learning and teaching; 2). ESL learners’ problems concerning artificial AI-assisted English language learning and teaching. The present investigation employed a quantitative methodology utilizing survey instruments to accumulate distinct information from 81 engineering stream students including essential primary research objects. A survey with a 5-point Likert Scale was administered to collect the data. According to the study, most of the students had favorable perceptions toward using AI-powered tools, particularly while learning English. The major problem is the lack of quality in AI-powered language-learning apps on smartphones. However, it is envisaged that AI-powered apps in language learning would be deployed as one of the instructional media that might help learners learn English as a Second Language efficiently. The present study recommends further research to investigate thoroughly how experienced language instructors use AI-powered applications in their classrooms to build best practices for utilizing AI in teaching and learning in ESL environments.