Gotowe bibliografie tematyczne / Artificial Intelligence; Teaching-learning

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Artificial Intelligence; Teaching-learning”

Autor: Grafiati
Data publikacji: 7 czerwca 2025
Data aktualizacji: 2 sierpnia 2025

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Artykuły w czasopismach na temat "Artificial Intelligence; Teaching-learning"

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Amofa, Birago, Xebiso Blessing Kamudyariwa, Fatima Araujo Pereira Fernandes, Oluyomi Abayomi Osobajo, Faith Jeremiah, and Adekunle Oke. "Navigating the Complexity of Generative Artificial Intelligence in Higher Education: A Systematic Literature Review." Education Sciences 15, no. 7 (2025): 826. https://doi.org/10.3390/educsci15070826.

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Technological innovation has transformed educational settings, enabling artificial intelligence (AI)-driven teaching and learning processes. While AI is still in its embryonic stage in education, generative artificial intelligence has evolved rapidly, significantly shifting the teaching and learning context. With no clarity about the impacts of generative artificial intelligence on education, there is a need to synthesise research findings to demystify generative artificial intelligence and address concerns regarding its application in the teaching and learning process. This paper systematical
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Sotomayor Cantos, Karina Fernanda, Rosa Cecibel Varas Giler, and Israel Eduardo Castro Magayanes. "Artificial Intelligence In Language Teaching And Learning." Ciencia Latina Revista Científica Multidisciplinar 7, no. 4 (2023): 5629–38. http://dx.doi.org/10.37811/cl_rcm.v7i4.7368.

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Due to its capacity to simulate human intelligence processes that are managed by machines, particularly computer systems, artificial intelligence (AI) seems to have numerous applications nowadays. From this perspective, this article presents a literature review of the applications of AI in the teaching and learning of languages. A search of articles was carried out in the Google Scholar database. The method used to review the articles selected is the qualitative research method, specifically content analysis. The study's conclusions show, due to its many advantages, AI is essential in language
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Shevchenko, О., and O. Оgurtsova. "ARTIFICIAL INTELLIGENCE FOR LANGUAGE TEACHING AND LEARNING." International Humanitarian University Herald. Philology 2, no. 60 (2023): 99–102. http://dx.doi.org/10.32841/2409-1154.2023.60.2.23.

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Huang, Jian, Gang Shen, and Xiping Ren. "Connotation Analysis and Paradigm Shift of Teaching Design under Artificial Intelligence Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (2021): 73. http://dx.doi.org/10.3991/ijet.v16i05.20287.

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The influence of artificial intelligence technology on teaching design is explored to improve teaching efficiency. First, artificial intelligence is introduced and its impacts on teaching design are analyzed. Second, the connotation of the paradigm of teaching design and the paradigm shift for teaching design are explored using the paradigm shift analysis framework. Finally, the changes in teaching design under artificial intelligence are analyzed, and the impacts of artificial intelligence on teaching activities are investigated. The results show that the application of artificial intelligenc
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López-Villanueva, David, Raúl Santiago, and Ramon Palau. "Flipped Learning and Artificial Intelligence." Electronics 13, no. 17 (2024): 3424. http://dx.doi.org/10.3390/electronics13173424.

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The recent emergence of Artificial Intelligence (AI) has the potential to influence the teaching-learning process. Some of the most used pedagogical approaches of the last decade have been Flipped Classroom and Flipped Learning. This article explores the intersection between Flipped Learning and AI through qualitative research based on interviews with international experts in the field. The results reveal the significant impact of AI on education, highlighting how AI tools are transforming teaching and learning methodologies. Additionally, the evolution of Flipped Learning with the integration
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Wang, Ruijue. "Research on the Application of Deep Learning in Artificial Intelligence Courses." Journal of Electronic Research and Application 5, no. 6 (2021): 14–18. http://dx.doi.org/10.26689/jera.v5i6.2760.

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With the in-depth reform of education, taking students as the center, letting students master the basic knowledge of the theory, but also training students’ practical skills, is an important goal of the current artificial intelligence curriculum teaching reform. As a new learning method, deep learning is applied to the teaching of artificial intelligence courses, which can not only give play to students’ subjective initiative, but also improve the efficiency of students’ classroom learning. In order to explore the specific application of deep learning in the teaching of artificial intelligence
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Yue, Shuzhen. "Practice and Research on College English Hybrid Teaching Based on Artificial Intelligence." Journal of Social Science Humanities and Literature 7, no. 5 (2024): 133–37. https://doi.org/10.53469/jsshl.2024.07(05).20.

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With the rapid development of artificial intelligence technology, its application in the field of education is becoming more and more extensive. Especially in college English teaching, artificial intelligence technology has brought profound changes to the traditional teaching model. This article aims to explore the practice and research of hybrid teaching of college English based on artificial intelligence. By analyzing the current application status of artificial intelligence technology in college English teaching, it explores its application strategies in hybrid teaching and its impact on te
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Tilepbergenovna, Utepbergenova Aysuliu. "THE ROLE OF ARTIFICIAL INTELLIGENCE IN EDUCATION." International Journal of Pedagogics 4, no. 10 (2024): 184–87. http://dx.doi.org/10.37547/ijp/volume04issue10-32.

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The integration of Artificial Intelligence (AI) into education is transforming the landscape of teaching and learning, offering innovative solutions and personalized learning experiences. This article explores the multifaceted role of AI in education, beginning with its historical evolution and current applications, including personalized learning, intelligent tutoring systems, and administrative automation. The benefits of AI, such as enhanced learning opportunities and improved student engagement, are weighed against challenges like equity issues and ethical concerns.
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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
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Курвонбеков, Манучехр, and Мохира Алижонова. "The role of ai and their importance in teaching foreign languages." Арабский язык в эпоху глобализации: инновационные подходы и методы обучения 1, no. 1 (2023): 351–53. http://dx.doi.org/10.47689/atgd:iyom-vol1-iss1-pp351-353-id28505.

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In this article, the authors focus on the relevance and incomparable role of artificial intelligence in teaching foreign languages. This article also discusses the importance of several modern artificial intelligences in teaching and learning
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Rozprawy doktorskie na temat "Artificial Intelligence; Teaching-learning"

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Magwele, Peter. "Teaching higher order thinking skills in the English first additional language learning classroom : a case of five intermediate classrooms in Mankweng Circuit." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/2893.

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Thesis (M. A. (English Studies)) --University of Limpopo, 2019<br>There is a universal consensus among educationalists and cognitive development theorists that integration of higher order thinking (HOT) in language teaching has farreaching positive implications in learners‘ future. Their extensive body of research clearly indicates the interrelationship between language and thinking. It shows that to develop well-rounded learners who can later deal capably with varying demands of the 21st century, teaching them linguistic and cognitive skills concurrently is a prerequisite. However, there is s
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Bendedouch, Faouzia Boulfekhar. "Conception et réalisation d'un système d'apprentissage des protocoles de communication assisté par ordinateur : système d'aide à la mise au point des protocoles." Toulouse 3, 1987. http://www.theses.fr/1987TOU30010.

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Le systeme developpe constitue un outil pedagogique permettant a des etudiants de tester et de mettre au point des protocoles. Il autorise une experimentation simulee de ces derniers dans un cas de figure choisi par l'utilisateur et offre en outre, dans un contexte graphique, une assistance a la recherche d'erreurs comportant notammant, la possibilite d'une execution pas a pas. L'aspect mise au point des protocoles est aborde et un certain nombre de fonctions assistant l'utilisateur dans la recherche d'erreurs sont decrites
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Sundh, Roger. "Vilken teknikutbildning ska vi prata om, tycker du? : Om tekniklärare på gymnasiet och deras syn på sina kunskaper, undervisningsmetoder och ramfaktorer, avseende undervisning om artificiell intelligens, robotteknik och sakernas internet." Thesis, KTH, Lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280876.

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En gymnasielärare i teknik i den svenska skolan påverkar och påverkas av samhället utanför skolans väggar. Samhällets digitalisering kan påverka tekniklärarens relativt stora möjligheter att välja det tekniska innehållet i kurserna, i olika grad. För att vara konkurrenskraftig i samhället behöver framtida tekniker ha goda kunskaper om de just för stunden aktuella teknikområdena och tidigare studier har visat att skolans resultat i hög grad beror av vilka kunskaper läraren har. I den här studien undersöktes tre tekniklärare på olika gymnasieskolor i Sverige, med avseende på synen på deras kunsk
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Bendedouch, Fethi. "Conception et realisation d'un systeme d'apprentissage des protocoles de communication assiste par ordinateur : simulation et analyse des protocoles." Toulouse 3, 1987. http://www.theses.fr/1987TOU30033.

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Le systeme presente constitue un outil pedagogique permettant a des etudiants de tester et de mettre au point des protocoles. Il autorise une experimentation simulee de ces derniers dans un cas de figure choisi par l'utilisateur et offre, dans un contexte graphique, une assistance a la recherche d'erreurs. Les aspects simulation et analyse des protocoles sont abordes
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Książki na temat "Artificial Intelligence; Teaching-learning"

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Kurni, Muralidhar, Mujeeb Shaik Mohammed, and Srinivasa K G. A Beginner's Guide to Introduce Artificial Intelligence in Teaching and Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32653-0.

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G, Bourbakis Nikolaos, ed. Applications of learning & planning methods. World Scientific, 1991.

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Peter, Norvig, ed. Artificial intelligence: A modern approach. 2nd ed. Prentice Hall/Pearson Education, 2003.

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Peter, Norvig, ed. Artificial intelligence: A modern approach. Prentice Hall, 1995.

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Lytras, Miltiadis D. Technology Enhanced Learning. Quality of Teaching and Educational Reform: First International Conference, TECH-EDUCATION 2010, Athens, Greece, May 19-21, 2010. Proceedings. Springer-Verlag Berlin Heidelberg, 2010.

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Andrée, Tiberghien, Mandl Heinz, and NATO Advanced Research Workshop on Knowledge Acquisition in the Domain of Physics and Intelligent Learning Environments (1990 : Lyon, France), eds. Intelligent learning environments and knowledge acquisition in physics. Springer-Verlag, 1992.

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Polyakova, Anna, Tat'yana Sergeeva, and Irina Kitaeva. The continuous formation of the stochastic culture of schoolchildren in the context of the digital transformation of general education. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1876368.

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The material presented in the monograph shows the possibilities of continuous teaching of mathematics at school, namely, the significant potential of modern information and communication technologies, with the help of which it is possible to form elements of stochastic culture among students. Continuity in learning is considered from two positions: procedural and educational-cognitive. In addition, a distinctive feature of the book is the presentation of the digital transformation of general education as a way to overcome the "new digital divide". Methodological features of promising digital t
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Tiberghien, Andrée. Intelligent Learning Environments and Knowledge Acquisition in Physics. Springer Berlin Heidelberg, 1992.

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H, Zhao K., Zhang C. F, Zhu Z. X, Beijing Institute of Modern Physics., Zhongguo wu li xue hui., and Beijing da xue. Centre for Nonlinear Sciences., eds. Learning and recognition: A modern approach : proceedings of the Beijing International Workshop on Neural Networks, Beijing, PR China, Sept. 27-Oct. 5, 1988. World Scientific, 1989.

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Dann, Wanda. Learning to program with Alice. Pearson/Prentice Hall, 2007.

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Części książek na temat "Artificial Intelligence; Teaching-learning"

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Galafassi, Cristiano, Fabiane Flores Penteado Galafassi, and Rosa Maria Vicari. "Predictive Teaching and Learning." In Progress in Artificial Intelligence. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65340-2_45.

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Popenici, Stefan. "Automation of Teaching and Learning." In Artificial Intelligence and Learning Futures. Routledge, 2022. http://dx.doi.org/10.4324/9781003266563-7.

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Woolf, Beverly Park. "Reasoning about Teaching and Learning." In Current Topics in Artificial Intelligence. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-25945-9_1.

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Karr, C. L., C. Sunal, and C. Smith. "Artificial Intelligence Techniques for an Interdisciplinary Science Course." In Innovative Teaching and Learning. Physica-Verlag HD, 2000. http://dx.doi.org/10.1007/978-3-7908-1868-0_3.

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Mota, Dulce, Luis Paulo Reis, and Carlos Vaz de Carvalho. "A Recommender Model of Teaching-Learning Techniques." In Progress in Artificial Intelligence. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65340-2_36.

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Das, Pranjal, and Nil Ratan Roy. "Artificial Intelligence in the Teaching–Learning Process." In Transformative Digital Technology for Disruptive Teaching and Learning. Auerbach Publications, 2024. http://dx.doi.org/10.1201/9781032675176-17.

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Pepes, Evangelos. "Transforming Teaching and Learning Through Artificial Intelligence." In The Palgrave Handbook of Global Social Change. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-030-87624-1_420-1.

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Tyler-Wood, Tandra L. "Knowledge in the Era of Artificial Intelligence: A Comparison of Human and Artificial Intelligence." In Advances in Analytics for Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-87740-7_3.

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Khine, Myint Swe. "AI in Teaching and Learning and Intelligent Tutoring Systems." In Artificial Intelligence in Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-9350-1_4.

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Toksha, Bhagwan, Trishul Kulkarni, and Prashant Gupta. "Impact of AI on Teaching Pedagogy and its Integration for Enhancing Teaching-Learning." In Artificial Intelligence in Higher Education. CRC Press, 2022. http://dx.doi.org/10.1201/9781003184157-7.

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Streszczenia konferencji na temat "Artificial Intelligence; Teaching-learning"

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Stoffova, Veronika, Olga Horváth, and Jose Naranjo. "ARTIFICIAL INTELLIGENCE IN TEACHING AND LEARNING PROGRAMMING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1867.

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Morales, Carlos. "INTEGRATING ARTIFICIAL INTELLIGENCE FOR TEACHING IN ONLINE LEARNING ENVIRONMENTS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2602.

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Akila, T., M. Swathi, J. Athisayaraj Jebakumar, C. Vivethika, and N. Kavitha. "Role of Artificial Intelligence in ICT Based Teaching and Learning." In 2024 10th International Conference on Advanced Computing and Communication Systems (ICACCS). IEEE, 2024. http://dx.doi.org/10.1109/icaccs60874.2024.10717227.

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Zhang, Qian, Yali Wang, Yuxin Ding, Pan Yuan, Zhicheng Dai, and Xian Peng. "Generative Artificial Intelligence in Elementary School Science Teaching and Learning." In 2024 4th International Conference on Educational Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet62460.2024.10867936.

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Ito, Yosuke, Takuto Watanabe, and Yuta Sasaki. "Technology Education of Artificial Intelligence with Web Map Content in Secondary Schools." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834380.

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Khazaie, Saeed, and Abbas Saghaee. "Investigating the Affordances of Artificial Intelligence-driven Games in Learning Medical English." In 2025 12th International and the 18th National Conference on E-Learning and E-Teaching (ICeLeT). IEEE, 2025. https://doi.org/10.1109/icelet66022.2025.11025276.

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Mohtashami, Fatemeh, Seyed Abdollah Ghasemtabar, and Yousef Mahdavi Nasab. "Exploring Students' Attitudes and Usage of Artificial Intelligence in the Learning Process." In 2025 12th International and the 18th National Conference on E-Learning and E-Teaching (ICeLeT). IEEE, 2025. https://doi.org/10.1109/icelet66022.2025.11025227.

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Esfijani, Azam, Mohammad Reza Nili, and Matin Sadat Kazemi. "Artificial Intelligence in Education Challenges and Solutions Through the Eyes of Students." In 2025 12th International and the 18th National Conference on E-Learning and E-Teaching (ICeLeT). IEEE, 2025. https://doi.org/10.1109/icelet66022.2025.11025304.

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Wang, Jinpeng, Qingqing Xing, Yihe Qian, and Ahsan Akbar. "A Systematic Review of the Role of Artificial Intelligence in Teaching and Learning." In 2024 4th International Conference on Educational Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet62460.2024.10868945.

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Hasani, Mohammad Reza, Fateme Mohtashami, and Yousef Mahdavi Nasab. "Investigating Usage and Attitudes Toward Artificial Intelligence Among Employees in a Communication Organization." In 2025 12th International and the 18th National Conference on E-Learning and E-Teaching (ICeLeT). IEEE, 2025. https://doi.org/10.1109/icelet66022.2025.11025199.

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Raporty organizacyjne na temat "Artificial Intelligence; Teaching-learning"

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Kong, Byeongjo, Zhigang Li, Sara Ratner, Erik Hemberg, and A. K. M. Shamsul Haque. Artificial Intelligence for Education in Bangladesh: Insights from the First Small-Scale Artificial Intelligence Needs Assessment and Training for Primary Education Teachers. Asian Development Bank, 2024. https://doi.org/10.22617/wps240575-2.

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Bangladesh, with one of the largest education systems in the world, has started to lay the foundation for reskilling its youth in preparation for an automated world of work. The country has thus looked to using artificial intelligence (AI) in the education sector, recognizing its promise to transform the teaching–learning landscape while acknowledging the challenges inherent in its adoption. This paper presents results of an AI needs assessment survey and training workshop conducted among primary education teachers from 2023 to 2024, to gather opinions on pedagogies that could benefit from AI-
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Mütterlein, Joschka, Tamara Ranner, and Mareike Müller. Artificial Intelligence at Universities: Impact on Grades, Student Experience, and Teaching. Macromedia University, 2024. http://dx.doi.org/10.56843/jm001tr002.

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The rapid technological progress in artificial intelligence (AI) has placed universities in a field of tension in which regulation and the urgently needed teaching of AI skills must be balanced. The discussion often neglects the unique position that universities can offer as a protected space for testing, making mistakes, and learning. After all, one of the fundamental tasks of a university is to prepare students for highly qualified jobs in life after gradua-tion, and AI has already become an integral part of this.
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Barladym, Valentyna, A. V. Bruiaka, M. A. Bugaienko, et al. The Use of AI Tools and Services for the Professional Development of Teaching Staff. Institute for Digitalisation of Education of the NAES of Ukraіne, 2024. https://doi.org/10.33407/lib.naes.id/eprint/744000.

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The preprint (analytical materials) examines the process of using generative artificial intelligence in education; clarifies the role of artificial intelligence in the professional development of teaching staff; explores the pedagogical design of variable models of computer-oriented methodological systems for inquiry-based learning of natural and mathematical sciences using AI technologies; identifies the role of AI tools in the training of teaching staff; describes training in WebAR development with integrated machine learning: immersion methodology and intelligent educational experience; pro
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Noakes, Sierra, Alison Shell, Parker Van Nostrand, Alexis M. Murillo, Pati Ruiz, and Babe Liberman. AI-Powered Innovations in Mathematics Teaching & Learning: Initial Findings. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/229.

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This report discusses findings based on responses to a request for information (RFI) led by the Bill &amp; Melinda Gates Foundation and Digital Promise, which received nearly 200 responses that described a variety of innovative approaches to leveraging artificial intelligence (AI) for mathematics teaching and learning. As AI becomes increasingly prevalent in education, three key questions often drive conversations around this emerging technology: What does AI in education look like today; what are the risks to leveraging AI in education and how might those risks be mitigated; and, what should
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Greene Nolan, Ph.D., Hillary, Merijke Coenraad, Ph.D., and Viki Young, Ph.D. Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/226.

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This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical framework of how teachers position AI tools — and therefore themselves — in their teaching. We found that some teachers leveraged AI as a “teaching partner” that provided insights to help enhance teaching and learning while remaining central to instruction
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Prado, Yenda, Sophia Ouyang, Camille Ferguson, et al. Unveiling the Value of Exploration: Insights from NSF-Funded Research on Emerging Technologies for Teaching and Learning. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/230.

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This report investigates how interdisciplinary, exploratory projects contribute to the National Science Foundation’s (NSF) mission of building scientific knowledge and translating research into practice. The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) examined the overall portfolio and interviewed PIs funded by NSF across five key topics: Artificial Intelligence, Virtual and Augmented Reality, Collaborative Learning, Accessibility and Learning, and Simulations. In total, 208 projects between 2017 and 2024 were analyzed to characterize the value of interdisciplin
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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.

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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical class
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Hernández Orellana, Marisol. Educating for the Future: Why Universities Must Lead the Way in Ethical and Digital Competence. Carver University; Universidad Autónoma de Chile, 2025. https://doi.org/10.32457/hernandez2202597.

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As artificial intelligence (AI) reshapes our world, higher education faces a pivotal decision: will it merely adopt these technologies or will it actively guide their integration in ways that preserve human judgment, ethics, and intellectual autonomy? This opinion article argues that universities must take a leadership role—not only to safeguard their institutional identity but also to contribute to a society populated by digitally competent, ethically grounded professionals. Recent studies show that AI tools like ChatGPT and Wolfram Alpha are increasingly used by students to automate complex
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The ana
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