Tag: Learning

Active-constructive-interactive: a conceptual framework for differentiating learning activities

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Author: Chi, Michelene T. H. Description: Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates…

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Do AI chatbots improve students learning outcomes? Evidence from a meta-analysis

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Author: Wu, R., & Yu, Z. Description: Artificial intelligence (AI) chatbots are gaining increasing popularity in education. Due to their increasing popularity, many empirical studies have been devoted to exploring the effects of AI chatbots on students’ learning outcomes. The proliferation of experimental studies has highlighted the need to summarize and synthesize the inconsistent findings about the effects of AI chatbots on students’ learning outcomes. However, few reviews focused on the meta-analysis of the effects of AI chatbots on students’ learning outcomes. The present study performed a meta-analysis of 24…

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How does generative artificial intelligence impact student creativity?

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Author: Habib, S., Vogel, T., Anli, X., & Thorne, E. Description: This study aimed to learn about the impact of generative artificial intelligence (AI) on student creative thinking skills and subsequently provide instructors with information on how to guide the use of AI for creative growth within classroom instruction. This mixed methods study used qualitative and quantitative data collected through an AUT test conducted in a college-level creativity course. The authors measured flexibility, fluency, elaboration, and originality of the data to assess the impact of ChatGPT-3 on students’ divergent thinking….

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Beware of Metacognitive Laziness: Effects of Generative Artificial Intelligence on Learning Motivation, Processes, and Performance

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Author: Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gasevic, D. Description: With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of support from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. The concept of hybrid intelligence is still at a nascent stage, and how learners can benefit from a symbiotic relationship with various agents such as AI, human experts and intelligent learning systems is still unknown. The…

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Conscious and unconscious emotional learning in the human amygdala

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Author: Morris, J. S.; Ohman, A.; Dolan, R. J. Description: If subjects are shown an angry face as a target visual stimulus for less than forty milliseconds and are then immediately shown an expressionless mask, these subjects report seeing the mask but not the target. However, an aversively conditioned masked target can elicit an emotional response from subjects without being consciously perceived. Here we study the mechanism of this unconsciously mediated emotional learning. We measured neural activity in volunteer subjects who were presented with two angry faces, one of which,…

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Third-party social interaction and word learning from video

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Author: O’Doherty, K.; Troseth, G.L.; Shimpi, P.M.; Goldenberg, E.; Akhtar, N.; Saylor, M.M. Description: In previous studies, very young children have learned words while “overhearing” a conversation, yet they have had trouble learning words from a person on video. In Study 1, 64 toddlers (mean age=29.8 months) viewed an object-labeling demonstration in 1 of 4 conditions. In 2, the speaker (present or on video) directly addressed the child, and in 2, the speaker addressed another adult who was present or was with her on video. Study 2 involved 2 follow-up…

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Lexical configuration and lexical engagement: when adults learn new words

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Author: Leach, L.; Samuel, A.G. Description: People know thousands of words in their native language, and each of these words must be learned at some time in the person’s lifetime. A large number of these words will be learned when the person is an adult, reflecting the fact that the mental lexicon is continuously changing. We explore how new words get added to the mental lexicon, and provide empirical support for a theoretical distinction between what we call lexical configuration and lexical engagement. Lexical configuration is the set of factual…

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