Collaborative inquiry is a widely used learning approach in higher education, where students work together to solve problems and build knowledge through sustained communication. However, as class sizes grow, instructors face challenges in efficiently assessing collaborative inquiries and providing timely, effective feedback due to the large volume of discourse data generated. This project aims toContinue reading “Enhancing Formative Assessment and Feedback in Collaborative Inquiries with an AI-powered Analytical Module”
Showing results for keyword “Artificial Intelligence”
AI-Driven Creativity in Art Education
The integration of artificial intelligence (AI) in art education has the potential to transform creative pedagogy, yet the impact of AI-driven creativity on the artistic process remains underexplored. This project proposes an interdisciplinary theoretical framework synthesizing insights from educational psychology, philosophy of art, and AI ethics to elucidate the paradox of AI-driven creativity in artContinue reading “AI-Driven Creativity in Art Education”
Enhancing Self-Regulated Learning Efficacy in Undergraduate Education through the Integration of AI-Enabled Generative Tools and the 6-P Pedagogy: A Learning and Teaching Partnership Approach
This proposal aims to integrate Artificial Intelligence (AI)-enabled generative tools into the University’s undergraduate curriculum as a learning and teaching partner, fostering self-regulated learning (SRL) efficacy and stimulating critical and innovative thinking among students. The proposed 6-P pedagogical approach is designed to bolster students’ information literacy and academic integrity, guiding them through the non-sequential sixContinue reading “Enhancing Self-Regulated Learning Efficacy in Undergraduate Education through the Integration of AI-Enabled Generative Tools and the 6-P Pedagogy: A Learning and Teaching Partnership Approach”
Empowering University Students’ Literacy in Academic Reading and Writing through Critical and Ethical Use of AI
This project aims to develop a pedagogical framework to enhance university students’ academic reading and writing literacy regarding their critical and ethical use of artificial intelligence (AI) in source-based academic writing. In this project, academic literacy is operationalised as an ability to read and write in the academic context (Hyland, 2022). Such an ability isContinue reading “Empowering University Students’ Literacy in Academic Reading and Writing through Critical and Ethical Use of AI”