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Intelligent Technologies in Education

Intelligent Technologies in Education (ITEd) is dedicated to advancing research in the intersection between intelligent systems/technologies and education, including artificial intelligence, virtual reality, augmented reality, and other innovative tools shaping the future of learning. As technology continues to revolutionise various sectors, this journal serves as a useful platform for researchers, educators, and policymakers to share cutting-edge research, innovative practices, and insightful analyses. The Journal aims to enhance the understanding and application of these technologies in educational settings, fostering a comprehensive dialogue that bridges theory and practice.

Announcements

Foundations of Academic Peer Review course - FREE PLACES!!!

4 April 2025

The Open Access Publishing Association  is offering  five free places  in its Foundations of Academic Peer Review course for ITED associate editors and editorial review board members.   OAPA offers courses in peer reviewing and editing. The next cohorts of Foundations of Academic Peer Review begin on Monday 7 April. There is an Australian delivery by Dr Alisa Percy (AEST) and a UK/Europe delivery by Dr Victoria Nicholas (BST). Full details are available at the OAPA website Learning - oapa.  including a downloadable course guide.   Schedule The course is due to start 7 April with an online Welcome meeting (4-5pm AEST), however, we are accepting enrolments until 14 April. Welcome meeting – 4-5pm, Monday 7 April Workshops at conclusion of each of the three modules: Monday 4-7pm Workshop 1: 5 May (AEST) and 28 April (BST) Workshop 2: 2 June Workshop 3: 7 July Assessment task due 4 weeks after Module 3 workshop (4 August)   Feedback  from one of the 2024 participants demonstrates the value that the course delivered for them:   "The workshops were incredibly valuable, and peer discussion really helped me hear different perspectives. Having an editor and experienced academic chair the sessions was brilliant as they offered their lived experiences and reflections. Not only has it made me feel more confident about peer review, but it has also enabled me to think differently about the papers I write myself" To register for the next 2025 delivery, please write to learn@open-publishing.org  and provide the following information: Name Email Preferred delivery location (we have an Australian and a UK based delivery for the welcome meeting and interactive workshops) INTE Associate Editor / INTED reviewer   Please consider supporting OAPA through becoming a member    Membership - oapa.    Members pay $75AUD annually and receive : Free access to the Association’s monthly online  seminar series . Monthly insights into Open Access publishing from leaders in the field straight to your inbox. Discounted access to OAPA-hosted conferences. Discounted access to OAPA online education courses . The opportunity to shape the Association with voting rights at the Annual General Meeting. Eligibility to nominate for the Board or Committees.

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  1. Is GenAI the Future of Feedback? Understanding Student and Staff Perspectives on AI in Assessment

    Jasper Roe, Mike Perkins, Daniel Ruelle

    The rise of Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI) in higher education necessitates assessment reform. This study addresses a critical gap by exploring student and academic staff experiences with AI and GenAI tools, focusing on their familiarity and comfort with current and potential future applications in learning and assessment. An online survey collected data from 35 academic staff and 282 students across two universities in Vietnam and one in Singapore, examining GenAI familiarity, perceptions of its use in assessment marking and feedback, knowledge checking and participation, and experiences of GenAI text detection. Descriptive statistics and reflexive thematic analysis revealed a generally low familiarity with GenAI among both groups. GenAI feedback was viewed negatively; however, it was viewed more positively when combined with instructor feedback. Academic staff were more accepting of GenAI text detection tools and grade adjustments based on detection results compared to students. Qualitative analysis identified three themes: unclear understanding of text detection tools, variability in experiences with GenAI detectors, and mixed feelings about GenAI’s future impact on educational assessment. These findings have major implications regarding the development of policies and practices for GenAI-enabled assessment and feedback in higher education.
    Read article →PDF2,457 downloads

  2. Rethinking teaching approaches to integrating AI in teaching and learning

    Lilian Schofield, Dr Xue Zhou

    Since the introduction of ChatGPT in 2022, the discourse on AI in higher education has evolved from the focus and concerns on its impact on academic integrity to embracing AI in teaching and learning towards enhancing students’ AI literacy. With many AI literacy frameworks, such as UNESCO AI competency and AI in teaching and learning frameworks developed to support educators in adopting AI, there is still a gap in practically applying the framework in teaching. This presents an opportunity to explore developing a holistic AI in teaching approaches that enable educators to incorporate AI in their teaching and provide practical examples to do this. This paper aims to address this gap twofold: first, it presents the five-step approach to integrating AI in teaching, and second, it demonstrates through a case study how to integrate AI in teaching using the AI in teaching and learning framework and constructive alignment.
    Read article →PDF2,021 downloads

  3. Artificial intelligence in higher education learning: transferable skills and academic integrity

    Toh Yen Pang, Alexandra Kootsookos, Ben Cheng

    The advancement of Generative Artificial Intelligence (AI) chatbots, such as ChatGPT, presents significant and transformative challenges in higher education teaching and learning, such as assessment and evaluation practices. While this is acknowledged, there has been very little research into what this might look like in daily practice in higher education. This study explored these challenges in one area of higher education practice: developing students’ transferable skills, including writing, critical thinking, and information literacy among undergraduate engineering students at RMIT University, Melbourne, Australia. Using a cohort comparison design, this study evaluated the impact of ChatGPT on students' attainment of transferable skills. The effectiveness of AI tools in enhancing educational outcomes was assessed with a standardised assessment framework used by independent assessors to grade students’ reports. The results, analysed using the Mann-Whitney U test and the intraclass correlation coefficient, revealed significant improvements in critical thinking and information literacy among those students who used ChatGPT. The study also explored the ethical implications of using AI in educational settings and highlighted the need for rigorous academic standards and the implementation of measures to ensure the responsible use of AI technologies. While the preliminary findings suggest that AI tools, particularly ChatGPT in this study, can positively impact certain students’ skills, more detailed and controlled studies are necessary to validate these results and explore further the mechanisms through which AI tools influence learning and skill development.
    Read article →PDF1,872 downloads

  4. ChatGPT for educational-academic activities: Preschool student teachers’ experiences

    Kleopatra Nikolopoulou

    ChatGPT is a rapidly evolving Artificial Intelligence tool which has attracted wide interest in higher education. This study aims to provide evidence on the experiences of student teachers who have used ChatGPT for academic-educational activities. The participants were 17 Greek preschool student teachers and the data was collected via interviews. The findings indicated that positive experiences regard general benefits (e.g., fast generation of answers, ease of use, source of information), ChatGPT’s support for educational activities (planning educational practices, interventions, lesson plans), and provision of different perspectives and approaches (including strengthening children’s social skills and ICT integration). Experienced limitations-challenges include reliability, validity of information, general/vague answers (e.g., ideas for educational practices), and limited contextual understanding. Submission of multiple queries/prompts for the generation of more relevant information was experienced both as benefit and limitation. Students value and recommend ChatGPT as a useful, supportive tool for educational purposes, and highlight the necessity for enhancement of student skills and practices (e.g., to evaluate responses/output and sources of information, and ask specific queries). Implications for students, university policy and educators are discussed. Universities need to respond to AI technology changes, adopt-establish new policies and enforce sustainability.
    Read article →PDF1,856 downloads

  5. GenAI Tools in Academia: Pedagogical Problems Faced by Canadian Professors

    Bhanu Bhakta Acharya, Basu Sharma, Dinesh Gajurel

    Generative artificial intelligence tools have sparked a debate about their successful integration into post-secondary educational pedagogy, spawning varying responses from institutions of higher education worldwide. Assuming the disruptive nature of this technology and its potential for a paradigm shift in pedagogy, the focus of this paper is on the challenges faced by Canadian academics in integrating these tools and their responses to the evolving role of this new technology. Through a comprehensive literature review and analysis of existing policies and practices of 15 research universities in Canada, this study identifies problem areas associated with the management of learning assessments while underscoring the need for clear and ethically sound policies to empower Canadian professors. The paper concludes with recommendations for policy development and future research directions, emphasizing the importance of balancing innovation with ethical responsibility in the use of generative AI in the development and management of pedagogy in post-secondary education.
    Read article →PDF1,338 downloads