Zobrazeno 1 - 10
of 103
pro vyhledávání: '"Benedict du Boulay"'
Publikováno v:
Computers and Education: Artificial Intelligence, Vol 3, Iss , Pp 100076- (2022)
In this paper, we present the concept of AI Readiness, along with a framework for developing AI Readiness training. ‘AI Readiness’ can be framed as a contextualised way of helping people to understand AI, in particular, data-driven AI. The nature
Externí odkaz:
https://doaj.org/article/a3e698e1026e41b9b965a4b8c4263bcf
Publikováno v:
Education Sciences, Vol 12, Iss 10, p 683 (2022)
The existing evidence shows that parental engagement is one of the most effective educational interventions. Most parents, carers, and teachers are aware of that and wish to engage with their children’s education. However, most parents are still on
Externí odkaz:
https://doaj.org/article/956645f788c74df68ca821e054c54647
Autor:
Rosemary Luckin, Benedict du Boulay, Hilary Smith, Joshua Underwood, Geraldine Fitzpatrick, Joseph Holmberg, Lucinda Kerawalla, Hilary Tunley, Diane Brewster, Darren Pearce
Publikováno v:
Journal of Interactive Media in Education, Vol 2005, Iss 2 (2005)
Abstract: This paper discusses the importance of learning context with a particular focus upon the educational application of mobile technologies. We suggest that one way to understand a learning context is to perceive it as a Learner Centric Ecology
Externí odkaz:
https://doaj.org/article/2bfcd0522648468ab343f3e3235a853e
Publikováno v:
Handbook of Artificial Intelligence in Education ISBN: 9781800375413
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4791e6abc41878c3a7379d015644c548
https://doi.org/10.4337/9781800375413.00009
https://doi.org/10.4337/9781800375413.00009
Publikováno v:
International Journal of Child-Computer Interaction. 36:100574
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::87de9dd74210bf77fabf84fdac6b5bf0
https://doi.org/10.1016/j.ijcci.2023.100574
https://doi.org/10.1016/j.ijcci.2023.100574
Autor:
Benedict du Boulay
Publikováno v:
The Ethics of Artificial Intelligence in Education ISBN: 9780429329067
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e84216bb836151544a8cf8ad9830ccee
https://doi.org/10.4324/9780429329067-12
https://doi.org/10.4324/9780429329067-12
Publikováno v:
International Journal of Artificial Intelligence in Education. 32:174-195
Many previous studies have highlighted the influence of learners’ affective states on learning with tutoring systems. However, the associations between learning and learners’ meta-affective capability are still unclear. The goal of this paper is
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fa87cdb1afb8e11eae894525354ff0ef
https://doi.org/10.1007/s40593-021-00247-1
https://doi.org/10.1007/s40593-021-00247-1
Autor:
Benedict du Boulay
Publikováno v:
International Journal of Artificial Intelligence in Education. 31:622-635
Mark and Greer’s (International Journal of Artificial Intelligence in Education, 4(2/3), 129–153, 1993) review was very influential in setting out effective goals and methods for evaluating adaptive educational systems of all kinds. A later revie
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::79659fda41b1f709a3bfa6bbb9d2b97f
https://doi.org/10.1007/s40593-020-00198-z
https://doi.org/10.1007/s40593-020-00198-z
Autor:
Benedict du Boulay
Publikováno v:
Handbook of Open, Distance and Digital Education ISBN: 9789811903519
Handbook of Open, Distance and Digital Education ISBN: 9789811920790
Handbook of Open, Distance and Digital Education ISBN: 9789811920790
This chapter traces the ethical issues around applying artificial intelligence (AI) in education from the early days of artificial intelligence in education in the 1970s to the current state of this field, including the increasing sophistication of t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1999585ac1d1fc26fa5e02498c0f73c6
https://doi.org/10.1007/978-981-19-0351-9_6-2
https://doi.org/10.1007/978-981-19-0351-9_6-2
Autor:
Carmel Kent, Abayomi Akanji, Benedict du Boulay, Ibrahim Bashir, Thomas G. Fikes, Sue A. Rodríguez De Jesús, Alysha Ramirez Hall, Paul Alvarado, Jennifer E. Jones, Mutlu Cukurova, Varshita Sher, Canan Blake, Arthur Fisher, Juliet Greenwood, Rosemary Luckin
Many universities aim to improve students' 'learning to learn' (LTL) skills to prepare them for post-academic life. This requires evaluating LTL and integrating it into the university's curriculum and assessment regimes. Data is essential to provide
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8e13c2018b103e84fa2e8e9256833681
https://doi.org/10.4018/978-1-7998-9644-9.ch001
https://doi.org/10.4018/978-1-7998-9644-9.ch001