Att öva källkritik i mötet med AI är en angelägen och brådskande uppgift. Om vi inte inser att AI fungerar som en dialogpartner – och inte som en maskin som levererar färdiga fakta – riskerar vi att gå miste om dess potential för att utveckla vår källkritisk reflektion, säger Maarit Jaakkola, Göteborgs universitet, Nordicom.

America’s students continue to struggle in mathematics. The reasons are multifarious and sometimes elusive, but our recent research suggests the difficulties may have less to do with the math itself and more to do with language.

En ny studie viser at det kan finnes en skjult skjevhet i utdanningssystemet.

Å få god læring av å bruke ChatGPT krever langt mer av både elev og lærer enn det forskerne trodde.

An analysis of 9,000 U.S. educators using SchoolAI shows that the more they use the platform, the more they gravitate toward teacher-facing features that support tasks like lesson planning and grading.

This study examines how secondary school students balance the use of Generative AI (GenAI) tools while maintaining authenticity in reflective writing. 

With today's wide adoption of LLM products like ChatGPT from OpenAI, humans and businesses engage and use LLMs on a daily basis. Like any other tool, it carries its own set of advantages and limitations. This study focuses on finding out the cognitive cost of using an LLMin the educational context of writing an essay.…

Does ChatGPT harm critical thinking abilities? A new study from researchers at MIT’s Media Lab has returned some concerning results.

This study introduces a novel design approach to game-based learning by integrating ChatGPT into the development of non-player characters (NPCs) within storylines. This integration seeks to enhance interactivity with student players and foster an immersive, dynamic learning environment.

Forskare vill se mer debatt om användningen av artificiell intelligens inom utbildningen.

A study by the Center on Reinventing Public Education at Arizona State University highlights the benefits of hands-on AI learning for teachers, determining that successful AI integration depends on a clear vision for its use.

Education and teacher practices are increasingly entangled with anticipations of how AI will change education. Implications for teacher education are not wholly understood. This study explores anticipations of AI in K–12 education and teachers’ pedagogical practices, and contributes to an understanding of the anticipated impacts of AI on teacher education.