ESE - Publicações em Proceedings Indexadas à WoS/Scopus
Permanent URI for this collection
Browse
Browsing ESE - Publicações em Proceedings Indexadas à WoS/Scopus by Subject "Artificial intelligence"
Now showing 1 - 6 of 6
Results Per Page
Sort Options
- Artificial intelligence in education in Cape Verde: potential and challengesPublication . Gomes, António P. M; Gonçalves, Bruno F.This research aims to explore the potentialities and challenges of AI in education in Cape Verde, in order to understand how AI can be used in the teaching–learning context. To carry out the research, a qualitative methodology was adopted supported by a literature review. With support from the documents found, the benefits and potentialities were analyzed, reflecting on the ethical implications of the application of AI in education, with emphasis on privacy, data security and ethics. We discussed the findings related to the potential and challenges of applying AI and how it can play a key role in analyzing data on learners’ performance and preferences, providing immediate feedback, personalized recommendations and complementary activities. Research suggests that AI in education has the potential to improve the equity, quality and reach of education, however, it is necessary to face challenges, such as ensuring the ethical use of AI, accessibility for all students, data protection and privacy. In Cape Verde, AI can be a powerful tool to mitigate socio-economic and geographical challenges, providing a more balanced and equal education across all islands. However, the challenges of access to high-speed internet and the quality of services provided by utilities can be real challenges to overcome.
- Artificial intelligence language models: the path to development or regression for education?Publication . Gonçalves, Bruno F.; Gonçalves, VitorArtificial intelligence language models have the potential to transform various aspects of the world, for example in the areas of human communication, industry, and science. However, the evolution of these language models also raises concerns about issues related to privacy, security, ethics and responsibility. In this sense, this exploratory research, supported by a literature review, aims to determine the benefits and risks of using these models in an educational context, namely, the ChatGPT (Generative Pre-trained Transformer). The ChatGPT is an artificial language model developed by OpenAI that can be used to generate nat- ural language responses to a wide variety of questions and tasks. This model is trained on a large set of text data and uses deep learning techniques to generate relevant and contextually appropriate answers. Since this technology was launched very recently, in November 2022, in addition to the literature review, the authors make an evaluation of the technology with support in the interaction with it. The results of the research point to the existence of a set of educational potentialities, but also a range of risks in the use of this technology.
- ChatGPT: systematic review of potentials and limitations in educationPublication . Patrício, Maria Raquel; Gonçalves, Bruno F.Thegrowthinthesupplyofartificialintelligencetechnologiesinrecent months has been drawing the attention of governments and public and private organizations in all economic sectors of society. In this sense, also the education sector has been showing interest in this type of emerging technologies in the market. Thus, through the present research we seek to make a systematic review of the literature on the potentialities and limitations of ChatGPT in education. The systematic review of the literature will be carried out with the support of a pre-defined set of criteria that will be essential for the serration of information on the topic addressed. The results of the research point to the existence of a set of potentialities, but also limitations of ChatGPT for education, namely for teaching- learning processes. However, like all technologies, there are always potentialities and limitations, and it is up to educational agents, especially institution directors and teachers, to adopt the most appropriate AI technologies for each learning moment. Digital and pedagogical innovation in education will always be important for student motivation, streamlining teaching-learning processes and improving the quality of education.
- Integration of artificial intelligence in teacher training: training to innovate in the digital agePublication . Gonçalves, Bruno F.Artificial intelligence (AI) is already part of people's daily lives in Portugal, since it is present in practically every economic sector of society, making it difficult for citizens not to use this type of emerging technology in all kinds of contexts. The education sector is precisely one example of a context where AI is used and should be taught in a pedagogical way, helping to clarify its proper use for both students and teachers. In this sense, it is essential that AI is integrated into teacher training so that these professionals are prepared to use this type of technology, integrating it into the teaching-learning process. The research is carried out through a systematic literature review, carried out between 2020 and 2024, which seeks to identify the benefits of integrating AI in teacher training, thus contributing to the discussion and reflection on the subject. The results show that, although there is a need for more literature in the area, there is recognition of the importance of providing teachers with digital skills in the area of AI through continuous training so that they can be in line with the new educational reality.
- Teachers’ Perceptions of Knowledge Production in the Age of Artificial Intelligence: A Systematic Literature ReviewPublication . Lemos, Elizama das Chagas; Gonçalves, Bruno F.; Gonçalves, VitorThis article aims to carry out a systematic review of the literature on Artificial Intelligence and knowledge production in educational contexts. Using parameters and guidelines based on the PRISMA Group, a collection of papers was selected from the Web of Science, Scopus and Scielo bibliographic databases with the aim of verifying perceptions of the use of AI solutions in the student learning process, as well as challenges and possibilities. To this end, a biblio- graphic review and corresponding analysis and reflection on the research results found between 2019 and 2024 were carried out. The results allow us to see that this is an area in rapid development, although there are challenges and consid- erations linked to ethical commitment, authorship, and originality, including the most comprehensive proposals, even within the scope of this research.
- The Challenges of Learning Assessment in the Age of Artificial IntelligencePublication . Gonçalves, Bruno F.; Patrício, Maria Raquel; Comiche, Amália CutaneThe continuous growth of artificial intelligence in the world and the consequent integration of this type of technology into the various economic sec- tors of societies seems to be triggering new relationships with machines, but also new ways of working. Education, as one of the most important sectors of a nation, can no longer escape this new reality of integrating this type of technology into teaching and learning processes. It is precisely because of this fact that this re- search emerges, which aims not to set aside or exclude this (r)evolution, but ra- ther to consider them as important and useful tools for innovation in education, putting them at the service of this sector. In this sense, we believe that it is essen- tial to carry out a study to identify and understand the main challenges in carrying out the process of assessing students in the age of artificial intelligence. A sys- tematic review of the literature will be carried out, focusing only on the three years - the artificial intelligence boom - and through it we will try to identify the major challenges that educational agents, but especially teachers, face in as- sessing students, contributing to literacy in the area, but also to a serious debate on this issue that is already being discussed so much in educational institutions. The results suggest that there is a set of challenges that teachers have to deal with, which, according to the content analysis carried out, are related to authenticity, ethics and fraud.