Preservice Teachers’ Perceptions of Applying ChatGPT and 360 VR Videos to Enhance Their Job Interview Skills: An Exploratory Case Study
Hui-Wen Huang
Shaoguan University, Guangdong, China
Sumei Wu
Beijing Normal University, China
Tsung-Shu Chang
Shaoguan University, Guangdong, China
Abstract
This exploratory case study investigates the integration of the chatbot ChatGPT and 360 VR videos in a project aimed at training preservice teachers in China to enhance their job interview skills. Four preservice teachers participated in interactive conversations with ChatGPT, focusing on job interviews, and utilized 360 VR videos for simulated job interview scenarios, both of which served as means to improve their professional skills. One-to-one semi-structured interviews were conducted to explore individual preservice teachers’ perceptions of their learning experiences with each of the two technologies. Thematic analysis revealed the main patterns of the participants’ interactive experiences with ChatGPT and 360 VR videos. The findings uncovered the advantages and challenges associated with technology-assisted job interview preparation. The participants expressed positive perceptions of the intervention, highlighting its engagement and relevance to their development of job interview skills. This case study underscores the potential of ChatGPT and 360 VR videos in enhancing preservice teachers’ preparedness for job interviews, providing insights into individual teachers’ experiences. The implications for teacher training programs are discussed.
Keywords: ChatGPT, 360 VR videos, virtual reality, job interview skills, teacher education
Reflections on Ethical Issues of Artificial Intelligence in Medical Science: Advancements, Ethical Controversies, and Future Directions
Tsung-Shu Chang
Shaoguan University, Guangdong, China
Hui-Wen Huang
Shaoguan University, Guangdong, China
Abstract
This study presents a philosophical review of the ethical issues of artificial intelligence (AI) in the field of medical science, focusing on its advancements, ethical controversies, and potential future directions. By leveraging advanced technologies, AI offers promising opportunities for improving medical decision-making, enhancing patient care, and accelerating biomedical research. However, the integration of AI in the medical field also raises ethical controversies and challenges. This study critically introspects the ethical implications associated with the use of AI in medical science, especially ethical controversies related to advancements and the role of human oversight in decision-making. The authors put forward the guiding principle of “AI for use, humanity for management, and both of them combine one” to encounter the impact of AI on future Human-AI collaboration. We highlight the need for ongoing research, collaboration, and interdisciplinary dialogue to address ethical dilemmas and ensure the responsible deployment of AI in the medical field. Additionally, the study offers insights into potential future directions, such as fostering Human-AI collaboration and integrating ethical considerations into AI development and implementation processes. Finally, collaborative efforts among policymakers, researchers, and healthcare professionals are essential to navigate ethical challenges associated with AI in medical science development.
Keywords: artificial intelligence, medical science, healthcare, ethical controversies, patient privacy
Maintaining Academic Integrity in the Era of Generative Artificial Intelligence through Teamwork Assessment
Tomayess Issa
Curtin University, Australia
Mahnaz Hall
Curtin University, Australia
Abstract
Teamwork assessment and self-and peer-evaluation are widely applied in higher education, both nationally and internationally. This assessment aims to encourage students to improve their teamwork, communication, cultural awareness, and problem-solving skills. Our study’s rationale is to promote students’ personal and professional skills by implementing and assessing our initial teamwork framework in postgraduate units on and off campus using Curtin University academic integrity standards. Integrating academic integrity into the teamwork assessment motivates students to complete their work with their teams based on the detailed assessment guidelines and lecturers’ formative feedback, and this will minimise the use of generative AI tools such as ChatGPT Bard and Bing Chat(Dwivedi et al., 2023; Volante et al., 2023) . To implement academic integrity in the teamwork assessment, the lecturer meets with each team member to discuss two concepts, OBS (Organization Breakdown Structure) and WBS (Work Breakdown Structure) and provides formative feedback to improve their work. This meeting will ensure the student’s contribution is original and acknowledge the sources that motivated them to complete the assessment. The marks are released based on a signed teamwork agreement, completing self- and peer- evaluation forms, PowerPoint slides, and the meeting’s feedback. The study outcomes have indicated that students enjoyed this experience, learned new skills in team management, became problem solvers, gained cultural awareness, and made good friends for the future. Finally, a set of recommendations is presented to assist academics in implementing teamwork in future units.
Keywords: teamwork, academic integrity, generative AI tools
References
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., . . . Ahuja, M. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642.
Volante, L., DeLuca, C., & Klinger, D. (2023). ChatGPT and cheating: 5 ways to change how students are graded. The Conversation 1 March 2023. Retrieved from https://theconversation.com/chatgpt-and-cheating-5-ways-to-change-how-students-are-graded-200248
Exploring the Integration of Mixed-Reality Simulations in the Professional Development of Content-Area Teachers of English Learners
Sumei Wu
Beijing Normal University, China
Abstract
This presentation reports on the professional development of content-area teachers of English learners (ELs) in the learning context of the Mixed Reality (MR) Simulations, an innovative technology that provides a simulated teaching environment for teachers to practice teaching skills through role-playing with avatar students in real time. MR has been increasingly integrated in general and special education teacher preparation programs in the United States (Dieker et al., 2017; Landon-Hays et al., 2020; Theelen et al., 2019; Wu et al., 2020). Yet, no study has explored how it can be integrated in the professional development of content-area teachers of ELs. To address this gap, this study involved content-area teachers in the United States in enacting their lesson plans with avatar ELs in order to learn how to best support ELs’ development of both English language skills and content subjects. Data sources include video recordings of teachers’ enacted practices with avatar ELs, teacher interviews, and video-stimulated reflections. Findings of this study unpack the types of professional learning opportunities offered by the MR program for content-area teachers of ELs as well as the types of pedagogical considerations required for effective MR-based teacher education. Implications will be offered for the integration of mixed reality technology in language teacher education.
Keywords: mixed-reality simulations, English learners, professional development, content area teachers
References
Dieker, L. A., Hughes, C. E., Hynes, M. C., & Straub, C. (2017). Using simulated virtual environments to improve teacher performance. School University Partnerships (Journal of the National Association for Professional Development Schools): Special Issue: Technology to Enhance PDS, 10(3), 62-81.
Landon-Hays, M., Peterson-Ahmad, M. B., & Frazier, A. D. (2020). Learning to teach: How a simulated learning environment can connect theory to practice in general and special education educator preparation programs. Education Sciences, 10(184), 1–17. doi:10.3390/educsci10070184
Theelen, H., van den Beemt, A., & den Brok, P. (2019). Classroom simulations in teacher education to support preservice teachers’ interpersonal competence: A systematic literature review. Computers & Education, 129, 14-26.
Wu, S., Ware, P., & Liaw, M. L. (2020). Promoting peer-to-peer synchronous online discussions: Case study of intercultural communication in telecollaboration. In L. Wilton & C. Brett (Eds.), Handbook of research on online discussion-based teaching methods (pp. 283-310). IGI Global. https://doi.org/10.4018/978-1-7998-3292-8.ch012
A Biochip With Temperature Control Matrix and its Processing Method
C. H. Shen
School of Intelligent Engineering, Shaoguan University, China
Abstract
Based on the manufacturing method of MEMS devices, polysilicon films with different boron concentrations are deposited on silicon wafers, and temperature sensors are implanted with boron ion concentrations of 2×10^19atm/cm3 so that the temperature resistance coefficient has a high and linear change. The device is implanted with a boron ion concentration of 1×10^20atm/cm3 so that the temperature resistance coefficient is not affected by temperature changes. There are three heaters with the same shape and size on the wafer. Each set of heaters consists of five heating lines connected in series in a meandering manner with a pitch of 2 μm and is in a dry-etching configuration. The heaters on both sides form a center for temperature control. The isothermal insulating wall condition of the heater avoids its lateral heat loss. The thickness of the silicon substrate is reduced to 40 μm by mechanical grinding and wet etching thinning process on the back to prevent axial heat loss caused by the high thermal conductivity of the silicon substrate. Finally, the chip is packaged and combined with an IC controller to complete a temperature-controlled micro-biological chip.
Keywords: MEMS, Ion implantation, biological chip, chip package, temperature sensor
How to Apply Artificial Intelligence Technology in Education
Hsien-Hao Ting
Shaoguan University, Guangdong, China
Abstract
Artificial Intelligence (AI) is a rapidly develop technology that has huge potential to transform any fields. Generally, AI is expected to have significant effects on sectors such as:
1. healthcare;
2. automotive;
3. financial services and auditing;
4. security; and
5. creative(advertising and video games, etc).
In this article, we analyze the AI implication in education. We find that AI can making personalized teaching reality through these ways:
1. in the classroom, AI technology can improve the teaching environment and efficiency. On the other hand, for individual experimental subjects, artificial intelligence technology can simulate experimental scenes, allowing students to participate in experiments while ensuring safety and saving experimental costs.
2. After-class, AI technology can provide students with autonomous learning experiences, generating personalized services that cater to the learning needs and styles of different students.
3. For teachers, AI can help reduce costs and improve efficiency in preparation, grading, and research, while also establishing a comprehensive learning assessment system for students through the generation of large models.
Keywords: Artificial Intelligence, teaching environment, autonomous learning, personalized services, learning assessment system
Exploring the Empirical Contributions of Artificial Intelligence in Education: A Case Study in Oman
Abir Ghenaiet
Islamic University of Minnesota, USA
Abstract
This conference paper presents a comprehensive study on the empirical contributions of artificial intelligence (AI) in education, with a specific focus on the context of Oman. The purpose of this research is to investigate the effectiveness of AI-based educational tools in enhancing student learning outcomes and to identify the challenges and potential solutions associated with their implementation. The study adopts a mixed-methods approach, combining qualitative data collection techniques such as interviews and case studies with quantitative data collection techniques including surveys. The findings provide valuable insights into the impact of AI in education and offer recommendations for policymakers, educators, and researchers to maximize the benefits of AI while addressing the existing challenges.
Keywords: Artificial Intelligence, education, empirical contributions, Oman, mixed-methods
The Moral Quandary of AI-Driven Marketing: Consumer Privacy vs Personalisation
Neeraj Rai
Alva’s Institute of Engineering and Technology, PG Dept of Business Administration, India
Abstract
Promotion and advertising now use Artificial Intelligence (AI) driven efforts extensively. Even though this technology offers an avalanche of benefits to both the marketer as well as the customer, it also brings to the forefront privacy concerns about consumer data protection and the ethical implication linked to product personalisation. This paper attempts to address these valid concerns by exploring the morality of AI-driven marketing and the balance sought between personalisation and consumer privacy.
Using a Likert scale questionnaire, the attitudes of 18-to-30-year-olds toward AI-driven marketing and purchase intention were measured. The consumers’ attitudes towards personalisation, privacy concerns, and ethical concerns were also factored in.
Consumers’ attitudes toward AI-driven marketing appear to be influenced by personalisation, according to the study’s results. Consumers’ attitudes toward AI-driven marketing are positively affected by personalisation. On the other hand, ethical concerns have a positive effect, which shows that consumers appreciate the ethical use of AI in marketing. Interestingly, the study also revealed that personalisation positively impacted consumers’ purchase intentions.
AI-driven marketing should prioritise personalisation without overlooking consumer privacy. It’s vital for companies to sustain transparency in data collection and deploy AI algorithms that don’t lead to biased decision-making. Furthermore, businesses ought to weigh the ethical consequences of their marketing tactics and ensure that they align with consumer values and expectations.
Keywords: AI-driven marketing, Artificial Intelligence, consumer privacy, ethical concerns, personalisation
Phd Survival Kit in the Age of a Pandemic: A Narrative of Procrastination and Adaptation
Saloni Srivastava
Galgotias University, India
Abstract
The Coronavirus upsurge was a set back for the entire world. Amidst which, lurking in the libraries, laboratories and cubicles were the graduate students pursuing a PhD. While scholars in STEM fields suffered due to a lack of access to laboratories and apparatuses, the social scientists suffered from increasingly degrading mental health conditions, the unwillingness to read or write and larger questions of the pointlessness of it all during a Pandemic. This paper studies the author’s personal struggles and methodologies of building a coping mechanism while also analysing experiences of Phd communities from all over the world, to speculate and reflect on the trials and tribulations of the pandemic PhDs. This paper will try to answer, How to continue writing your dissertation amidst the rampant spread of a deadly virus? What is the point of a humanities PhD in times of a medical crisis? How to refocus and maintain an equilibrium between procrastination and adaption and continue working on the project at hand? How PhD programmes from all over the world embraced hybrid working conditions and swiftly adapted to the new normal during the pandemic? While answering these looming questions, this paper also aims to understand the long term impact of this trying time on the mental health, lives and academic careers of this residual crop of PhD scholars.
Keywords: PhD, learning, hybrid teaching, pandemic, coronavirus
Music Curricula and Social Appreciation: An Investigation Based on Higher Education Courses
Adrian, Estrela Pereira
Eötvös Loránd University, Hungary
Abstract
The development of Higher Education curricula involves not only choosing the content that integrates the courses but also selecting what will be excluded. Besides the educational and professional relevance, the curricula preference for certain contents can be analyzed as an effect of power structures that endorse unbalanced appreciation of different kinds of knowledge. Thereby, the knowledge valued by dominant groups tends to find more space in formal organizations than the knowledge appreciated by minority groups. On the other hand, considering the social, political and cultural weight of higher education institutions, the established curricula can also influence the way societies perceive different kinds of knowledge, creating an influence looping effect. In this way, the main aim of the following article is to discuss the significance of higher education music courses’ curricula in the social appreciation of different artistic manifestations. Strongly influenced by the critical paradigm’s perspective, this paper incorporates three specific aims: 1) to reflect on the social, political and cultural functions of higher education music organizations; 2) to present possible relations between music and cultural identity; and 3) to examine possible connections between cultural identities and social appreciation. In order to reach the proposed aims, this article employs the qualitative documental analysis as its methodological approach to identify, examine and choose the scientific sources to support and stimulate the presented discussions. Considering the uneven social relations between groups which are characterized by different cultural identities, this article advocates for active participation of higher education institutions in the promotion of democratic societies by rethinking music courses’ curricula as a route not only to incorporate demands of different social groups but also as a pathway to mitigate structures that sustain unbalanced and unfair social relations.
Keywords: critical paradigm; cultural identity; curriculum development; higher education music courses; social valuation
An Exploratory Study of Best Teaching and Learning Practices in the Virtual Post-secondary Environment
Zohreh Shahbazi
University of Toronto, Canada
Abstract
The COVID-19 pandemic has had a devastating impact on all aspects of human life, bringing the world to an unprecedented stop in March 2020. One pertinent aspect of life that has been impacted from the beginning of pandemic restrictions is education, for learners across the age spectrum. Focusing particularly on higher education, we lack a deep understanding of the effectiveness of online learning for students and teaching faculty in mathematics and statistics courses. To address this research gap, this study conducted n=24 student surveys and n=13 interviews through three lenses: first, from the perspectives of students; second, from the perspectives of educators; and third, the impact of para-curricular supports offered through the campus Mathematics and Statistics Support Centre. The results yielded six key themes: (1) Lack of academic support and social interaction; (2) Confusion and anxiety with course content and expectations; (3) Value in recorded lectures; (4) Lack of student connection; (5) Lack of training in online education; and (6) Difficulty with student integrity/assessment methods. These themes provide insight into the experiences of students and educators unveiling the simultaneous challenges and opportunities of online education specific to mathematics and statistics. Future directions are explored, including suggestions for optimal teaching strategies in online/hybrid modalities as in-person activity begins to resume across the globe. With additional research still necessary to fully understand this novel model of teaching and learning, this pilot project highlights the need to explore the most effective practices for integrating virtual education in quantitative courses.
Keywords: mathematics, statistics, online education, virtual learning, higher education
Exculpatory Evidence in Adversarial Investigative Custody
Aaditya Gore
Galgotias University, India
Abstract
An accused person’s right to the presumption of innocence persists at all stages of the criminal process. In order to understand if the adversarial process places an extreme burden of inequality of arms during the investigative stage, the researchers have conducted 45 case studies on retired Police officers who have handled criminal investigation. The retired officers were asked about their socio-cultural backgrounds, their education, tenure of service, number of years served in investigative capacity, the factors on which they based their decision to arrest, the social indicators which matter according to them in making arrest decisions, and the efficacy of different interrogation methods according to them. The researchers tried to find out if adversarial interrogation techniques are geared towards inculpation only. 57.78% officers did not show incrimination bias and stated that they took on record exculpatory evidence produced by accused persons during investigation. Between urban and rural-born officers, the preference for investigation differed most in using coercive techniques. The researchers also undertook an online survey of civilians about their preferences in case of answering criminal accusations. A majority of the 174 respondents tilted in favour of a participative process where they could contribute to their defence at the investigative stage. This paper makes a pitch for a suitable hybrid of the adversarial and inquisitorial systems in matters of criminal investigation.
Keywords: criminal investigation, adversarial, inquisitorial, participation, processual fairness, exculpatory evidence
Students Training AI Tools to Implement Their STEAM Ideas on Sustainability
Catalina Nicolin
APEBB, Romania
Abstract
The climate and biodiversity crises are pressing environmental issues that require concerted action from governments, businesses, and individuals. Reducing greenhouse gas emissions, protecting and restoring forests and natural habitats are critical for addressing these issues. AI can help address these challenges by enabling accurate and efficient monitoring and analysis of environmental data, supporting the development of sustainable practices in agriculture, energy, and other sectors, and identifying areas of land most vulnerable to climate change.
Green School Practices and its Connection with STEM Education
These practices help create intentional connections between different subjects, such as science, technology, engineering, and mathematics (STEM) education and environmental education.
Green School Practices and its Connection with STEM Education and AI tools
There is a strong connection between green school practices and STEM education. Green school practices provide an ideal platform for students to apply STEM skills in real-world situations. Moreover, AI can help personalize STEM education by providing students with tailored learning experiences that are adapted to their individual needs and learning styles. AI-powered tutoring systems can provide instant feedback and support to students, helping them to identify areas where they need to improve and providing them with resources to help them do so.
Along our afterschool courses with students many of them have expressed the idea to teach them how to teach AI about their ideas on sustainability education
We have done brainstorming for collecting and structure ideas and steps, to utilize what is most important and left the least relevant ideas for a new round of programming AI.
Those ideas were selected:
How can be transformed the data gathered from the environmental reviews by other AI into innovative practices for other AI more near to real needs in the area of environmental practices used inside the school?
how to teach AI to help Students germinate skills, knowledge and attitude through experiential learning and activities based on their curriculum. Innovating in solving environmental issues around school?
What other core subjects could be integrated in the existent green school themes?
Learners’ Needs: To teach AI about sustainability education, students need to have a strong understanding of both AI and sustainability education. Therefore, the learners will need to have a background in computer science, data analysis, and programming to understand AI. Additionally, learners should be well-versed in sustainability education topics such as climate change, environmental conservation, and social justice, to understand how AI can be used to support sustainability education.
Context: The class should have access to the latest technologies and resources required to develop AI projects. The learning environment should be supportive of collaboration, creativity, and experimentation.
Keywords: STEAM, AI, Green Skills, Green Competence, Environmental Learning, Green School, training AI in sustainability
Digital Learning
Mohamad Mohamad
Tartous University, Syria
Abstract
Digital learning offers potential in K-12 education organizations to create personalized learning opportunities. However, a lack of focus and specific attention to advancing the organization’s capabilities in this area often lead to failure to achieve any meaningful results.
The pandemic crisis has forced K-12 organizations to identify and address critical gaps in digital education capabilities in every environment, whether in-class, remote or hybrid.
Digital learning plans often fail to identify how the organization will systematically optimize and transform technologies, instructional models and student experience for improved outcomes.
Organizations can backslide in maturity levels by failing to have a reliable process for continuous evaluation, and plans to meet those goals each year.
Keywords: digital learning, personalized education, studying the descriptions
English Language Teaching in Rural Pakistan
Yasir Daud Khan
The University of Agriculture, Peshawar Pakistan
Abstract
In the global context, need and importance of English language efforts are being made to improve the quality of acquisition of English with the assumption of teaching. What are the approaches of Pakistani teachers toward English language teaching; does it fulfill the needs as required and facilitating language acquisition? The current study explores this question at the secondary level in the context of Bannu, a remote district of Khyber Pakhtunkhwa province, Pakistan. The researcher randomly interviewed English language teachers and observed the teaching pedagogy and learning methodology of selected secondary schools. The study aims to identify whether the teaching of English is different from the teaching of other subjects or not, in the context of Bannu, such as social studies, history etc. Further, the study will also analyze Grammar translation method as a dominant way to teach English and learners which hardly get an opportunity to practice language skills in the classrooms. The reasons behind this approach to the teaching of English are; lack of highly qualified teachers, non-availability of proper training of courses for secondary level English teachers, the memory-driven system of the exam, strengthy classrooms, teachers’ workload, shortage of resources and lack of ongoing support system. It can be suggested as an implication the study that English teachers should be trained separately focusing on teaching English as a language, unlike other subjects.
Keywords: language acquisition, rural Pakistan, secondary level, teaching pedagogy
Artificial Intelligence: Impact of Technology on Organizational Leadership and Management
Shabana Azami
Galgotias University, India
Abstract
In this research paper It is discussed how technology has affected organisational leadership over time. This will form the foundation for an investigation of potential future situations in which AI may have an impact on management procedures, successful leadership attributes, and leadership styles.
Over the past 50 years, there has been a noticeable shift away from the tougher leadership components, like the raw processing of information, and towards the more malleable ones, including personality traits and behaviours. According to Chamorro-Premuzic, Wade, and Jordan (2018), the shift towards softer leadership components suggests that emotional quotient (EQ), also known as emotional intelligence, is twice as significant as intellectual quotient (IQ) when it comes to exercising successful leadership.
The topic of implementing AI in businesses makes the issues of organisational transformation and development pertinent to discuss. Many firms may experience organisational changes as a result of the impending technological transformation; for example, some workers may lose their employment, some functions may be replaced, and new talent may be hired. Technology advancement has always had a significant impact on businesses, frequently changing how those organisations are conducted.
Keywords: organisational leadership, technology, leadership styles, technological transformation, emotional quotient, intellectual quotient
Teaching Practical Courses Like Filmmaking On Online Mode
Akshata Sawant
Galgotias University, India
Abstract
Teaching practical courses like filmmaking in an online mode can be challenging due to the absence of physical interaction and hands-on experience. But it’s feasible to design a successful and interesting learning environment for students with the correct strategy and resources
It is possible to circumvent this problem by offering top notch online learning materials and video tutorials that cover practical aspects of filmmaking, such as camera operation, lighting, sound recording, and editing. These resources can be enhanced with live, interactive sessions where students can ask questions and receive feedback from the instructors.
Another approach is to leverage technology to create a virtual filmmaking environment that allows students to practice their skills in a simulated setting. For instance, students can utilise virtual reality (VR) or augmented reality (AR) tools to learn how to set up a camera, change lighting, and photograph a scene. This method offers a secure and controlled setting for students to practise and experiment with various strategies before putting them to use in the real world.
Additionally, group projects and student teamwork can be facilitated by the usage of collaborative online platforms. Working collectively on a project teaches students excellent communication, task delegation, and deadline management—all crucial abilities for accomplishment in the film industry.
Therefore, using online resources, interactive sessions, and virtual settings to teach practical courses like filmmaking online is essential. A rich and interesting learning environment for students that equips them for success in the film business is achievable with the correct resources and methodology.
Keywords: filmmaking, hands-on experience, video tutorials, virtual filmmaking, virtual reality (VR), augmented reality (AR), collaborative online platforms, film industry, film business
Artificial intelligence and the Job Nexus
Md. Raghib Nadeem
Galgotias University, India
Abstract
The fourth industrial revolution, or the age of artificial intelligence, is just around the corner, but worries about urbanisation, equitable economies, and a sustainable world for our children’s future still exist. AI has the power to automate monotonous tasks but it may also cause job displacement and alter the skill sets that are required. The idea’s opposite side is that it opens up significant prospects by increasing labour productivity, which leads to decreased capital costs, which historically have prohibited rising economies from achieving economic transition. The paper aims to draw attention to the concern about the adoption of artificial intelligence and explore the likely economic effects on jobs in several economic sectors. Ultimately, the abstract argue that while AI may cause disruption in some sectors of the economy and job positions, it also offers room for innovation and the creation of new occupations. Responsible implementation and a dedication to ensuring that AI is used in a way that benefits both workers and society as a whole are the keys to realising these benefits.
Keywords: productivity, economic implications, reduced costs of capital, income disparity gap, and sustainable world