AI Networking Cookbook: Practical recipes for AI-assisted network automation and development
TL;DR
Structured human-computer interactions with higher education chatbots to explore whether these chatbots were programmed to provide financial counseling to college students found that many systems marked as AI chatbots fell short of adaptive, generative capabilities which are the essence of AI systems.
Structured human-computer interactions with higher education chatbots to explore whether these chatbots were programmed to provide financial counseling to college students found that many systems marked as AI chatbots fell short of adaptive, generative capabilities which are the essence of AI systems.
AI chatbots are becoming essential within contemporary education, significantly influencing student engagement and learning processes. They provide personalized support by delivering instant resources designed for individual learning styles and needs, enabling students to study subjects at their own pace. Therefore, this study seeks to investigate the impact of AI chatbots on self-reliance, their role in enhancing educational outcomes, and the factors influencing their adoption. A random sample of 384 questionnaires was collected from students enrolled in Jordanian universities. Data were collected through an online survey conducted from June to September 2025. The study's hypotheses were tested using SPSS for regression analyses of sub-hypotheses and PLS-SEM for the primary hypotheses. The results reveal that various dimensions of AI chatbots positively impact both self-reliance and the adoption of these tools, both individually and collectively, suggesting that their effective implementation can enhance learning outcomes and student engagement in educational settings. These results emphasize the significance of AI chatbots in fostering self-reliance and their adoption. The study advises integrating AI tools into the educational process while maintaining a balance with traditional teaching methods, as this approach can enhance learning outcomes and ensure that students benefit from both innovative and established educational strategies.
This study investigated the cognitive, affective, and value-based determinants of higher education learners’ intention to continue using AI chatbot assistance with the extended Technology Continuance Theory (TCT), demonstrating that perceived usefulness and perceived ease of use play central roles in shaping learners’ attitudes, attitudes, and continuance intention.
ABSTRACT Artificial intelligence (AI) has transformed various industries, and education is no exception. This paper details how AI can be utilized to support the development of an interactive, choose-your-own-adventure learning activity for pre-health students. With ChatGPT assistance, we identified and implemented the open-source platform Twine to create a branching, scenario-based activity focused on sexually transmitted diseases (STDs), allowing students to engage with clinical decision-making and apply course concepts. Additionally, ChatGPT’s natural language processing capabilities allowed educators to create a script-based learning experience informed by prior student feedback, providing students with immediate, targeted feedback and support. This study describes how AI was used to develop a novel learning activity that encourages student engagement and application of course concepts. Students who piloted this activity in an upper-division course reported the activity to be an effective and engaging learning experience that helped them apply course content to real-life scenarios. Importantly, the use of AI helped streamline the development of this activity, lowering barriers to creating complex educational activities that may otherwise be difficult to implement. Here, we demonstrate how AI can be leveraged to support the development of interactive, scenario-based learning activities and provide practical guidance for instructors.
The release of ChatGPT, a generative artificial intelligence (AI) model, in November of 2022 marked a pivotal transition in how students use technology to learn. The ability of these models to process natural language inquiries and produce cogent, highly tailored answers has sparked serious concern among educators regarding its implications for academic integrity and the future of education. The current research surveyed (n = 845) college students in a cross-sectional design administered over the course of seven semesters and focused on students’ use of ChatGPT in the classroom and their views on the appropriateness of these actions. Results indicated that students’ awareness of ChatGPT rose rapidly following its release (Spring 2023: 58.5%; subsequent semesters: 81.8% to 100%). Cheating behavior (e.g., asking ChatGPT to write a final draft of a paper) increased over the course of data collection (r = 0.24, p < 0.001), with 33.9% of students reporting using the software sometimes to always to help with class assignments and 12.7% reporting using it to write essays/papers or parts of essays/papers due for class. The discussion focuses on key trends regarding student cheating behavior using ChatGPT over time as well as possible explanations for the changes in student usage.
Student engagement in developing open educational resources (OER; openly licensed materials without fees to access) may be critically important for sustainable higher education and for developing important skills. There has been substantial debate about the use of generative artificial intelligence (GenAI) for the sustainability of OER, but little empirical inquiry. In this quasi-experimental study in the United States, two sections of college students (N = 113) collaborated with their instructor to improve the sources cited in an OER textbook. In one section, students only used traditional library databases to find suitable sources (traditional; n = 55). In another section, students were instructed on how to use GenAI to locate and understand scholarly journal articles using Scite.ai and SciSpace (AI-enhanced; n = 58). Both sections of students reported improved source-finding skills based on pre- and post-semester questionnaires; however, there was no evidence of improved growth with AI enhancement. Students in the traditional section appeared to have better assignment scores. In contrast, students in the AI-enhanced section were more likely to successfully submit assignments. Findings are discussed in the context of how open pedagogy with or without AI tools may support the sustainability of OER as well as overall sustainable education goals in higher education.
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