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Proceedings, Volume 114, Issue 1

AdaptEdu 2024 2025 - 9 articles

Online Workshop on Adaptive Education: Harnessing AI for Academic Progress

Online | 12 April 2024

Volume Editors:
Juliana Gerard, Ulster University, UK
Morgan Macleod, Ulster University, UK
Adina Camelia Bleotu, University of Bucharest, Romania
Muskaan Singh, Ulster University, UK

Cover Story: Adaptive Education: Harnessing AI for Academic Progress was an online workshop held on 14 April 2024 that was dedicated to exploring the innovative and transformative role of generative AI in education. The workshop was supported by a multidisciplinary organising committee, reflecting the wide-ranging impact that generative AI has had across the sector, as well as the multidisciplinary approaches for harnessing the benefits and addressing the challenges raised by generative AI in education. The proceedings featured six talks from the workshop and were concluded by a reflection piece on its overarching themes. Funding was provided for the workshop by the International Science Partnerships Fund managed by the Northern Ireland Department for Science, Innovation and Technology.
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Articles (9)

  • Editorial
  • Open Access
581 Views
3 Pages

Preface to ‘Adaptive Education: Harnessing AI for Academic Progress’

  • Muskaan Singh,
  • Juliana Gerard,
  • Muhammad Usman Hadi,
  • Morgan Macleod,
  • Kelly Norwood,
  • Antoine Rivoire,
  • Jocelyn Dautel,
  • Zhiwei Lin,
  • Aisling Reid and
  • Tanmoy Chakraborty
  • + 2 authors

‘Adaptive Education: Harnessing AI for Academic Progress’ was an online workshop dedicated to exploring the innovative and transformative role of generative AI in education [...]

  • Proceeding Paper
  • Open Access
3 Citations
5,036 Views
8 Pages

Best Practices for the Responsible Adoption of Generative AI in Higher Education

  • Alexander Mikroyannidis,
  • Audrey Ekuban,
  • Joseph Kwarteng and
  • John Domingue

In this paper, we propose a set of best practices for the responsible adoption of Generative Artificial Intelligence (AI) in higher education. These best practices provide a comprehensive framework for higher education institutions to effectively and...

  • Proceeding Paper
  • Open Access
2 Citations
2,761 Views
14 Pages

Ulster University’s School of Medicine embraces a problem-based learning (PBL) approach, yet crafting scenarios for this method poses challenges, requiring collaboration among medical and academic experts who are often difficult to convene. Thi...

  • Conference Report
  • Open Access
1 Citations
1,072 Views
10 Pages

Harnessing AI for Academic Progress: Common Themes and Future Directions

  • Juliana Gerard,
  • Kelly Norwood,
  • Muhammad Usman Hadi,
  • Aisling Reid,
  • Antoine Rivoire and
  • Muskaan Singh

This paper presents a reflection on the workshop topics and on further implications for different subject areas across higher education. We identify five overarching themes which emerged from the workshop presentations and reflect on the discussion o...

  • Proceeding Paper
  • Open Access
3 Citations
5,680 Views
9 Pages

The Double-Edged Sword of Anthropomorphism in LLMs

  • Madeline G. Reinecke,
  • Fransisca Ting,
  • Julian Savulescu and
  • Ilina Singh

Humans may have evolved to be “hyperactive agency detectors”. Upon hearing a rustle in a pile of leaves, it would be safer to assume that an agent, like a lion, hides beneath (even if there may ultimately be nothing there). Can this evolu...

  • Proceeding Paper
  • Open Access
1 Citations
692 Views
8 Pages

This paper summarizes the findings and main conclusions from the first presentation of the module “CETD23: Cómo entrenar a tu dragón: la inteligencia artificial generativa como herramienta para mejorar el aprendizaje en entornos o...

  • Proceeding Paper
  • Open Access
1 Citations
3,066 Views
13 Pages

The discipline of marketing has seen a significant shift toward the use of AI over the past 10 years, with generative AI such as ChatGPT exponentially accelerating the impact of this technology due to its accessibility and relevance in helping meet o...

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Proceedings - ISSN 2504-3900