Search Results (203)

In recent years, the rapid growth of artificial intelligence (AI) has significantly transformed higher education, particularly among Generation Z students who are more open to new technologies. Tools such as ChatGPT are increasingly being used for learning, yet empirical research on their acceptance, especially in Hungary, is limited. This study aims to explore the psychological, technological, and social factors that influence the acceptance of AI among Hungarian university students and to identify different user groups based on their attitudes. The methodological novelty lies in combining two approaches: partial least-squares structural equation modelling (PLS-SEM) and cluster analysis. The survey, based on the TAM and UTAUT models, involved 302 Hungarian students and examined six dimensions of AI acceptance: perceived usefulness, ease of use, attitude, social influence, enjoyment and behavioural intention. The PLS-SEM results show that enjoyment (β = 0.605) is the strongest predictor of the intention to use AI, followed by usefulness (β = 0.167). All other factors also had significant effects. Cluster analysis revealed four groups: AI sceptics, moderately open users, positive acceptors, and AI innovators. The findings highlight that the acceptance of AI is shaped not only by functionality but also by user experience. Educational institutions should, therefore, provide enjoyable and user-friendly AI tools and tailor support to students’ attitude profiles. Full article

This article critically analyses the use of generative Artificial Intelligence (GenAI)—specifically, the DALL·E system within the ChatGPT-4o environment—for creating visualisations of biblical scenes for teaching purposes. As part of a case study examining the Baptism of Jesus in the Jordan (Mt 3:13–17; cf. Mark 1:9–11; Luke 3:21–22; John 1:31, 34) and the Last Supper (Mt 26:17–30; cf. Mark 14:12–16; Luke 22:7–13), four AI-generated images are analysed. Two were created using general, non-specific prompts, while the other two were based on more precise queries containing references to Catholic symbolism and the images’ intended educational use. A comparison of these variants reveals a lack of theological depth and symbolic oversimplification in AI-generated images, as well as a tendency to reproduce Western cultural stereotypes. Despite their aesthetic appeal and quick availability, these images do not reflect the complexity of the biblical or spiritual contexts of the scenes depicted. This study aims to evaluate the theological, symbolic, and pedagogical value of AI-generated images and to provide practical recommendations for their responsible use in Bible didactics. In conclusion, the authors argue that GenAI can support biblical teaching when used consciously, critically, and reflectively. Full article

This study investigates students’ perceptions of Generative Artificial Intelligence (GenAI), with a focus on Higher Education institutions in Northern Ireland and India. We collect quantitative Likert ratings and qualitative comments from 1211 students on their awareness and perceptions of AI and investigate variations in attitudes toward AI across institutions and subject areas, as well as interactions between these variables with demographic variables (focusing on gender). We found the following: (a) while perceptions varied across institutions, responses for Computer Sciences students were similar, both in terms of topics and degree of positivity; and (b) after controlling for institution and subject area, we observed no effect of gender. These results are consistent with previous studies, which find that students’ perceptions are predicted by prior experience; crucially, however, the results of this study contribute to the literature by identifying important interactions between key factors that can influence experience, revealing a more nuanced picture of students’ perceptions and the role of experience. We consider the implications of these relations, and further considerations for the role of experience. Full article

In Chinese character learning, distinguishing similar characters is challenging for learners regardless of their proficiency. This is due to the complex orthography (visual word form) linking symbol, pronunciation, and meaning. Multimedia learning is a promising approach to implement learning strategies for Chinese characters. However, the availability of multimodal resources specifically designed for distinguishing similar Chinese characters is limited. With the advanced development of generative artificial intelligence (GenAI), we propose a practical framework for constructing multimodal resources, enabling flexible and semi-automated resource generation for Chinese character learning. The framework first constructs image illustrations due to their broad applicability across various learning contexts. After that, other four types of multimodal resources implementing learning strategies for similar character learning can be developed in the future, including summary slide, micro-video, self-test question, and basic information. An experiment was conducted with one group receiving the constructed multimodal resources and the other receiving the traditional text-based resources for similar character learning. We explored the participants’ learning performance, motivation, satisfaction, and attitudes. The results showed that the multimodal resources significantly improved performance on distinguishing simple characters, but were not suitable for non-homophones, i.e., visually similar characters with different pronunciations. Micro-videos introducing character formation knowledge significantly increased students’ learning motivation for character evolution and calligraphy. Overall, the resources received high satisfaction, especially for micro-videos and image illustrations. The findings regarding the effective design of multimodal resources for implementing learning strategies (e.g., using visual mnemonics, character formation knowledge, and group reviews) and implications for different Chinese character types are also discussed. Full article

Background: Generative AI (GenAI) models like ChatGPT have gained significant attention in recent years for their potential applications in healthcare. This study evaluates the concordance of responses generated by ChatGPT (versions 3.5 and 4.0) with the key action statements from the American Academy of Otolaryngology–Head and Neck Surgery (AAO-HNS) clinical practice guidelines (CPGs) for Ménière’s disease translated into Chinese. Methods: Seventeen questions derived from the KAS were translated into Chinese and posed to ChatGPT versions 3.5 and 4.0. Responses were categorized as correct, partially correct, incorrect, or non-answers. Concordance with the guidelines was evaluated, and Fisher’s exact test assessed statistical differences, with significance set at p < 0.05. Comparative analysis between ChatGPT 3.5 and 4.0 was performed. Results: ChatGPT 3.5 demonstrated an 82.4% correctness rate (14 correct, 2 partially correct, 1 non-answer), while ChatGPT 4.0 achieved 94.1% (16 correct, 1 partially correct). Overall, 97.1% of responses were correct or partially correct. ChatGPT 4.0 offered enhanced citation accuracy and text clarity but occasionally included redundant details. No significant difference in correctness rates was observed between the models (p = 0.6012). Conclusions: Both ChatGPT models showed high concordance with the AAO-HNS CPG for MD, with ChatGPT 4.0 exhibiting superior text clarity and citation accuracy. These findings highlight ChatGPT’s potential as a reliable assistant for better healthcare communication and clinical operations. Future research should validate these results across broader medical topics and languages to ensure robust integration of GenAI in healthcare. Full article

Current agentic AI frameworks such as LangGraph and AutoGen simulate autonomy via sequential prompt chaining but lack true multi-agent coordination architectures. These systems conflate semantic reasoning with orchestration, requiring LLMs at every coordination step and limiting scalability. By contrast, TB-CSPN (Topic-Based Communication Space Petri Net) is a hybrid formal architecture that fundamentally separates semantic processing from coordination logic. Unlike traditional Petri net applications, where the entire system state is encoded within the network structure, TB-CSPN uses Petri nets exclusively for coordination workflow modeling, letting communication and interaction between agents drive semantically rich, topic-based representations. At the same time, unlike first-generation agentic frameworks, here LLMs are confined to topic extraction, with business logic coordination implemented by structured token communication. This hybrid architectural separation preserves human strategic oversight (as supervisors) while delegating consultant and worker roles to LLMs and specialized AI agents, avoiding the state-space explosion typical of monolithic formal systems. Our empirical evaluation shows that TB-CSPN achieves 62.5% faster processing, 66.7% fewer LLM API calls, and 167% higher throughput compared to LangGraph-style orchestration, without sacrificing reliability. Scaling experiments with 10–100 agents reveal sub-linear memory growth (10× efficiency improvement), directly contradicting traditional Petri Net scalability concerns through our semantic-coordination-based architectural separation. These performance gains arise from the hybrid design, where coordination patterns remain constant while semantic spaces scale independently. TB-CSPN demonstrates that efficient agentic AI emerges not by over-relying on modern AI components but by embedding them strategically within a hybrid architecture that combines formal coordination guarantees with semantic flexibility. Our implementation and evaluation methodology are openly available, inviting community validation and extension of these principles. Full article

Discrete-event simulation (DES) as an operations research (OR) technique has continued to evolve since its inception in the 1950s. DES evolution mirrors the advances in computer science (hardware and software, processing speed, and advanced information visualization capabilities). DES overcame the initial usability obstacles and lack of efficacy challenges in the early 2000s to remain a popular OR tool of “last resort.” Using bibliographic data from SCOPUS, this study undertakes a science mapping of the DES literature and evaluates its evolution and expansion in the past fifteen years. The results show asymmetrical but positive yearly literature output; broadened DES adoption in diverse fields; and sustained relevance as a potent OR method for tackling old, new, and emerging operations and production issues. The thematic analysis identifies DES as an essential tool that integrates and enhances digital twin technology in Industry 4.0, playing a central role in enabling digital transformation processes that have swept the industrial space in manufacturing, logistics, healthcare, and other sectors. DES integration with generative/artificial intelligence (GenAI/AI) provides a great potential to revolutionize modeling and simulation activities, tasks, and processes. Future studies will explore more ways to integrate GenAI tools in DES. Full article

DIALOGUE (DIagnostic AI Learning through Objective Guided User Experience) is a generative artificial intelligence (GenAI)-based training program designed to enhance diagnostic communication skills in medical students. In this single-arm pre–post study, we evaluated whether DIALOGUE could improve students’ ability to disclose a type 2 diabetes mellitus (T2DM) diagnosis with clarity, structure, and empathy. Thirty clinical-phase students completed two pre-test virtual encounters with an AI-simulated patient (ChatGPT, GPT-4o), scored by blinded raters using an eight-domain rubric. Participants then engaged in ten asynchronous GenAI scenarios with automated natural-language feedback. Seven days later, they completed two post-test consultations with human standardized patients, again evaluated with the same rubric. Mean total performance increased by 36.7 points (95% CI: 31.4–42.1; p < 0.001), and the proportion of high-performing students rose from 0% to 70%. Gains were significant across all domains, most notably in opening the encounter, closure, and diabetes specific explanation. Multiple regression showed that lower baseline empathy (β = −0.41, p = 0.005) and higher digital self-efficacy (β = 0.35, p = 0.016) independently predicted greater improvement; gender had only a marginal effect. Cluster analysis revealed three learner profiles, with the highest-gain group characterized by low empathy and high digital self-efficacy. Inter-rater reliability was excellent (ICC ≈ 0.90). These findings provide empirical evidence that GenAI-mediated training can meaningfully enhance diagnostic communication and may serve as a scalable, individualized adjunct to conventional medical education. Full article

The emergence of generative artificial intelligence (GenAI) in higher education offers new opportunities for academic support while also raising complex ethical concerns. This study explores how university students ethically evaluate the use of GenAI in three academic contexts: improving essay writing, preparing for exams, and generating complete essays without personal input. Drawing on the Multidimensional Ethics Scale (MES), the research assesses five philosophical frameworks—moral equity, relativism, egoism, utilitarianism, and deontology—based on a survey conducted among undergraduate social sciences students in Spain. The findings reveal that students generally view GenAI use as ethically acceptable when used to improve or prepare content, but express stronger ethical concerns when authorship is replaced by automation. Gender and full-time employment status also influence ethical evaluations: women respond differently than men in utilitarian dimensions, while working students tend to adopt a more relativist stance and are more tolerant of full automation. These results highlight the importance of context, individual characteristics, and philosophical orientation in shaping ethical judgments about GenAI use in academia. Full article

This systematic review examines how machine learning (ML) and generative AI (GenAI) have been integrated into learning analytics (LA) in higher education (2018–2025). Following PRISMA 2020, we screened 9590 records and included 101 English-language, peer-reviewed empirical studies that applied ML or GenAI within LA contexts. Records came from 12 databases (last search 15 March 2025), and the results were synthesized via thematic clustering. ML approaches dominate LA tasks, such as engagement prediction, dropout-risk modelling, and academic-performance forecasting, whereas GenAI—mainly transformer models like GPT-4 and BERT—is emerging in real-time feedback, adaptive learning, and sentiment analysis. Studies spanned world regions. Most ML papers (n = 75) examined engagement or dropout, while GenAI papers (n = 26) focused on adaptive feedback and sentiment analysis. No formal risk-of-bias assessment was conducted due to heterogeneity. While ML methods are well-established, GenAI applications remain experimental and face challenges related to transparency, pedagogical grounding, and implementation feasibility. This review offers a comparative synthesis of paradigms and outlines future directions for responsible, inclusive, theory-informed AI use in education. Full article

Teacher education faces persistent challenges, including limited access to authentic field experiences and a disconnect between theoretical instruction and classroom practice. While virtual reality (VR) simulations offer an alternative, most are constrained by inflexible design and lack scalability, failing to mirror the complexity of real teaching environments. This study introduces TeacherGen@i, a generative AI (GenAI)-enhanced VR simulation designed to provide pre-service teachers with immersive, adaptive teaching practice through realistic GenAI agents. Using an explanatory case study with a mixed-methods approach, the study examines the simulation’s usability, design challenges, and instructional utility within a university-based teacher preparation course. Data sources included usability surveys and reflective journals, analyzed through thematic coding and computational linguistic analysis using LIWC. Findings suggest that TeacherGen@i facilitates meaningful development of teaching competencies such as instructional decision-making, classroom communication, and student engagement, while also identifying notable design limitations related to cognitive load, user interface design, and instructional scaffolding. This exploratory research offers preliminary insights into the integration of generative AI in teacher simulations and its potential to support responsive and scalable simulation-based learning environments. Full article

Neurodevelopmental disorders (NDDs) significantly impact children’s health and development. They pose a substantial burden to families and the healthcare system. Challenges in early identification, accurate and timely diagnosis, and effective treatment persist due to overlapping symptoms, lack of appropriate diagnostic biomarkers, significant stigma and discrimination, and systemic barriers. Generative Artificial Intelligence (GenAI) offers promising solutions to these challenges by enhancing screening, diagnosis, personalized treatment, and research. Although GenAI is already in use in some aspects of NDD management, effective and strategic leveraging of evolving AI tools and resources will enhance early identification and screening, reduce diagnostic processing by up to 90%, and improve clinical decision support. Proper use of GenAI will ensure individualized therapy regimens with demonstrated 36% improvement in at least one objective attention measure compared to baseline and 81–84% accuracy relative to clinician-generated plans, customize learning materials, and deliver better treatment monitoring. GenAI will also accelerate NDD-specific research and innovation with significant time savings, as well as provide tailored family support systems. Finally, it will significantly reduce the mortality and morbidity associated with NDDs. This article explores the potential of GenAI in transforming NDD management and calls for policy initiatives to integrate GenAI into NDD management systems. Full article

Generative AI has been gaining attention across various creative domains. In particular, MusicGen stands out as a representative approach capable of generating music based on text or audio inputs. However, it has limitations in producing high-quality outputs for specific genres and fully reflecting user intentions. This paper proposes a prompt tuning technique that effectively adjusts the output quality of MusicGen without modifying its original parameters and optimizes its ability to generate music tailored to specific genres and styles. Experiments were conducted to compare the performance of the traditional MusicGen with the proposed method and evaluate the quality of generated music using the Contrastive Language-Audio Pretraining (CLAP) and Kullback–Leibler Divergence (KLD) scoring approaches. The results demonstrated that the proposed method significantly improved the output quality and musical coherence, particularly for specific genres and styles. Compared with the traditional model, the CLAP score was increased by 0.1270, and the KLD score was increased by 0.00403 on average. The effectiveness of prompt tuning in optimizing the performance of MusicGen validated the proposed method and highlighted its potential for advancing generative AI-based music generation tools. Full article

The growing number of senior experts leaving the workforce (especially in more developed economies, such as in Europe), combined with the ubiquitous access to artificial intelligence (AI), is triggering organizations to review their knowledge transfer programs, motivated by both financial and management perspectives. Our study aims to contribute to the field by analyzing options to integrate intergenerational tacit knowledge transfer (InterGenTacitKT) with AI-driven approaches, offering a novel perspective on sustainable Knowledge and Human Resource Management in organizations. We will do this by building on previous research and by extracting findings from 36 in-depth semi-structured interviews that provided success factors for junior/senior tandems (JuSeTs) as one notable format of tacit knowledge transfer. We also refer to the literature, in a grounded theory iterative process, analyzing current findings on the use of AI in tacit knowledge transfer and triangulating and critically synthesizing these sources of data. We suggest that adding AI into a tandem situation can facilitate collaboration and thus aid in knowledge transfer and trust-building. We posit that AI can offer strong complementary services for InterGenTacitKT by fostering the identified success factors for JuSeTs (clarity of roles, complementary skill sets, matching personalities, and trust), thus offering organizations a powerful means to enhance the effectiveness and sustainability of InterGenTacitKT that also strengthens employee productivity, satisfaction, and loyalty and overall organizational competitiveness. Full article

Despite the focus on improving cybersecurity awareness, the number of cyberattacks has increased significantly, leading to huge financial losses, with their risks spreading throughout the world. This is due to the techniques deployed in cyberattacks that mainly aim at exploiting humans, the weakest link in any defence system. The existing literature on human factors in phishing attacks is limited and does not live up to the witnessed advances in phishing attacks, which have become exponentially more dangerous with the introduction of generative artificial intelligence (GenAI). This paper studies the implications of AI advancement, specifically the exploitation of GenAI and human factors in phishing attacks. We conduct a systematic literature review to study different human factors exploited in phishing attacks, potential solutions and preventive measures, and the complexity introduced by GenAI-driven phishing attacks. This paper aims to address the gap in the research by providing a deeper understanding of the evolving landscape of phishing attacks with the application of GenAI and associated human implications, thereby contributing to the field of knowledge to defend against phishing attacks by creating secure digital interactions. Full article