Innovations in education and teaching international

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  Año 2025, Vol. 62, Número 5

  • Editorial

    • Artificial Intelligence in higher education: Impact depends on support, pedagogy, human agency, and purpose

      Omid Noroozi, Mohammad Khalil, Seyyed Kazem Banihashem

      • Resumen

      págs. 1425-1430

      

  • Research article

    • Integrating generative artificial intelligence into design and art course: Effects on student achievement, motivation, and self-efficacy

      Jing Chen, Nur Azlina Mohamed Mokmin, HanJun Su

      • Resumen

      págs. 1431-1446

      

    • Enhancing enterprise resource planning learning through generative AI teaching assistants: A motivation – opportunity – ability perspective

      Yu-Hung Chiang, Chien-Shan Huang, Ling-Shan Hung, Tien-Chi Huang

      • Resumen

      págs. 1447-1466

      

    • The role of artificial intelligence on the academic performance of university students: The mediating role of intrinsic motivation to learn

      Nivad H. Mwilongo, Kelvin M. Mwita

      • Resumen

      págs. 1467-1483

      

    • Can AI give good feedback on essay-type assignments? An explorative case study of LLMs in higher education

      Mickie De Wet, Margarita Oja Da Silva, René Bohnsack

      • Resumen

      págs. 1484-1499

      

    • Human versus machine: The effectiveness of ChatGPT in automated essay scoring

      Jen Manning, Jeffrey Baldwin, Natasha Powell

      • Resumen

      págs. 1500-1513

      

    • From AI to authorship: Exploring the use of LLM detection tools for calling on “originality” of students in academic environments

      Qinghao Guan, Yangxi Han

      • Resumen

      págs. 1514-1528

      

    • Summative assessment with artificial intelligence: Qualitative analysis and comparison of technology acceptance in student and teacher populations

      Sofie van den Berg, Pantelis M. Papadopoulos

      • Resumen

      págs. 1529-1544

      

    • How does using generative AI for essay writing impact peer assessment patterns? Insights from early adopters

      Kamila Misiejuk, Jarle Bastesen, Tatiana Ershova

      • Resumen

      págs. 1545-1558

      

    • The role of social influence in generative artificial intelligence ChatGPT adoption intentions among undergraduate and graduate students

      Anna Korchak, Ghadah Al Murshidi, Aleksandra Getman, Noor Raouf, Marwa Arshe, Nawal Al Meheiri, Galina I. Shul'gina, Jamie Costley

      • Resumen

      págs. 1559-1573

      

    • A learning agreement for generative AI use in university courses: A pilot study

      Marc Beardsley, Patricia Santos, Pathiranage Ishari Uthpala Amarasinghe, Emily Theophilou, Milica Vujovic, Davinia Hernández-Leo

      • Resumen

      págs. 1574-1592

      

  • Comment

    • Towards inclusive and equitable assessment practices in the age of GenAI: Revisiting academic literacies for multilingual students in academic writing

      Jade Kim, Elena Danilina

      • Resumen

      págs. 1593-1597

      

  • Research article

    • Educators’ perceptions of generative AI: Investigating attitudes, barriers and learning needs in higher education

      Saba Soleimani, Mohammadreza Farrokhnia, Alieke van Dijk, Omid Noroozi

      • Resumen

      págs. 1598-1613

      

    • Socio-material interactions: A multi-case study on AI chatbot integration in asynchronous online learning

      Jewoong Moon, Yeonji Jung, Haesol Bae, Unggi Lee, Keunjae Kim

      • Resumen

      págs. 1614-1631

      

    • Designing embodied generative artificial intelligence in mixed reality for active learning in higher education

      Andy Nguyen, Faaiz Gul, Belle Dang, Luna Huynh, Tuure Tuunanen

      • Resumen

      págs. 1632-1647

      

    • Supporting peer learning with artificial intelligence: A systematic literature review

      Bo Sichterman, Omid Noroozi, Josien Boetje, Stan van Ginkel, Hassan Khosravi, Johan Versendaal

      • Resumen

      págs. 1648-1664

      

    • Reducing AI plagiarism through assessment of higher-order cognitive skills

      Sacip Toker, Mahir Akgun

      • Resumen

      págs. 1665-1681

      

    • Exploring the role of self-regulated learnings skills, cognitive flexibility, and metacognitive awareness on generative artificial intelligence attitude

      Fatma Gizem Karaoglan Yilmaz, Ramazan Yilmaz

      • Resumen

      págs. 1682-1695

      

  • Correction

    • Correction

      • Resumen

      págs. 1696-1697

      

    • CORRECTION

      • Resumen

      págs. 1698-1699

      

    • Corrections

      • Resumen

      págs. 1701-1702