Results 51 to 60 of about 9,281 (253)

Context‐centric proactive information delivery for Knowledge Work support: Opportunities, challenges, and directions. An Annual Review of Information Science and Technology (ARIST) paper

Journal of the Association for Information Science and Technology, EarlyView.
Abstract Context‐centric proactive information delivery (PID) is a relatively underexplored domain within recommender systems (RS) aimed at enhancing Knowledge Workers' productivity by proactively providing relevant information during digital tasks.
Mahta Bakhshizadeh, Christian Jilek, Markus Schröder, Heiko Maus, Andreas Dengel   +4 more
wiley   +1 more source

AI-Generated Dialogic Feedback: Designing a Pedagogical Chatbot Grounded in Literacy Resilience Principles

Education Sciences
Artificial intelligence (AI) has reshaped contemporary approaches to teaching, assessment, and feedback. Most AI systems provide reactive feedback, offering instant answers that reduce learners’ cognitive engagement and sense of agency. In contrast, Mili
Alisa Amir
doaj   +1 more source

Mobile health interventions to improve adherence to oral anticoagulant treatment: A systematic review and critical analysis

British Journal of Clinical Pharmacology, EarlyView.
Aims Non‐adherence to oral anticoagulants (OACs) is associated with significant morbidity and mortality. Mobile health (mHealth) interventions have been used to improve medication adherence across the three phases of initiation, implementation and persistence.
Non Davies, Elin Haf Davies, Dyfrig A. Hughes   +2 more
wiley   +1 more source

A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model

Systems
Generative AI is reshaping k–12 learning as a multi-agent system in which goals, activities, and roles co-evolve across formal and informal environments. Following PRISMA and appraising quality with MMAT, we synthesize 84 peer-reviewed empirical studies (
Xiaoling Lin, Hao Tan
doaj   +1 more source

Unveiling student sentiment dynamics toward AI‐based education through statistical analysis and Monte Carlo simulation

British Educational Research Journal, EarlyView.
Abstract This study explores the multifaceted dynamics of student sentiment towards artificial intelligence (AI)‐based education by integrating sentiment analysis techniques with statistical methods, including Monte Carlo simulations and decision tree modelling, alongside qualitative grounded theory analysis.
Volkan Duran, Ercümend Ersanlı, Hurinur Çelik   +2 more
wiley   +1 more source

‘It is not a topic that should be assessed by a test’: Understanding teachers' assessment literacy in the teaching of ‘difficult histories’ such as the Holocaust

British Educational Research Journal, EarlyView.
Abstract This paper explores how history teachers in secondary education in England (a) see their role as assessors and (b) how they make decisions about assessing a difficult history: learning about the Holocaust. Assessment literacy (AL) is recognised as a potentially valuable aspect of good teaching and central to supporting students' learning ...
Mary Richardson, Rebecca Hale, Tom Haward, Kwaku Adjepong   +3 more
wiley   +1 more source

Bridging linguistic knowledge and reading-writing development through AI-supported literacy pedagogy

Discover Education
This study examines how teachers’ linguistic knowledge can be connected with students’ reading–writing growth through an AI-supported literacy pedagogy with culturally responsive design considerations.
Vismaia S. Damaianti, Tofan Stofiana
doaj   +1 more source

Educational pathways and outcomes for care‐experienced children: A 16‐year longitudinal study

British Educational Research Journal, EarlyView.
Abstract Children who are removed from their birth families during childhood—termed care‐experienced—can be at risk for lower educational attainment and poorer school experiences, often linked to deprivation and behavioural factors. However, research often uses aggregated measures that obscure the complexities of care (e.g.
Emily Lowthian, Stuart Bedston, Olivia Deavall, Tom Crick, Lucy J. Griffiths, Ashley Akbari, Alex Lee, Gemma Hammerton, Jon Heron, Donald Forrester   +9 more
wiley   +1 more source

Large language models for formative feedback in writing instruction: a systematic review of classroom interventions, feedback quality, and student outcomes

Frontiers in Education
IntroductionLarge language models (LLMs) are increasingly used to provide formative feedback in writing instruction, yet their pedagogical design, feedback quality, and effects on student outcomes require systematic synthesis.MethodsFollowing PRISMA 2020
Yuling Jiao, Qiuli Wang
doaj   +1 more source

Publicly funded private schools and academic achievement: A comparative analysis of PISA data in European countries

British Educational Research Journal, EarlyView.
Abstract This paper analyses differences in academic achievement associated with attendance at publicly funded private schools and public schools across 11 European countries. Using eight waves of PISA data (2000–2022), we apply OLS, IPW and IPWRA estimators to account for observed heterogeneity and mitigate selection bias.
Priya Maurya, Léonard Moulin, Denis Fougère   +2 more
wiley   +1 more source