DESIGNING STRUCTURED REFLECTIONS FOR GUIDING LEARNERS'; INTERACTIONS WITH GENERATIVE AI

Generative AI tools have opened up discussions in the education space and among its policymakers. While educators seeopportunities, they also worry that students might only use them to produce their answers if they reflect on the contentgenerated

Publication Details

Published
2024-10-26
DOI
https://doi.org/10.33965/celda2024_202408c001
Primary Topic
Intelligent Tutoring Systems and Adaptive Learning
Type
article
Field-Weighted Citation Impact
0.00

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article

DESIGNING STRUCTURED REFLECTIONS FOR GUIDING LEARNERS'; INTERACTIONS WITH GENERATIVE AI

Intelligent Tutoring Systems and Adaptive Learning
article

DESIGNING STRUCTURED REFLECTIONS FOR GUIDING LEARNERS'; INTERACTIONS WITH GENERATIVE AI

article en

Abstract

Generative AI tools have opened up discussions in the education space and among its policymakers. While educators seeopportunities, they also worry that students might only use them to produce their answers if they reflect on the contentgenerated

Ministry of Education, India, National Taiwan University of Science and Technology, Soochow University, National Science and Technology Council, Japan Society for the Promotion of Science
Quality Education
Openalex Percentile: Top 80%
Intelligent Tutoring Systems and Adaptive Learning
DOIOpen Access PDFOpenAlex
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