SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT
15 references·6 citing·48 second hop
Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT (2023)Large language models in education: A foc…Exploring factors influencing students’ intention to use intelligent personal assistants for learning (2023)Exploring factors influencing…‘Arms race with automation’: professors fret about AI-generated coursework (2023)‘Arms race with automation’: …Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners (2022)Visualizing a disembodied age…Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education (2022)Learning design to support st…Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives (2022)Exploring AI chatbot affordan…Dialogue systems for language learning: A meta-analysis (2022)Dialogue systems for language…ChatGPT: The End of Online Exam Integrity? (2022)ChatGPT: The End of Online Ex…Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis (2021)Chatbot-assisted dynamic asse…Using spoken dialogue technology for L2 speaking practice: what do teachers think? (2020)Using spoken dialogue technol…Technology‐mediated learning theory (2019)Technology‐mediated learning …Discussing with a computer to practice a foreign language: research synthesis and conceptual framework of dialogue-based CALL (2019)Discussing with a computer to…Chatbot learning partners: Connecting learning experiences, interest and competence (2018)Chatbot learning partners: Co…Technology for Classroom Orchestration (2010)Technology for Classroom Orch…Using thematic analysis in psychology (2006)Using thematic analysis in ps…Content Analysis in Mass Communication: Assessment and Reporting of Intercoder Reliability (2002)Content Analysis in Mass Comm…Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives (2024)Generative AI and the future …Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies (2024)Does ChatGPT enhance student …ChatGPT adoption and its influence on faculty well-being: An empirical research in higher education (2024)ChatGPT adoption and its infl…Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review (2024)Application of generative art…Impact of AI assistance on student agency (2023)Impact of AI assistance on st…ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions (2023)ChatGPT in education: A bless…Qualitative evaluation and research methods (1990)Qualitative Data Analysis: An Expanded Sourcebook (1994)Basics of qualitative research : techniques and procedures for developing grounded theory (1998)Older Adults' Reasons for Using Technology while Aging in Place (2015)Thematic Analysis (2017)Reflecting on reflexive thematic analysis (2019)A Coefficient of Agreement for Nominal Scales (1960)Content Analysis: An Introduction to its Methodology. (1984)Answering the Call for a Standard Reliability Measure for Coding Data (2007)Coding In-depth Semistructured Interviews (2013)The Content Analysis Guidebook (2017)Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines (2020)The Ecology and Semiotics of Language Learning (2004)Teaching and Researching: Autonomy in Language Learning (2013)Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA (2023)Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis (2023)Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions (2024)How a Cockpit Remembers Its Speeds (1995)The evolution of research on collaborative learning (1995)A systematic review of conversational AI in language education: focusing on the collaboration with human teachers (2022)Exploring students’ perspectives on Generative AI-assisted academic writing (2024)Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners (2024)The theory of planned behavior (1991)Does Active Learning Work? A Review of the Research (2004)Factors Influencing University Students’ Behavioral Intention to Use Generative Artificial Intelligence: Integrating the Theory of Planned Behavior and AI Literacy (2024)Higher education students’ perceptions of ChatGPT: A global study of early reactions (2025)What Is Agency? (1998)Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review (2015)RoBERTa: A Robustly Optimized BERT Pretraining Approach (2019)AI literacy and its implications for prompt engineering strategies (2024)Generative AI in higher education: A global perspective of institutional adoption policies and guidelines (2024)PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation (2018)Artificial intelligence literacy in higher and adult education: A scoping literature review (2022)Academic Integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond (2023)Examining the moderating effect of motivation on technology acceptance of generative AI for English as a foreign language learning (2024)Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era (2024)Factors influencing academic staff satisfaction and continuous usage of generative artificial intelligence (GenAI) in higher education (2025)Culture's Consequences: International Differences in Work-Related Values (1981)Research Design: Qualitative, Quantitative, and Mixed Method Approaches (2016)Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy (2023)ChatGPT usage and attitudes are driven by perceptions of usefulness, ease of use, risks, and psycho-social impact: a study among university students in the UAE (2024)ChatGPT: The End of Online Exam Integrity? (2024)Quantifying heterogeneity in a meta‐analysis (2002)RoB 2: a revised tool for assessing risk of bias in randomised trials (2019)The PRISMA 2020 statement: an updated guideline for reporting systematic reviews (2021)RETRACTED ARTICLE: The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: insights from a meta-analysis (2025)Comparing scientific abstracts generated by ChatGPT to real abstracts with detectors and blinded human reviewers (2023)Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education (2023)
this work references cited by second hop

References

  • 2006Using thematic analysis in psychology208,861 cited
  • 2002Content Analysis in Mass Communication: Assessment and Reporting of Intercoder Reliability3,105 cited
  • 2022Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education841 cited
  • 2022ChatGPT: The End of Online Exam Integrity?590 cited
  • 2022Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives503 cited
  • 2018Chatbot learning partners: Connecting learning experiences, interest and competence470 cited
  • 2019Technology‐mediated learning theory442 cited
  • 2010Technology for Classroom Orchestration307 cited
  • 2021Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis201 cited
  • 2019Discussing with a computer to practice a foreign language: research synthesis and conceptual framework of dialogue-based CALL164 cited
  • 2020Using spoken dialogue technology for L2 speaking practice: what do teachers think?67 cited
  • 2022Dialogue systems for language learning: A meta-analysis63 cited
  • 2022Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners57 cited
  • 2023Exploring factors influencing students’ intention to use intelligent personal assistants for learning

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

16 cited
  • 2023‘Arms race with automation’: professors fret about AI-generated coursework11 cited
  • Cited by

    • 2024Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies772 cited
    • 2024Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives768 cited
    • 2023Impact of AI assistance on student agency656 cited
    • 2023ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions633 cited
    • 2024Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review597 cited
    • 2024ChatGPT adoption and its influence on faculty well-being: An empirical research in higher education135 cited