Kristine Ludvigsen
Datos Biográficos
| ID | 9279251 |
|---|---|
| NOMBRE | Kristine Ludvigsen |
| NOMBRES | Kristine |
| APELLIDO | Ludvigsen |
| FIRMA | LUDVIGSEN K |
| AFILIACIONES | Western Norway University of Applied Sciences |
| ORCID | 0000-0002-2972-6329 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 0 |
Perceptions and Use of AI Chatbots among Students in Higher Education
With the recent arrival of publicly available AI chatbots like ChatGPT, Copilot, Gemini, and Claude follows a need for knowledge about how students in higher education perceive and use these tools, and what this might mean for their learning processes. This scoping review analyzes 24 empirical articles published between 1 January 2022 and 5 September 2023 on students’ perceptions and use of AI chatbots in higher education. The articles were revie…
Gender Differences in the Use of Generative Artificial Intelligence Chatbots in Higher Education
Student gender differences in technology acceptance and use have persisted for years, giving rise to equity concerns in higher education (HE). To explore if such differences extend to generative artificial intelligence (genAI) chatbot use, we surveyed a large Norwegian HE student sample (n = 2692) using a fully mixed concurrent equal status design. Our findings show that men exhibit more frequent engagement with genAI chatbots across a broader sp…
Behind the scenes
This study investigated the characteristics of peer discussions used to support formative assessment in lectures, facilitated by a student response system, in an undergraduate qualitative methods course for psychology students. The intent was to examine the characteristics of peer discussions in which student response systems are used to facilitate the practice of formative assessment lectures. The research was guided by the following research qu…
Formative assessment and feedback
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Formative assessment and feedback
Behind the scenes
This study investigated the characteristics of peer discussions used to support formative assessment in lectures, facilitated by a student response system, in an undergraduate qualitative methods course for psychology students. The intent was to examine the characteristics of peer discussions in which student response systems are used to facilitate the practice of formative assessment lectures. The research was guided by the following research qu…
Perceptions and Use of AI Chatbots among Students in Higher Education
With the recent arrival of publicly available AI chatbots like ChatGPT, Copilot, Gemini, and Claude follows a need for knowledge about how students in higher education perceive and use these tools, and what this might mean for their learning processes. This scoping review analyzes 24 empirical articles published between 1 January 2022 and 5 September 2023 on students’ perceptions and use of AI chatbots in higher education. The articles were revie…
Gender Differences in the Use of Generative Artificial Intelligence Chatbots in Higher Education
Student gender differences in technology acceptance and use have persisted for years, giving rise to equity concerns in higher education (HE). To explore if such differences extend to generative artificial intelligence (genAI) chatbot use, we surveyed a large Norwegian HE student sample (n = 2692) using a fully mixed concurrent equal status design. Our findings show that men exhibit more frequent engagement with genAI chatbots across a broader sp…
Mathematics education (4 obras) · Psychology (4 obras) · Artificial Intelligence in Healthcare and Education (2 obras) · Computer Science (2 obras) · Formative assessment (2 obras) · Online Learning and Analytics (2 obras) · Pedagogy (2 obras) · Sociology (2 obras) · Student Assessment and Feedback (2 obras) · AI in Service Interactions (1 obras)