Judy Brooks
Biographic Data
| ID | 5435628 |
|---|---|
| NAME | Judy Brooks |
| GIVEN NAMES | Judy |
| FAMILY NAME | Brooks |
| SIGNATURE | BROOKS J |
| AFFILIATIONS | Georgia Institute of Technology |
| ORCID | 0009-0004-2130-0042 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Can asynchronous learning modules about generative AI increase students’ knowledge, skills, and self-efficacy for genAI
The goal of the present large-scale experiment was to test if a 90-minute, open access set of online learning modules with embedded practice and feedback would enhance students’ generative artificial intelligence (genAI) competency. We also examined whether impacts were experienced equitably by all included student demographic groups. Participants were 1,368 undergraduate and graduate students enrolled in 65 course sections. Sections were randoml…
The Lecture — — but They Can't Read It
In studying a French lesson, there is a tendency for students to lose the positive effects gained during the listening and speaking phase when they meet with frustration in trying to read the Lecture. In this study, the authors used two readability formulas to examine the Lecture in six books used to teach Beginning French at the college or university level. Results indicated that the Lecture is generally difficult for the student to read and tha…
The Lecture — — but They Can't Read It
In studying a French lesson, there is a tendency for students to lose the positive effects gained during the listening and speaking phase when they meet with frustration in trying to read the Lecture. In this study, the authors used two readability formulas to examine the Lecture in six books used to teach Beginning French at the college or university level. Results indicated that the Lecture is generally difficult for the student to read and tha…
The Lecture — — but They Can't Read It
In studying a French lesson, there is a tendency for students to lose the positive effects gained during the listening and speaking phase when they meet with frustration in trying to read the Lecture. In this study, the authors used two readability formulas to examine the Lecture in six books used to teach Beginning French at the college or university level. Results indicated that the Lecture is generally difficult for the student to read and tha…
Can asynchronous learning modules about generative AI increase students’ knowledge, skills, and self-efficacy for genAI
The goal of the present large-scale experiment was to test if a 90-minute, open access set of online learning modules with embedded practice and feedback would enhance students’ generative artificial intelligence (genAI) competency. We also examined whether impacts were experienced equitably by all included student demographic groups. Participants were 1,368 undergraduate and graduate students enrolled in 65 course sections. Sections were randoml…
Active listening (1 works) · AI in Service Interactions (1 works) · Artificial Intelligence in Healthcare and Education (1 works) · Asynchronous communication (1 works) · Asynchronous learning (1 works) · Blended Learning (1 works) · Communication (1 works) · Communication (1 works) · Generative grammar (1 works) · Generative model (1 works)