Vol 7, No 2 (2024)

Special Issue on ChatGPT in Education (Editors: Omid Noroozi, Wageningen University and Research, The Netherlands, Mohammadreza Farrokhnia, Wageningen University and Research, The Netherlands, & Seyyed Kazem Banihashem, Open Universiteit, The Netherlands)  

Table of Contents

Articles

“What Makes ChatGPT Dangerous is Also What Makes It Special”: High-School Student Perspectives on the Integration or Ban of Artificial Intelligence in Educational Contexts
Tolulope Famaye, Cinamon Sunrise Bailey, Ibrahim Adisa, Golnaz Arastoopour Irgens
PDF
174-199
Exploring the Integration of ChatGPT in Inquiry-based Learning: Teacher Perspectives
Victoria Olubola Adeyele, Umesh Ramnarain
PDF
200-217
Assessing Concepts, Procedures, and Cognitive Demand of ChatGPT-generated Mathematical Tasks
Bima Sapkota, Liza Bondurant
PDF
218-238
The Impact of Virtual Reality Assisted Listening Instruction on English as a Foreign Language Learners’ Comprehension and Perceptions
Mehrak Rahimi, Mozhgan Aghabarari
PDF
239-258
A Pilot Study Inquiring into the Impact of ChatGPT on Lab Report Writing in Introductory Engineering Labs
Dave Kim, Aref Majdara, Wendy Olson
PDF
259-289
Understanding Teachers’ Perspective toward ChatGPT Acceptance in English Language Teaching
Heppy Mutammimah, Sri Rejeki, Siti Kustini, Rini Amelia
PDF
290-307
A Questionnaire of Artificial Intelligence Use Motives: A Contribution to Investigating the Connection between AI and Motivation
Eyup Yurt, Ismail Kasarci
PDF
308-325
A Constructivist Model for Leveraging GenAI Tools for Individualized, Peer-simulated Feedback on Student Writing
Abby McGuire, Warda Qureshi, Mariam Saad
PDF
326-352
Revolutionizing Language Learning: How ChatGPT and AI are changing the Way We Learn Languages
Ekrem Solak
PDF
353-372