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)

Published: 2024-03-30

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

174-199
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Exploring the Integration of ChatGPT in Inquiry-based Learning: Teacher Perspectives

Victoria Olubola Adeyele, Umesh Ramnarain

200-217
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Assessing Concepts, Procedures, and Cognitive Demand of ChatGPT-generated Mathematical Tasks

Bima Sapkota, Liza Bondurant

218-238
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The Impact of Virtual Reality Assisted Listening Instruction on English as a Foreign Language Learners’ Comprehension and Perceptions

Mehrak Rahimi, Mozhgan Aghabarari

239-258
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A Pilot Study Inquiring into the Impact of ChatGPT on Lab Report Writing in Introductory Engineering Labs

Dave Kim, Aref Majdara, Wendy Olson

259-289
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Understanding Teachers’ Perspective toward ChatGPT Acceptance in English Language Teaching

Heppy Mutammimah, Sri Rejeki, Siti Kustini, Rini Amelia

290-307
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A Questionnaire of Artificial Intelligence Use Motives: A Contribution to Investigating the Connection between AI and Motivation

Eyup Yurt, Ismail Kasarci

308-325
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A Constructivist Model for Leveraging GenAI Tools for Individualized, Peer-simulated Feedback on Student Writing

Abby McGuire, Warda Qureshi, Mariam Saad

326-352
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Revolutionizing Language Learning: How ChatGPT and AI are changing the Way We Learn Languages

Ekrem Solak

353-372
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