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A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.4-41, Article 4

2024

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The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

Large-scale assessments in education, 2024-12, Vol.12 (1), p.16

2024

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Feedback sources in essay writing: peer-generated or AI-generated feedback?

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.23-15

2024

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A Bayesian workflow for the analysis and reporting of international large-scale assessments: a case study using the OECD teaching and learning international survey

Large-scale assessments in education, 2024-12, Vol.12 (1), p.2-36, Article 2

2024

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The limits of inference: reassessing causality in international assessments

Large-scale assessments in education, 2024-12, Vol.12 (1), p.9-18

2024

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Using plausible values when fitting multilevel models with large-scale assessment data using R

Large-scale assessments in education, 2024-12, Vol.12 (1), p.7-15

Huang, Francis L.

2024

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Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.2-16, Article 2

2024

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Methods for dreaming about and reimagining digital education

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.31-15

2024

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From concerns to benefits: a comprehensive study of ChatGPT usage in education

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.35

Jo, Hyeon

2024

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No substantive effects of school socioeconomic composition on student achievement in Australia: a response to Sciffer, Perry and McConney

Large-scale assessments in education, 2024-12, Vol.12 (1), p.8-16

Marks, Gary N.

2024

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A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.22-30

2024

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Measuring and explaining political tolerance among adolescents: insights from the International Civic and Citizenship Education Study2016

Large-scale assessments in education, 2024-12, Vol.12 (1), p.17-19

Ziemes, Johanna F.

2024

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Correction: Role of AI chatbots in education: systematic literature review

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.28-1

2024

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Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.14-22

2024

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What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.26-22

2024

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Development guidelines for individual digital study assistants in higher education

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.9-22, Article 9

2024

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Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.10-22

2024

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Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.1-17

Lange, Christopher

2024

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Brain-based CALL in flipped higher education GE courses held through LMS: Boosting vocabulary learning and reading comprehension

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.11-27, Article 11

2024

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Exploring intention of undergraduate students to embrace chatbots: from the vantage point of Lesotho

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.20-28

2024

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Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.17-15

2024

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(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.30-20

2024

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Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.16-28

2024

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Exploration of the linear and nonlinear relationships between learning strategies and mathematics achievement in South Korea using the nominal response model : PISA 2012

Large-scale assessments in education, 2024-12, Vol.12 (1), p.11-27

2024

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Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.21-29

2024

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A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

Feedback sources in essay writing: peer-generated or AI-generated feedback?

A Bayesian workflow for the analysis and reporting of international large-scale assessments: a case study using the OECD teaching and learning international survey

The limits of inference: reassessing causality in international assessments

Using plausible values when fitting multilevel models with large-scale assessment data using R

Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes

Methods for dreaming about and reimagining digital education

From concerns to benefits: a comprehensive study of ChatGPT usage in education

No substantive effects of school socioeconomic composition on student achievement in Australia: a response to Sciffer, Perry and McConney

A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning

Measuring and explaining political tolerance among adolescents: insights from the International Civic and Citizenship Education Study2016

Correction: Role of AI chatbots in education: systematic literature review

Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study

What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy

Development guidelines for individual digital study assistants in higher education

Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students

Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures

Brain-based CALL in flipped higher education GE courses held through LMS: Boosting vocabulary learning and reading comprehension

Exploring intention of undergraduate students to embrace chatbots: from the vantage point of Lesotho

Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching

(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination

Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction

Exploration of the linear and nonlinear relationships between learning strategies and mathematics achievement in South Korea using the nominal response model : PISA 2012

Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives

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