Θεμελιώδης Βιβλιογραφία

Baidoo-anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500

Chauncey, S. A., & McKenna, H. P. (2023). A framework and exemplars for ethical and responsible use of AI chatbot technology to support teaching and learning. Computers and Education: Artificial Intelligence, 5, 100182. https://doi.org/10.1016/j.caeai.2023.100182

Colther, C., & Doussoulin, J. P. (2024). Artificial intelligence: Driving force in the evolution of human knowledge. Journal of Innovation & Knowledge, 9(4), 100625. https://doi.org/10.1016/j.jik.2024.100625

Fedele, A., Punzi, C., & Tramacere, S. (2024). The ALTAI checklist as a tool to assess ethical and legal implications for a trustworthy AI development in education. Computer Law & Security Review, 53, 105986. https://doi.org/10.1016/j.clsr.2024.105986

Foroughi, B., Senali, M. G., Iranmanesh, M., Khanfar, A., Ghobakhloo, M., Annamalai, N., & Naghmeh-Abbaspour, B. (2023). Determinants of intention to use ChatGPT for educational purposes: Findings from PLS-SEM and fsQCA. International Journal of Human–Computer Interaction, 40(17), 4501–4520. https://doi.org/10.1080/10447318.2023.2226495

García-López, I. M., González González, C. S., Ramírez-Montoya, M.-S., & Molina-Espinosa, J.-M. (2025). Challenges of implementing ChatGPT on education: Systematic literature review. International Journal of Educational Research Open, 8, 100401. https://doi.org/10.1016/j.ijedro.2024.100401

Khosravi, H., Buckingham Shum, S., Chen, G., Conati, C., Tsai, Y.-S., Kay, J., Knight, S., Martinez-Maldonado, R., Sadiq, S., & Gašević, D. (2022). Explainable artificial intelligence in education. Computers and Education: Artificial Intelligence, 3, 100074. https://doi.org/10.1016/j.caeai.2022.100074

Memarian, B., & Doleck, T. (2023). ChatGPT in education: Methods, potentials, and limitations. Chatbot and AI in Education, 1(2), 100022. https://doi.org/10.1016/j.chbah.2023.100022

Wu, Y. (2024). Critical Thinking Pedagogics Design in an Era of ChatGPT and Other AI Tools—Shifting from Teaching “What” to Teaching “Why” and “How”. Journal of Education and Development, 8, 1-10. https://doi.org/10.20849/jed.v8i1.1404

Youssef, E., Medhat, M., Abdellatif, S., & Al Malek, M. (2024). Examining the effect of ChatGPT usage on students’ academic learning and achievement: A survey-based study in Ajman, UAE. Computers and Education: Artificial Intelligence, 7, 100316. https://doi.org/10.1016/j.caeai.2024.100316

Yusuf, A., Bello, S., Pervin, N., & Tukur, A. K. (2024). Implementing a proposed framework for enhancing critical thinking skills in synthesizing AI-generated texts. Thinking Skills and Creativity, 53, 101619. https://doi.org/10.1016/j.tsc.2024.101619

Για τη e-βιβλιοθήκη σου

Craft, A. (2001). Creativity in Education. Routledge.

Anderson, T., & Dron, J. (2011). Three Generations of Distance Education Pedagogy. International Review of Research in Open and Distance Learning.

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning.

Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.

Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. Polity Press.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.