Reflecting Digital Learning

Call for Papers by 30th November 2024

Reflecting Digital Education is pleased to announce a call for papers for a new edition focused on the Student Experience of AI Tools for Learning. We invite recent or current students to contribute original research articles that will stimulate the continuing efforts to understand the implications of AI tools in the learning process.

Since the release of ChatGPT in 2022, there has been sustained interest in the implications of Generative AI (GAI) for digital learning in higher education, with AI featuring in conference calls, programmes and keynote presentations across the higher education sector (e.g. RIDE 2024, OER24, AdvanceHE 2024). There are claims that GAI has the potential to reshape higher education positively or negatively, for example, by either providing an “opportunity to reconsider the purpose of assessment” (Strzelecki, 2023, 1) or by creating a threat to academic integrity (Michel-Villarreal et al. 2023). However, the use of GAI in higher education often attracts anxiety among both faculty (Bin-Nashwan et al. 2023) and students (Budhathoki et al., 2024). At a time when many students and their teachers are experimenting with new tools for learning, there is much that they can learn from each other. This issue of Reflecting Digital Learning invites submissions that focus on the use of GAI for digital learning from the perspective of students who are using the tools for learning and research. For this issue, we are particularly interested in short submissions (1000 words), multimedia submissions, and reviews of AI tools, conferences and publications.

List of Topics

We are particularly interested in papers that address, but are not limited to, the following topics:

• Impact of AI tools on student engagement and learning outcomes
• Case studies of AI tools used in classroom, blended and distance learning settings
• Student perceptions and attitudes towards AI in education
• Ethical considerations in the use of AI for learning
• Accessibility and inclusivity of AI tools in education
• Outcomes of Student-led AI Co-Creator projects
• Implications of student experiences of AI for pedagogy and learning design   
• Reviews of AI tools with potential to enhance digital learning
• The role of AI in supporting student research

Submission Guidelines

Submissions must be original and should not have been published previously or be under consideration for publication while being evaluated for this Journal. All submitted papers will be peer-reviewed by the journal's international pool of reviewers.

If you wish to join the pool of reviewers, please sign up here.

Important Dates

• Submissions Open: Wednesday 5th June 2024
• Submissions Close: 30th November 2024

For submission guidance, please see our submissions section. 

Recording of the Call for Papers briefing session 

A webinar was held on Wednesday 10th July 2024 about the call for papers which includes suggestions for structuring a 1,000 word contribution. A recording of the webiinar is available here:  Webinar recording - about the call for papers (ucl.ac.uk).

The slides from the presentation are also accessible via the link above under 'associated files'.

References

Bin-Nashwan, S. A., Sadallah, M., Bouteraa, M. (2023). “Use of ChatGPT in academia: Academic integrity hangs in the balance”, Technology in Society, 75, DOI: 10.1016/j.techsoc.2023.102370.

Strzelecki, A. (2023). “To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology”, Interactive Learning Environments, DOI: 10.1080/10494820.2023.2209881.

Budhathoki, T., Zirar, A., Tchouamou Njoya, E., Timsina, A. (2024). “ChatGPT adoption and anxiety: a cross-country analysis utilising the unified theory of acceptance and use of technology (UTAUT)”, Studies in Higher Education, DOI: 10.1080/03075079.2024.2333937.

Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro D. E., Thierry-Aguilera, R., Gerardou, F. S. “Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT”. Education Sciences. 13(9):856. DOI: 10.3390/educsci13090856

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