Aad, Georges, Abbott, Braden Keim, Abeling, Kira, Abicht, Nils Julius, Abidi, Haider, Aboulhorma, Asmaa, Abramowicz, Halina, et al. “Combined Measurement of the Higgs Boson Mass from the H→γγ and H→ZZ*→4ℓ Decay Channels with the ATLAS Detector Using √s = 7, 8 and 13 TeV Pp Collision Data.” Geneva: CERN, 2023. https://cds.cern.ch/record/2867152.CrossRefGoogle Scholar

Adams, Cathy, Pente, Patti, Lemermeyer, Gillian, and Rockwell, Geoffrey. “Artificial Intelligence Ethics Guidelines for K-12 Education: A Review of the Global Landscape.” In Artificial Intelligence in Education, edited by Roll, Ido, McNamara, Danielle, Sosnovsky, Sergey, Luckin, Rose, and Dimitrova, Vania, 12749:24–28. Lecture Notes in Computer Science. Cham: Springer International Publishing, 2021. https://doi.org/10.1007/978-3-030-78270-2_4.CrossRefGoogle Scholar

African Observatory on Responsible AI. “Project Report 2021–2023.” Accessed August 14, 2024. www.africanobservatory.ai/ai4d-resources/african-observatory-on-responsible-ai-project-report-2022-2023.Google Scholar

African Union. “Continental Artificial Intelligence Strategy,” 2024. https://au.int/en/documents/20240809/continental-artificial-intelligence-strategy.Google Scholar

Agarwal, Pooja K. “Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge before Higher Order Learning?” Journal of Educational Psychology 111, no. 2 (2019): 189.CrossRefGoogle Scholar

Ahmad, Sayed Fayaz, Han, Heesup, Alam, Muhammad Mansoor, Rehmat, Mohd Khairul, Irshad, Muhammad, Arraño-Muñoz, Marcelo, and Ariza-Montes, Antonio. “Impact of Artificial Intelligence on Human Loss in Decision Making, Laziness and Safety in Education.” Humanities and Social Sciences Communications 10, no. 1 (2023): 1–14. https://doi.org/10.1057/s41599-023-01787-8.Google ScholarPubMed

Ahn, Sun Joo. “9. Designing for Persuasion through Embodied Experiences in Virtual Reality.” In Persuasive Gaming in Context, 163–80. Amsterdam: Amsterdam University Press, 2021. https://doi.org/10.1515/9789048543939-011.Google Scholar

Ahn, Sun Joo (Grace), Bostick, Joshua, Ogle, Elise, Nowak, Kristine L., McGillicuddy, Kara T., and Bailenson, Jeremy N.. “Experiencing Nature: Embodying Animals in Immersive Virtual Environments Increases Inclusion of Nature in Self and Involvement with Nature.” Journal of Computer-Mediated Communication 21, no. 6 (2016): 399–419. https://doi.org/10.1111/jcc4.12173.CrossRefGoogle Scholar

Alenichev, Arsenii, Kingori, Patricia, and Grietens, Koen Peeters. “Reflections before the Storm: The AI Reproduction of Biased Imagery in Global Health Visuals.” The Lancet Global Health 11, no. 10 (2023): e1496–98. https://doi.org/10.1016/S2214-109X(23)00329-7.CrossRefGoogle ScholarPubMed

Alrawashdeh, Ghaida S., Fyffe, Shea, Azevedo, Renato F. L., and Castillo, Nathan M.. “Exploring the Impact of Personalized and Adaptive Learning Technologies on Reading Literacy: A Global Meta-Analysis.” Educational Research Review 42 (2024): 100587. https://doi.org/10.1016/j.edurev.2023.100587.CrossRefGoogle Scholar

Altay, Sacha. “How Effective Are Interventions Against Misinformation?,” 2022.CrossRefGoogle Scholar

Altay, Sacha, Hoes, Emma, and Wojcieszak, Magdalena. “News on Social Media Boosts Knowledge, Belief Accuracy, and Trust: A Field Experiment on Instagram and WhatsApp.” OSF, July 30, 2024. https://doi.org/10.31234/osf.io/hq5ru.CrossRefGoogle Scholar

Altay, Sacha, Nielsen, Rasmus Kleis, and Fletcher, Richard. “News Can Help! The Impact of News Media and Digital Platforms on Awareness of and Belief in Misinformation.” The International Journal of Press/Politics (2023). https://doi.org/10.1177/19401612221148981.Google Scholar

Altman, Sam, Brockman, Greg, and Sutskever, Ilya. “Governance of Superintelligence,” 2023. https://openai.com/blog/governance-of-superintelligence.Google Scholar

Andersson, Karl-Olof. “Arne Beurling knäckte tyskarnas koder.” Popularhistoria.se, January 11, 2020. https://popularhistoria.se/krig/andra-varldskriget/arne-beurling-knackte-tyskarnas-koder.Google Scholar

Arcas, Blaise Aguera y. “Can Machines Learn How to Behave?” Medium (blog), August 6, 2022. https://medium.com/@blaisea/can-machines-learn-how-to-behave-42a02a57fadb.Google Scholar

Arechar, Antonio A., Allen, Jennifer, Berinsky, Adam J., Cole, Rocky, Epstein, Ziv, Garimella, Kiran, Gully, Andrew, et al. “Understanding and Combatting Misinformation across 16 Countries on Six Continents.” Nature Human Behaviour (2023): 1–12. https://doi.org/10.1038/s41562-023-01641-6.Google ScholarPubMed

Aronson, Elliot, and Patnoe, Shelley. Cooperation in the Classroom: The Jigsaw Method. Pinter & Martin, 2011. www.perlego.com/book/2841634/cooperation-in-the-classroom-the-jigsaw-method-pdf.Google Scholar

Arvanitis, Lorenzo, Sadeghi, McKenzie, and Brewster, Jack. “Despite OpenAI’s Promises, the Company’s New AI Tool Produces Misinformation More Frequently, and More Persuasively, than Its Predecessor.” NewsGuard (blog). Accessed August 2, 2023. www.newsguardtech.com/misinformation-monitor/march-2023.Google Scholar

Aslett, Kevin, Sanderson, Zeve, Godel, William, Persily, Nathaniel, Nagler, Jonathan, and Tucker, Joshua A.. “Online Searches to Evaluate Misinformation Can Increase Its Perceived Veracity.” Nature 625, no. 7995 (2024): 548–56. https://doi.org/10.1038/s41586-023-06883-y.CrossRefGoogle ScholarPubMed

Avery, Patricia G., Levy, Sara A., and Simmons, Annette M. M.. “Deliberating Controversial Public Issues as Part of Civic Education.” The Social Studies 104, no. 3 (2013): 105–14. https://doi.org/10.1080/00377996.2012.691571.CrossRefGoogle Scholar

Awidi, Isaiah T. “Comparing Expert Tutor Evaluation of Reflective Essays with Marking by Generative Artificial Intelligence (AI) Tool.” Computers and Education: Artificial Intelligence 6 (2024): 100226. https://doi.org/10.1016/j.caeai.2024.100226.Google Scholar

Axelsson, Carl-Anton Werner, Nygren, Thomas, Roozenbeek, Jon, and van der Linden, Sander. “Bad News in the Civics Classroom: How Serious Gameplay Fosters Teenagers’ Ability to Discern Misinformation Techniques.” Journal of Research on Technology in Education 0, no. 0 (2024): 1–27. https://doi.org/10.1080/15391523.2024.2338451.Google Scholar

Axelsson, Carl-Anton Werner, Guath, Mona, and Nygren, Thomas. “Learning How to Separate Fake from Real News: Scalable Digital Tutorials Promoting Students’ Civic Online Reasoning.” Future Internet 13, no. 3 60 (2021). https://doi.org/10.3390/fi13030060.CrossRefGoogle Scholar

Axelsson, Carl-Anton Werner, and Nygren, Thomas. “Maturity in Credibility Decision-Making: Lessons Learned Fromdigital Civic Literacy Interventions from Child- to Early Adulthood,” 2023. www.digitalhumanitiestilburg.com/abstracts/maturity-in-credibility-decision-making-lessons-learned-fromdigital-civic-literacy-interventions-from-child-to-early-adulthood/.Google Scholar

Ayanwale, Musa Adekunle, Sanusi, Ismaila Temitayo, Adelana, Owolabi Paul, Aruleba, Kehinde D., and Oyelere, Solomon Sunday. “Teachers’ Readiness and Intention to Teach Artificial Intelligence in Schools.” Computers and Education: Artificial Intelligence 3 (2022): 100099. https://doi.org/10.1016/j.caeai.2022.100099.Google Scholar

Backes, Ben, and Cowan, James. “Is the Pen Mightier than the Keyboard? The Effect of Online Testing on Measured Student Achievement.” Economics of Education Review 68 (2019): 89–103. https://doi.org/10.1016/j.econedurev.2018.12.007.CrossRefGoogle Scholar

Bahrini, Aram, Khamoshifar, Mohammadsadra, Abbasimehr, Hossein, Riggs, Robert J., Esmaeili, Maryam, Majdabadkohne, Rastin Mastali, and Pasehvar, Morteza. “ChatGPT: Applications, Opportunities, and Threats.” In 2023 Systems and Information Engineering Design Symposium (SIEDS), 274–79, 2023. https://doi.org/10.1109/SIEDS58326.2023.10137850.Google Scholar

Bail, Christopher A. “Can Generative AI Improve Social Science?” Proceedings of the National Academy of Sciences of the United States of America, 2024. https://doi.org/10.1073/pnas.2314021121.CrossRefGoogle ScholarPubMed

Bailenson, Jeremy N., Yee, Nick, Blascovich, Jim, Beall, Andrew C., Lundblad, Nicole, and Jin, Michael. “The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context.” Journal of the Learning Sciences 17, no. 1 (2008): 102–41. https://doi.org/10.1080/10508400701793141.CrossRefGoogle Scholar

Baker, Ryan S. “Stupid Tutoring Systems, Intelligent Humans.” International Journal of Artificial Intelligence in Education 26, no. 2 (2016): 600–14. https://doi.org/10.1007/s40593-016-0105-0.CrossRefGoogle Scholar

Baker, Toby, and Smith, Laurie. Educ-AI-Tion Rebooted? Exploring the Future of Artificial Intelligence in Schools and Colleges. London: Nesta, 2019.Google Scholar

Banks, James A. “Citizenship Education and Diversity: Implications for Teacher Education.” Journal of Teacher Education 52, no. 1 (2001): 5–16.CrossRefGoogle Scholar

Baron, Jonathan. “Actively Open-Minded Thinking in Politics.” Cognition 188 (2019): 8–18.CrossRefGoogle ScholarPubMed

Bastani, Hamsa, Bastani, Osbert, Sungu, Alp, Ge, Haosen, Kabakcı, Özge, and Mariman, Rei. “Generative AI Can Harm Learning.” SSRN Scholarly Paper. Rochester, NY, July 15, 2024. https://doi.org/10.2139/ssrn.4895486.CrossRefGoogle Scholar

Bateman, Jon, and Jackson, Dean. “Countering Disinformation Effectively: An Evidence-Based Policy Guide,” 31 2024. https://carnegieendowment.org/research/2024/01/countering-disinformation-effectively-an-evidence-based-policy-guide?lang=en.Google Scholar

Bawden, David. “Origins and Concepts of Digital Literacy.” Digital Literacies: Concepts, Policies and Practices 30, no. 2008 (2008): 17–32.Google Scholar

Beck, Sarah W., and Levine, Sarah. “The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write.” Reading Research Quarterly, 2024. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/rrq.567.CrossRefGoogle Scholar

Benedict, Mary Ellen, and Hoag, John. “Seating Location in Large Lectures: Are Seating Preferences or Location Related to Course Performance?” The Journal of Economic Education 35, no. 3 (2004): 215–31.CrossRefGoogle Scholar

Bewersdorff, Arne, Zhai, Xiaoming, Roberts, Jessica, and Nerdel, Claudia. “Myths, Mis- and Preconceptions of Artificial Intelligence: A Review of the Literature.” Computers and Education: Artificial Intelligence 4 (2023): 100143. https://doi.org/10.1016/j.caeai.2023.100143.Google Scholar

Biesta, Gert. “What Is Education For? On Good Education, Teacher Judgement, and Educational Professionalism.” European Journal of Education 50, no. 1 (2015): 75–87. https://doi.org/10.1111/ejed.12109.CrossRefGoogle Scholar

Biggs, John B., and Collis, Kevin F.. Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome). London: Academic Press, 2014.Google Scholar

Bjork, Elizabeth L., and Bjork, Robert A.. “Making Things Hard on Yourself, but in a Good Way: Creating Desirable Difficulties to Enhance Learning.” Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society 2, no. 59–68 (2011): 56–64.Google Scholar

Blikstad-Balas, Marte, Kornhall, Per, and Nilsson, Jenny Maria. Omstart För Skolans Digitalisering. Stockholm: Natur & Kultur, 2021.Google Scholar

Bloom, Benjamin Samuel. Taxonomy of Educational Objectives: Handbook II. New York: David McKay, 1956.Google Scholar

Boulay, Benedict du. “Recent Meta-Reviews and Meta–Analyses of AIED Systems.” International Journal of Artificial Intelligence in Education 26, no. 1 (2016): 536–37. https://doi.org/10.1007/s40593-015-0060-1.CrossRefGoogle Scholar

Bozeman, Barry, and Youtie, Jan. “Trouble in Paradise: Problems in Academic Research Co-Authoring.” Science and Engineering Ethics 22, no. 6 (2016): 1717–43. https://doi.org/10.1007/s11948-015-9722-5.CrossRefGoogle ScholarPubMed

Brianza, Eliana, Schmid, MIrjam, Tondeur, Jo, and Petko, Dominik. “Situating TPACK: A Systematic Literature Review of Context as a Domain of Knowledge.” Contemporary Issues in Technology and Teacher Education 22, no. 4 (2022): 707–53.Google Scholar

Brown, James, Bailenson, Jeremy, and Hancock, Jeffrey. “Misinformation in Virtual Reality.” Journal of Online Trust and Safety 1, no. 5 (2023).CrossRefGoogle Scholar

Brown, Peter C., Roediger, Henry L. III, and McDaniel, Mark A.. Make It Stick: The Science of Successful Learning. Cambridge, MA: Harvard University Press, 2014.Google Scholar

Brown, Tom, Mann, Benjamin, Ryder, Nick, Subbiah, Melanie, Kaplan, Jared D, Dhariwal, Prafulla, Neelakantan, Arvind, et al. “Language Models Are Few-Shot Learners.” In Advances in Neural Information Processing Systems, 33: 1877–901. Curran Associates, Inc., 2020. https://papers.nips.cc/paper/2020/hash/1457c0d6bfcb4967418bfb8ac142f64a-Abstract.html.Google Scholar

Bruneau, Emile G., and Saxe, Rebecca. “The Power of Being Heard: The Benefits of ‘Perspective-Giving’ in the Context of Intergroup Conflict.” Journal of Experimental Social Psychology 48, no. 4 (2012): 855–66. https://doi.org/10.1016/j.jesp.2012.02.017.CrossRefGoogle Scholar

Brunmair, Matthias, and Richter, Tobias. “Similarity Matters: A Meta-Analysis of Interleaved Learning and Its Moderators.” Psychological Bulletin 145, no. 11 (2019): 1029–52. https://doi.org/10.1037/bul0000209.supp.CrossRefGoogle ScholarPubMed

Buckingham, David. Media Education: Literacy, Learning and Contemporary Culture. Malden: John Wiley & Sons, 2013.Google Scholar

Bulger, Monica. “Personalized Learning: The Conversations We’re Not Having.” Data and Society 22, no. 1 (2016): 1–29.Google Scholar

Burgstahler, Sheryl. “Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples.” Do-It, 2009.Google Scholar

Caliskan, Aylin, Bryson, Joanna J., and Narayanan, Arvind. “Semantics Derived Automatically from Language Corpora Contain Human-like Biases.” Science 356, no. 6334 (2017): 183–86. https://doi.org/10.1126/science.aal4230.CrossRefGoogle ScholarPubMed

Carbonell, José R. “AI in CAI: An Artificial-Intelligence Approach to Computer-Assisted Instruction.” IEEE Transactions on Man-Machine Systems 11, no. 4 (1970): 190–202. https://doi.org/10.1109/TMMS.1970.299942.CrossRefGoogle Scholar

Carlsson, Ulla. Understanding Media and Information Literacy (MIL) in the Digital Age : A Question of Democracy. Göteborg: Department of Journalism, Media and Communication (JMG), University of Gothenburg, UNESCO, 2019.Google Scholar

Carney, Russell N., and Levin, Joel R.. “Pictorial Illustrations Still Improve Students’ Learning from Text.” Educational Psychology Review 14, no. 1 (2002): 5–26.CrossRefGoogle Scholar

Center for Countering Digital Hate. “Google’s New Bard AI Generate Lies.” Center for Countering Digital Hate | CCDH, 2023. https://counterhate.com/research/misinformation-on-bard-google-ai-chat/.Google Scholar

Chaka, Chaka. “Detecting AI Content in Responses Generated by ChatGPT, YouChat, and Chatsonic: The Case of Five AI Content Detection Tools.” Journal of Applied Learning and Teaching 6, no. 2 (2023): 94–104. https://doi.org/10.37074/jalt.2023.6.2.12.Google Scholar

Chaudhry, Muhammad Ali, and Kazim, Emre. “Artificial Intelligence in Education (AIEd): A High-Level Academic and Industry Note 2021.” AI and Ethics 2, no. 1 (2022): 157–65. https://doi.org/10.1007/s43681-021-00074-z.CrossRefGoogle Scholar

Cheng, Ruijia, Smith-Renner, Alison, Zhang, Ke, Tetreault, Joel, and Jaimes-Larrarte, Alejandro. “Mapping the Design Space of Human-AI Interaction in Text Summarization.” In Proceedings of the 2022 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, edited by Carpuat, Marine, de Marneffe, Marie-Catherine, and Ruiz, Ivan Vladimir Meza, 431–55. Seattle: Association for Computational Linguistics, 2022. https://doi.org/10.18653/v1/2022.naacl-main.33.Google Scholar

Christodoulou, Daisy. “Six Things Schools Need to Know about AI for the Year Ahead,” 30 June 2023. https://substack.nomoremarking.com/p/six-things-schools-need-to-know-about.CrossRefGoogle Scholar

Christodoulou, Daisy, and Wheadon, Chris. “Can GPT-3 Mark Writing? The Data Is In…,” June 30, 2023. https://substack.nomoremarking.com/p/can-gpt-3-mark-writing-the-data-is.Google Scholar

Clinton, Virginia. “Reading from Paper Compared to Screens: A Systematic Review and Meta‐analysis.” Journal of Research in Reading 42, no. 2 (2019): 288–325.CrossRefGoogle Scholar

Coe, R., Rauch, C. J., Kime, S., and Singleton, D.. “Great Teaching Toolkit: Evidence Review.” Cambridge Assessment International Education, 2020.Google Scholar

Coe, Rob, Aloisi, Cesare, Higgins, Steve, and Elliot Major, Lee. “What Makes Great Teaching? Review of the Underpinning Research,” 2014.Google Scholar

Cohen, Jacob Statistical Power Analysis for the Behavioural Sciences. Hillsdale, NJ: Laurence Erlbaum Associates, 1988.Google Scholar

Commission, European. Final Report of the Commission Expert Group on Tackling Disinformation and Promoting Digital Literacy through Education and Training: Final Report. Publications Office of the European Union, 2022. https://doi.org/10.2766/283100.Google Scholar

Costanza-Chock, Sasha. Design Justice: Community-Led Practices to Build the Worlds We Need. Cambridge, MA: MIT Press, 2020.CrossRefGoogle Scholar

Costello, Thomas H., Pennycook, Gordon, and Rand, David G.. “Durably Reducing Conspiracy Beliefs through Dialogues with AI.” Science 385, no. 6714 (2024): eadq1814. https://doi.org/10.1126/science.adq1814.CrossRefGoogle ScholarPubMed

Cressey, Donald R. Other People’s Money; a Study of the Social Psychology of Embezzlement. Glencoe, IL: The Free Press,1953.Google Scholar

Crompton, Helen, and Burke, Diane. “The Educational Affordances and Challenges of ChatGPT: State of the Field.” TechTrends 68, no. 2 (2024): 380–92. https://doi.org/10.1007/s11528-024-00939-0.CrossRefGoogle Scholar

Cuban, Larry, Kirkpatrick, Heather, and Peck, Craig. “High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox.” American Educational Research Journal 38, no. 4 (2016): 813–34. https://doi.org/10.3102/00028312038004813.Google Scholar

Cummins, Jim. “Developing School-Based Language Policies: Articulating Pedagogical Choices in Relation to Societal Power Relations and the Image of the Multilingual Student, Keynote IAEI,” 2019.Google Scholar

Davis, Robert O., and Jik Lee, Yong. “Prompt: ChatGPT, Create My Course, Please!” Education Sciences 14, no. 1 (2024): 24. https://doi.org/10.3390/educsci14010024.CrossRefGoogle Scholar

Delgado, Pablo, Vargas, Cristina, Ackerman, Rakefet, and Salmerón, Ladislao. “Don’t Throw Away Your Printed Books: A Meta-Analysis on the Effects of Reading Media on Reading Comprehension.” Educational Research Review 25 (2018): 23–38.CrossRefGoogle Scholar

DiBerardino, Nathalie, and Stark, Luke. “(Anti)-Intentional Harms: The Conceptual Pitfalls of Emotion AI in Education.” In Proceedings of the 2023 ACM Conference on Fairness, Accountability, and Transparency, 1386–95. FAccT ’23. New York: Association for Computing Machinery, 2023. https://doi.org/10.1145/3593013.3594088.Google Scholar

Diemand-Yauman, Connor, Oppenheimer, Daniel M., and Vaughan, Erikka B.. “Fortune Favors the Bold (and the Italicized): Effects of Disfluency on Educational Outcomes.” Cognition 118, no. 1 (2011): 111–15. https://doi.org/10.1016/j.cognition.2010.09.012.CrossRefGoogle ScholarPubMed

Dijk, Jan van. The Digital Divide. Hoboken, NJ: John Wiley & Sons, 2020.Google Scholar

Directorate-General for Education, Youth. Guidelines for Teachers and Educators on Tackling Disinformation and Promoting Digital Literacy through Education and Training. Luxembourg: Publications Office of the European Union, 2022. https://data.europa.eu/doi/10.2766/28248.Google Scholar

DiSessa, Andrea A. Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: MIT Press, 2000.CrossRefGoogle Scholar

Dixon-Román, Ezekiel, Nichols, T Philip, and Nyame-Mensah, Ama. “The Racializing Forces of/in AI Educational Technologies.” Learning, Media and Technology 45, no. 3 (2020): 236–50.CrossRefGoogle Scholar

Donoghue, Gregory M., and Hattie, John A. C.. “A Meta-Analysis of Ten Learning Techniques.” Frontiers in Education 6 (2021). www.frontiersin.org/articles/10.3389/feduc.2021.581216.CrossRefGoogle Scholar

Doymus, Kemal. “Teaching Chemical Bonding through Jigsaw Cooperative Learning.” Research in Science & Technological Education 26, no. 1 (2008): 47–57. https://doi.org/10.1080/02635140701847470.CrossRefGoogle Scholar

Dufour, Nicholas, Pathak, Arkanath, Samangouei, Pouya, Hariri, Nikki, Deshetti, Shashi, Dudfield, Andrew, Guess, Christopher, et al. “AMMeBa: A Large-Scale Survey and Dataset of Media-Based Misinformation In-The-Wild.” arXiv (2024). http://arxiv.org/abs/2405.11697.Google Scholar

Ecker, Ullrich K. H., Lewandowsky, Stephan, Cook, John, Schmid, Philipp, Fazio, Lisa K., Brashier, Nadia, Kendeou, Panayiota, Vraga, Emily K., and Amazeen, Michelle A.. “The Psychological Drivers of Misinformation Belief and Its Resistance to Correction.” Nature Reviews Psychology 1, no. 1 (2022): 13–29. https://doi.org/10.1038/s44159-021-00006-y.CrossRefGoogle Scholar

Efimova, Evgenia, and Nygren, Thomas. “Students’ Use of Generative AI in Classroom Discussions about Social Issues,” 2024.Google Scholar

Ellis-Thompson, Amy, Higgins, Steve, Kay, Jonathan, Stevenson, Jennifer, and Zaman, Mohammad. “Remote Learning: Rapid Evidence Assessment.” Education Endowment Foundation, 2020.Google Scholar

Ericsson, Elin. Experiences of Speaking with Conversational AI in Language Education, 2023. https://gupea.ub.gu.se/handle/2077/77123.Google Scholar

European Parliament. “Texts Adopted – Artificial Intelligence in a Digital Age – Tuesday, May 3, 2022,” 2022. www.europarl.europa.eu/doceo/document/TA-9-2022-0140_EN.html.Google Scholar

European Union. “Use of Artificial Intelligence (AI) and Data in Teaching and Learning – European Union,” 2022. https://learning-corner.learning.europa.eu/learning-materials/use-artificial-intelligence-ai-and-data-teaching-and-learning_en.Google Scholar

Eynon, Rebecca, and Young, Erin. “Methodology, Legend, and Rhetoric: The Constructions of AI by Academia, Industry, and Policy Groups for Lifelong Learning.” Science, Technology, & Human Values 46, no. 1 (2021): 166–91.CrossRefGoogle Scholar

Fang, Sen, Lei Wang, Ce Zheng, Tian, Yapeng, and Chen, Chen. “SignLLM: Sign Languages Production Large Language Models.” arXiv (2024). https://arxiv.org/abs/2405.10718v1.Google Scholar

Farazouli, Alexandra, Cerratto-Pargman, Teresa, Bolander-Laksov, Klara, and McGrath, Cormac. “Hello GPT! Goodbye Home Examination? An Exploratory Study of AI Chatbots Impact on University Teachers’ Assessment Practices.” Assessment & Evaluation in Higher Education (2023): 1–13. https://doi.org/10.1080/02602938.2023.2241676.Google Scholar

Fawns, Tim. “Postdigital Education in Design and Practice.” Postdigital Science and Education 1, no. 1 (2019): 132–45.CrossRefGoogle Scholar

Felten, Edward W., Raj, Manav, and Seamans, Robert. “How Will Language Modelers like ChatGPT Affect Occupations and Industries?” SSRN Scholarly Paper. Rochester, NY, March 1, 2023. https://doi.org/10.2139/ssrn.4375268.CrossRefGoogle Scholar

Ferster, Bill. Intelligent Tutoring Systems. London: Routledge, 2022.CrossRefGoogle Scholar

Fink, Maximilian C., Robinson, Seth A., and Ertl, Bernhard. “AI-Based Avatars Are Changing the Way We Learn and Teach: Benefits and Challenges.” Frontiers in Education 9 (2024). https://doi.org/10.3389/feduc.2024.1416307.CrossRefGoogle Scholar

Fleckenstein, Johanna, Meyer, Jennifer, Jansen, Thorben, Keller, Stefan D., Köller, Olaf, and Möller, Jens. “Do Teachers Spot AI? Evaluating the Detectability of AI-Generated Texts among Student Essays.” Computers and Education: Artificial Intelligence 6 (2024): 100209. https://doi.org/10.1016/j.caeai.2024.100209.Google Scholar

Fraillon, Julian, ed. An International Perspective on Digital Literacy Results from ICILS 2023. Amsterdam: IEA, 2024.Google Scholar

Fraillon, Julian, Ainley, John, Schulz, Wolfram, Friedman, Tim, and Duckworth, Daniel. Preparing for Life in a Digital World: IEA International Computer and Information Literacy Study 2018 International Report. Cham: Springer International Publishing, 2020. https://doi.org/10.1007/978-3-030-38781-5.CrossRefGoogle Scholar

Frau-Meigs, Divina. “Information Disorders: Risks and Opportunities for Digital Media and Information Literacy?” Medijske Studije 10, no. 19 (2019): 10–28.CrossRefGoogle Scholar

Funnell, Antony. “In 1942, Asimov Gave Us the Three Laws of Robotics. Now They’ve Been Updated.” ABC News (2020). www.abc.net.au/news/2020-12-10/new-laws-of-robotics-what-they-mean-for-ai/12947424.Google Scholar

Future of Life Institute. “Pause Giant AI Experiments: An Open Letter.” Accessed September 1, 2023. https://futureoflife.org/open-letter/pause-giant-ai-experiments/.Google Scholar

Galaz, Viktor, and Haider, Jutta. “AI kan skapa flodvåg av klimatförnekelse,” July 1, 2023. www.aftonbladet.se/a/EQX6n5.Google Scholar

Gignac, Gilles E., and Szodorai, Eva T.. “Defining Intelligence: Bridging the Gap between Human and Artificial Perspectives.” Intelligence 104 (2024): 101832. https://doi.org/10.1016/j.intell.2024.101832.CrossRefGoogle Scholar

Gilliard, Chris, and Culik, Hugh. “Filtering Content Is Often Done with Good Intent, but Filtering Can Also Create Equity and Privacy Issues.” Common Sense Education, 2016. www.commonsense.org/education/articles/digital-redlining-access-andprivacy.Google Scholar

Glass, Arnold L., and Kang, Mengxue. “Dividing Attention in the Classroom Reduces Exam Performance.” Educational Psychology (2018): 1–14. https://doi.org/10.1080/01443410.2018.1489046.Google Scholar

Goldstein, Josh A., Chao, Jason, Grossman, Shelby, Stamos, Alex, and Tomz, Michael. “How Persuasive Is AI-Generated Propaganda?” PNAS Nexus 3, no. 2 (2024): pgae034. https://doi.org/10.1093/pnasnexus/pgae034.CrossRefGoogle ScholarPubMed

Goodall, Chris. “An AI Risk Assessment,” 2024. www.ai-in-education.co.uk/resources/an-ai-risk-assessment.Google Scholar

Graham, Steve, Kiuhara, Sharlene A., and MacKay, Meade. “The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis.” Review of Educational Research 90, no. 2 (2020): 179–226. https://doi.org/10.3102/0034654320914744.CrossRefGoogle Scholar

Greene, Daniel, Hoffmann, Anna Lauren, and Stark, Luke. “Better, Nicer, Clearer, Fairer: A Critical Assessment of the Movement for Ethical Artificial Intelligence and Machine Learning,” 2019.CrossRefGoogle Scholar

Guernsey, Lisa, and Levine, Michael H.. Tap, Click, Read: Growing Readers in a World of Screens. San Francisco, CA: John Wiley & Sons, 2015.Google Scholar

Guess, Andrew M., Lerner, Michael, Lyons, Benjamin, Montgomery, Jacob M., Nyhan, Brendan, Reifler, Jason, and Sircar, Neelanjan. “A Digital Media Literacy Intervention Increases Discernment between Mainstream and False News in the United States and India.” Proceedings of the National Academy of Sciences 117, no. 27 (2020): 15536. https://doi.org/10.1073/pnas.1920498117.CrossRefGoogle ScholarPubMed

Haack, Susan. “Six Signs of Scientism.” Logos & Episteme 3, no. 1 (2012): 75–95. https://doi.org/10.5840/logos-episteme20123151.CrossRefGoogle Scholar

Haider, Jutta, and Sundin, Olof. “Information Literacy Challenges in Digital Culture: Conflicting Engagements of Trust and Doubt.” Information, Communication & Society (2020): 1–16. https://doi.org/10.1080/1369118X.2020.1851389.Google Scholar

Haider, Jutta, and Sundin, Olof. Invisible Search and Online Search Engines: The Ubiquity of Search in Everyday Life. London: Routledge, 2019.CrossRefGoogle Scholar

Hakemulder, Frank, and Mangen, Anne. “Literary Reading on Paper and Screens: Associations between Reading Habits and Preferences and Experiencing Meaningfulness.” Reading Research Quarterly 2024, no. n/a (2024). https://doi.org/10.1002/rrq.527.Google Scholar

Hamilton, Arran, Wiliam, Dylan, and Hattie, John. “The Future of AI in Education: 13 Things We Can Do to Minimize the Damage.” EdArXiv, 10 August 2023. https://doi.org/10.35542/osf.io/372vr.CrossRefGoogle Scholar

Hansson, Per-Olof, Samuelsson, Marcus, and Höög, Marie-Louise. “Teaching Avatars on Controversial Issues: Lessons Learned.” IAFOR Journal of Education 11, no. 2 (2023): 61–78.CrossRefGoogle Scholar

Hao, Jingfang, Wiberg, Mikael, and Ekeroth, Eva. Människans Spegel. Lund: Chin Lit, 2019.Google Scholar

Harding, Trevor S., Mayhew, Matthew J., Finelli, Cynthia J., and Carpenter, Donald D.. “The Theory of Planned Behavior as a Model of Academic Dishonesty in Engineering and Humanities Undergraduates.” Ethics & Behavior 17, no. 3 (2007): 255–79. https://doi.org/10.1080/10508420701519239.CrossRefGoogle Scholar

Harris, Tristan, and Raskin, Aza. “The AI Dilemma,” 2023. www.humanetech.com/podcast/the-ai-dilemma.Google Scholar

Hattie, John. Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. London: Routledge, 2008.CrossRefGoogle Scholar

Hattie, John. Visible Learning: The Sequel: A Synthesis of over 2,100 Meta-Analyses Relating to Achievement. Abingdon, UK: Taylor & Francis, 2023.CrossRefGoogle Scholar

Hattie, John, and Timperley, Helen. “The Power of Feedback.” Review of Educational Research 77, no. 1 (2007): 81–112.CrossRefGoogle Scholar

Hedman, Emil. “Forskaren: AI kan göra skolan hälften så lång.” Nyheter (2023). www.vilarare.se/nyheter/digitalisering/forskaren-ai-kan-gora-skolan-halften-sa-lang/.Google Scholar

Helsinki University. “Elements of AI.” Elements of AI (2023). https://course.elementsofai.com/.Google Scholar

Henkel, Owen, Hills, Libby, Boxer, Adam, Roberts, Bill, and Levonian, Zach. “Can Large Language Models Make the Grade? An Empirical Study Evaluating LLMs Ability to Mark Short Answer Questions in K-12 Education.” In Proceedings of the Eleventh ACM Conference on Learning, 300–304. Atlanta, GA: ACM, 2024. https://doi.org/10.1145/3657604.3664693.CrossRefGoogle Scholar

Hern, Alex. “Google’s Solution to Accidental Algorithmic Racism: Ban Gorillas.” The Guardian (2018), sec. Technology. www.theguardian.com/technology/2018/jan/12/google-racism-ban-gorilla-black-people.CrossRefGoogle Scholar

“High-Level Summary of the AI Act | EU Artificial Intelligence Act.” Accessed August 15, 2024. https://artificialintelligenceact.eu/high-level-summary/.Google Scholar

Holmes, Wayne, and Tuomi, Ilkka. “State of the Art and Practice in AI in Education.” European Journal of Education n/a, no. n/a (2022). https://doi.org/10.1111/ejed.12533.CrossRefGoogle Scholar

House Committee on Science Space & Tech – Republicans. “Full Committee Hearing – Artificial Intelligence: Advancing Innovation Towards the National Interest,” June 22, 2023. https://science.house.gov/2023/6/artificial-intelligence-advancing-innovation-towards-the-national-interest.Google Scholar

House, The White. “Executive Order on the Safe, Secure, and Trustworthy Development and Use of Artificial Intelligence.” The White House (2023). www.whitehouse.gov/briefing-room/presidential-actions/2023/10/30/executive-order-on-the-safe-secure-and-trustworthy-development-and-use-of-artificial-intelligence/.Google Scholar

Huang, Weijiao, Foon Hew, Khe, and Fryer, Luke K.. “Chatbots for Language Learning – Are They Really Useful? A Systematic Review of Chatbot-Supported Language Learning.” Journal of Computer Assisted Learning 38, no. 1 (2022): 237–57. https://doi.org/10.1111/jcal.12610.CrossRefGoogle Scholar

Hughes, Simon, Minseok Bae, Miaoran Li, John Doe, Jane Smith, Alex Kim, Priya Patel, et al. “Vectara Hallucination Leaderboard [Data Set], GitHub.” Vectara Hallucination Leaderboard (blog), 2024. https://github.com/vectara/hallucination-leaderboard.Google Scholar

Jaciw, Andrew, Toby, Megan, Ma, Boya, Lai, Garrett, and Lin, Li. “Measuring the Average Impact of an iPad Algebra Program A Report of Findings from an RCT in Four School Districts Considering One as a Special Case.” SSRN Scholarly Paper. Rochester, NY, March 12, 2012. https://doi.org/10.2139/ssrn.2509490.CrossRefGoogle Scholar

Jägerskog, Ann-Sofie. “Using Visual Representations to Enhance Students’ Understanding of Causal Relationships in Price.” Scandinavian Journal of Educational Research, 2020, 1–18. https://doi.org/10.1080/00313831.2020.1788146.Google Scholar

Jeon, Jaeho, Lee, Seongyong, and Choe, Hohsung. “Beyond ChatGPT: A Conceptual Framework and Systematic Review of Speech-Recognition Chatbots for Language Learning.” Computers & Education (2023): 104898. https://doi.org/10.1016/j.compedu.2023.104898.CrossRefGoogle Scholar

Jian, Yu-Cin. “Reading in Print versus Digital Media Uses Different Cognitive Strategies: Evidence from Eye Movements during Science-Text Reading.” Reading and Writing 35, no. 7 (2022): 1549–68. https://doi.org/10.1007/s11145-021-10246-2.CrossRefGoogle Scholar

Jihane, Tamimi, Essafa, Addichane, and Alaoui, Sadik Madani. “Evaluating the Effects of Artificial Intelligence Homework Assistance Tools on High School Students’ Academic Performance and Personal Development.” SSRN Scholarly Paper. Rochester, NY, July 28, 2024. https://papers.ssrn.com/abstract=4917940.CrossRefGoogle Scholar

Jobin, Anna, Ienca, Marcello, and Vayena, Effy. “The Global Landscape of AI Ethics Guidelines.” Nature Machine Intelligence 1, no. 9 (2019): 389–99. https://doi.org/10.1038/s42256-019-0088-2.CrossRefGoogle Scholar

Johnson, David W., and Johnson, Roger T.. “Creative and Critical Thinking through Academic Controversy.” American Behavioral Scientist 37, no. 1 (1993): 40–53.CrossRefGoogle Scholar

Joint Research Centre (European Commission), Vuorikari, Riina, Kluzer, Stefano, and Punie, Yves. DigComp 2.2, The Digital Competence Framework for Citizens: With New Examples of Knowledge, Skills and Attitudes. Luxembourg: Publications Office of the European Union, 2022. https://data.europa.eu/doi/10.2760/115376.Google Scholar

Judd, Nicholas, and Klingberg, Torkel. “Training Spatial Cognition Enhances Mathematical Learning in a Randomized Study of 17,000 Children.” Nature Human Behaviour 5, no. 11 (November 2021): 1548–54. https://doi.org/10.1038/s41562-021-01118-4.CrossRefGoogle Scholar

Karpicke, Jeffrey D., and Blunt, Janell R.. “Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping.” Science 331, no. 6018 (2011): 772–75.CrossRefGoogle ScholarPubMed

Kerkhoven, Anne H., Russo, Pedro, Land-Zandstra, Anne M., Saxena, Aayush, and Rodenburg, Frans J.. “Gender Stereotypes in Science Education Resources: A Visual Content Analysis.” PloS One 11, no. 11 (2016): e0165037.CrossRefGoogle ScholarPubMed

Kerr, Robert, and Booth, Bernard. “Specific and Varied Practice of Motor Skill.” Perceptual and Motor Skills 46, no. 2 (1978): 395–401.CrossRefGoogle ScholarPubMed

Khan, Salman. Brave New Words: How AI Will Revolutionize Education, Dublin: Penguin Books Ltd,2024.Google Scholar

Kidd, Celeste, and Birhane, Abeba. “How AI Can Distort Human Beliefs.” Science 380, no. 6651 (2023): 1222–23. https://doi.org/10.1126/science.adi0248.CrossRefGoogle Scholar

Kim, Hyeongwoo, Garrido, Pablo, Tewari, Ayush, Xu, Weipeng, Thies, Justus, Nießner, Matthias, Pérez, Patrick, Richardt, Christian, Zollhöfer, Michael, and Theobalt, Christian. “Deep Video Portraits.” arXiv Preprint arXiv:1805.11714 (2018).CrossRefGoogle Scholar

Kirschner, Paul A., and De Bruyckere, Pedro. “The Myths of the Digital Native and the Multitasker.” Teaching and Teacher Education 67 (2017): 135–42.CrossRefGoogle Scholar

Klingberg, Torkel. Framtidens digitala lärande. Stockholm: Natur & Kultur Akademisk, 2023.Google Scholar

Knight, Will. “OpenAI Is Testing Its Powers of Persuasion.” Wired. Accessed August 15, 2024. www.wired.com/story/thrive-ai-openai-artificial-intelligence-persuasion/.Google Scholar

Köbis, Nils C., Doležalová, Barbora, and Soraperra, Ivan. “Fooled Twice: People Cannot Detect Deepfakes but Think They Can.” iScience 24, no. 11 (2021): 103364. https://doi.org/10.1016/j.isci.2021.103364.CrossRefGoogle ScholarPubMed

Köbis, Nils, Lorenz-Spreen, Philipp, Ajaj, Tamer, Bonnefon, Jean-Francois, Hertwig, Ralph, and Rahwan, Iyad. Artificial Intelligence Can Facilitate Selfish Decisions by Altering the Appearance of Interaction Partners, 2023.Google Scholar

Köbis, Nils, and Mossink, Luca D.. “Artificial Intelligence versus Maya Angelou: Experimental Evidence That People Cannot Differentiate AI-Generated from Human-Written Poetry.” Computers in Human Behavior 114 (2021): 106553. https://doi.org/10.1016/j.chb.2020.106553.CrossRefGoogle Scholar

Kong, Yiren, Sik Seo, Young, and Zhai, Ling. “Comparison of Reading Performance on Screen and on Paper: A Meta-Analysis.” Computers & Education 123 (2018): 138–49.CrossRefGoogle Scholar

Kornell, Nate, and Bjork, Robert A.. “Learning Concepts and Categories: Is Spacing the “Enemy of Induction”?” Psychological Science 19, no. 6 (2008): 585–92. https://doi.org/10.1111/j.1467-9280.2008.02127.x.CrossRefGoogle Scholar

Kosinski, Michal “Theory of Mind May Have Spontaneously Emerged in Large Language Models.” arXiv (2023).Google Scholar

Krumrei-Mancuso, Elizabeth J., and Rouse, Steven V.. “The Development and Validation of the Comprehensive Intellectual Humility Scale.” Journal of Personality Assessment 98, no. 2 (2016): 209–21.CrossRefGoogle ScholarPubMed

Langreo, Lauraine. “Google Executive: AI Could ‘Transform’ School Into a ‘Personal Learning Experience’.” Education Week (2023), sec. Technology, Personalized Learning. www.edweek.org/technology/google-executive-ai-could-transform-school-into-a-personal-learning-experience/2023/07.Google Scholar

Latimier, Alice, Peyre, Hugo, and Ramus, Franck. “A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on Retention.” Educational Psychology Review 33, no. 3 (2021): 959–87. https://doi.org/10.1007/s10648-020-09572-8.CrossRefGoogle Scholar

LeCun, Yann, Bengio, Yoshua, and Hinton, Geoffrey. “Deep Learning.” Nature 521, no. 7553 (2015): 436.CrossRefGoogle ScholarPubMed

Lee, Timothy D. “Contextual Interference: Generalizability and Limitations.” In Skill Acquisition in Sport, 105–19. London: Routledge, 2012.Google Scholar

Levin, Joel R., and Mayer, Richard E.. “Understanding Illustrations in Text.” In Learning from Textbooks, 95–113. London: Routledge, 1993.Google Scholar

Levine, Sarah, Beck, Sarah W., Mah, Chris, Phalen, Lena, and PIttman, Jaylen. “How Do Students Use ChatGPT as a Writing Support?” Journal of Adolescent & Adult Literacy, 2024. https://doi.org/10.1002/jaal.1373.Google Scholar

Lewandowsky, Stephan, Ecker, Ullrich K. H., and Cook, John. “Beyond Misinformation: Understanding and Coping with the ‘Post-Truth’ Era.” Journal of Applied Research in Memory and Cognition 6, no. 4 (2017): 353–69. https://doi.org/10.1016/j.jarmac.2017.07.008.CrossRefGoogle Scholar

Lewis, Vivian, Spiro, Lisa, Wang, Xuemao, and Cawthorne, Jon E.. Building Expertise to Support Digital Scholarship: A Global Perspective. ERIC, 2015. www.clir.org/pubs/reports/pub168/pub168.Google Scholar

Li, Haiying, Gobert, Janice, and Dickler, Rachel. “Evaluating the Transfer of Scaffolded Inquiry: What Sticks and Does It Last?” In Artificial Intelligence in Education, edited by Isotani, Seiji, Millán, Eva, Ogan, Amy, Hastings, Peter, McLaren, Bruce, and Luckin, Rose, 163–68. Lecture Notes in Computer Science. Cham: Springer International Publishing, 2019. https://doi.org/10.1007/978-3-030-23207-8_31.Google Scholar

Lo, Chung Kwan. “What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature.” Education Sciences 13, no. 4 (2023): 410. https://doi.org/10.3390/educsci13040410.CrossRefGoogle Scholar

Lo, Jane C., and Adams, Carol I.. “Civic Literacy through Literacy Instruction: Using Structured Academic Controversy in a Government Classroom.” Citizenship Teaching Learning and Instruction 13, no. 1 (2018): 83–104.CrossRefGoogle Scholar

Long, Duri, and Magerko, Brian. “What Is AI Literacy? Competencies and Design Considerations,” 1–16, 2020.CrossRefGoogle Scholar

Lucas, Brian J., and Nordgren, Loran F.. “The Creative Cliff Illusion.” Proceedings of the National Academy of Sciences 117, no. 33 (2020): 19830–36. https://doi.org/10.1073/pnas.2005620117.CrossRefGoogle ScholarPubMed

Luckin, Rose, Holmes, Wayne, and Forcier, Laurie B.. An Argument for AI in Education. London: Pearson Education, 2016.Google Scholar

Luckin, Rosemary, Cukurova, Mutlu, Kent, Carmel, and du Boulay, Benedict. “Empowering Educators to Be AI-Ready.” Computers and Education: Artificial Intelligence 3 (2022): 100076. https://doi.org/10.1016/j.caeai.2022.100076.Google Scholar

Lyons, Benjamin A., Montgomery, Jacob M., Guess, Andrew M., Nyhan, Brendan, and Reifler, Jason. “Overconfidence in News Judgments Is Associated with False News Susceptibility.” Proceedings of the National Academy of Sciences 118, no. 23 (2021).CrossRefGoogle ScholarPubMed

Ma, Wenting, Adesope, Olusola O., Nesbit, John C., and Liu, Qing. “Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis.” Journal of Educational Psychology 106, no. 4 (2014): 901.CrossRefGoogle Scholar

Madigan, Sheri, Browne, Dillon, Racine, Nicole, Mori, Camille, and Tough, Suzanne. “Association Between Screen Time and Children’s Performance on a Developmental Screening Test.” JAMA Pediatrics 173, no. 3 (2019): 244–50. https://doi.org/10.1001/jamapediatrics.2018.5056.CrossRefGoogle ScholarPubMed

Maertens, Rakoen, Roozenbeek, Jon, Basol, Melisa, and van der Linden, Sander. “Long-Term Effectiveness of Inoculation against Misinformation: Three Longitudinal Experiments.” Journal of Experimental Psychology: Applied (2020). https://doi.org/10.1037/xap0000315.Google ScholarPubMed

Mah, Christopher, Walker, Hillary, Phalen, Lena, Levine, Sarah, Beck, Sarah W., and Pittman, Jaylen. “Beyond CheatBots: Examining Tensions in Teachers’ and Students’ Perceptions of Cheating and Learning with ChatGPT.” Education Sciences 14, no. 5 (2024): 500. https://doi.org/10.3390/educsci14050500.CrossRefGoogle Scholar

Mahmood, Khalid. “Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect.” Communications in Information Literacy 10, no. 2 (2016): 3.CrossRefGoogle Scholar

Major, Louis, Francis, Gill A., and Tsapali, Maria. “The Effectiveness of Technology-Supported Personalised Learning in Low- and Middle-Income Countries: A Meta-Analysis.” British Journal of Educational Technology 52, no. 5 (2021): 1935–64. https://doi.org/10.1111/bjet.13116.CrossRefGoogle Scholar

Makransky, G., Borre-Gude, S., and Mayer, R. E. Motivational and Cognitive Benefits of Training in Immersive Virtual Reality based on Multiple Assessments. Journal of Computer Assisted Learning 35, no. 6 (2019): 691–707. https://doi.org/10.1111/jcal.12375CrossRefGoogle Scholar

Makransky, G., Terkildsen, T. S., and Mayer, R. E. Adding Immersive Virtual Reality to a Science Lab Simulation Causes More Presence but Less Learning. Learning and Instruction, 60 (2019): 225–36. https://doi.org/10.1016/j.learninstruc.2017.12.007CrossRefGoogle Scholar

Mangen, Anne, Walgermo, Bente R., and Brønnick, Kolbjørn. “Reading Linear Texts on Paper versus Computer Screen: Effects on Reading Comprehension.” International Journal of Educational Research 58 (2013): 61–8. https://doi.org/10.1016/j.ijer.2012.12.002.CrossRefGoogle Scholar

Marchal, Nahema, Xu, Rachel, Elasmar, Rasmi, Gabriel, Iason, Goldberg, Beth, and Isaac, William. “Generative AI Misuse: A Taxonomy of Tactics and Insights from Real-World Data.” arXiv (2024). http://arxiv.org/abs/2406.13843.Google Scholar

Markowitz, David M., Laha, Rob, Perone, Brian P., Pea, Roy D., and Bailenson, Jeremy N.. “Immersive Virtual Reality Field Trips Facilitate Learning about Climate Change.” Frontiers in Psychology 9 (2018): 2364.CrossRefGoogle ScholarPubMed

Martel, Cameron, Pennycook, Gordon, and Rand, David G.. “Reliance on Emotion Promotes Belief in Fake News.” Cognitive Research: Principles and Implications 5, no. 1 (2020): 1–20.Google ScholarPubMed

Master, Allison, and Meltzoff, Andrew N.. “Building Bridges between Psychological Science and Education: Cultural Stereotypes, STEM, and Equity.” Prospects 46, no. 2 (2016): 215–34.CrossRefGoogle Scholar

Mayer, Richard E. Multimedia Learning. 3rd ed. Cambridge: Cambridge University Press, 2020. https://doi.org/10.1017/9781316941355.CrossRefGoogle Scholar

Mayer, Richard E. Multimedia Learning: Guiding Visuospatial Thinking with Instructional Animation. Cambridge: Cambridge University Press, 2005.Google Scholar

Mayer, Richard E., and Fiorella, Logan. “Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles.” In The Cambridge Handbook of Multimedia Learning, edited by Mayer, Richard E., 2nd ed., 279–315. Cambridge Handbooks in Psychology. Cambridge: Cambridge University Press, 2014. https://doi.org/10.1017/CBO9781139547369.015.CrossRefGoogle Scholar

Mayer, Richard E., Makransky, Guido, and Parong, Jocelyn. “The Promise and Pitfalls of Learning in Immersive Virtual Reality.” International Journal of Human–Computer Interaction 39, no. 11 (2023): 2229–38. https://doi.org/10.1080/10447318.2022.2108563.CrossRefGoogle Scholar

McArthur, Brae Anne, Tough, Suzanne, and Madigan, Sheri. “Screen Time and Developmental and Behavioral Outcomes for Preschool Children.” Pediatric Research 91, no. 6 (2022): 1616–21. https://doi.org/10.1038/s41390-021-01572-w.CrossRefGoogle ScholarPubMed

McCabe, Donald L., Butterfield, Kenneth D., and Treviño, Linda K.. Cheating in College: Why Students Do It and What Educators Can Do about It. The Johns Hopkins University Press, 2012. www.scopus.com/inward/record.url?scp=84906003037&partnerID=8YFLogxK.Google Scholar

McStay, Andrew. “Emotional AI and EdTech: Serving the Public Good?” Learning, Media and Technology 45, no. 3 (2020): 270–83.CrossRefGoogle Scholar

“Measuring the Persuasiveness of Language Models.” Accessed August 15, 2024. www.anthropic.com/news/measuring-model-persuasiveness.Google Scholar

Mewburn, Inger. “Using ChatGPT (ChattieG) to Write Good.” The Thesis Whisperer, May 2, 2023. https://thesiswhisperer.com/2023/05/02/usingchatgpt/.Google Scholar

Miao, Fengchun, and Holmes, Wayne. “Artificial Intelligence and Education. Guidance for Policy-Makers,” 2021.Google Scholar

Michaeli, Tilman, Seegerer, Stefan, and Romeike, Ralf. “What Students Can Learn About Artificial Intelligence – Recommendations for K-12 Computing Education.” arXiv (2023). https://doi.org/10.48550/arXiv.2305.06450.CrossRefGoogle Scholar

Milmo, Dan. “AI Doomsday Warnings a Distraction from the Danger It Already Poses, Warns Expert.” The Guardian (2023), sec. Technology. www.theguardian.com/technology/2023/oct/29/ai-doomsday-warnings-a-distraction-from-the-danger-it-already-poses-warns-expert.Google Scholar

Miravete, Sébastien, and Tricot, André. “Are Some People Generally More Creative Than Others? A Systematic Review of Fifty Years’ Research.” Educational Psychology Review 36, no. 4 (2024): 99. https://doi.org/10.1007/s10648-024-09926-6.CrossRefGoogle Scholar

Mishra, Punya, and Koehler, Matthew J.. “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.” Teachers College Record 108, no. 6 (2006): 1017.CrossRefGoogle Scholar

Mollick, Ethan, and Mollick, Lilach. “Assigning AI: Seven Approaches for Students, with Prompts.” arXiv (2023). https://doi.org/10.48550/arXiv.2306.10052.CrossRefGoogle Scholar

Mollick, Ethan, and Mollick, Lilach. “Practical AI for Instructors and Students.” Wharton School, 2023. www.youtube.com/watch?v=t9gmyvf7JYo.Google Scholar

Morehead, Kayla, Dunlosky, John, and Rawson, Katherine A.. “How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014).” Educational Psychology Review 31, no. 3 (2019): 753–80. https://doi.org/10.1007/s10648-019-09468-2.CrossRefGoogle Scholar

Moreno, R. E., and Mayer, R. E. Learning Science in Virtual Reality Environments: Role of Methods and Media. Journal of Educational Psychology 94, no. 3 (2002): 598–610. https://doi.org/10.1037/0022-0663.94.3.598CrossRefGoogle Scholar

Moreno, R., and Mayer, R. E. Personalized Messages that Promote Science Learning in Virtual Environments. Journal of Educational Psychology 96, no. 1 (2004): 165–73. https://doi.org/10.1037/0022-0663.96.1.165CrossRefGoogle Scholar

Mueller, Pam A., and Oppenheimer, Daniel M.. “The Pen Is Mightier than the Keyboard: Advantages of Longhand over Laptop Note Taking.” Psychological Science 25, no. 6 (2014): 1159–68.CrossRefGoogle Scholar

National Research Council. How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Vol. 1. Washington, DC: National Academies Press, 2000.Google Scholar

Nature. “Growth in AI and Robotics Research Accelerates.” Nature 610, no. 7931 (2022): S9. https://doi.org/10.1038/d41586-022-03210-9.Google Scholar

Nejman, Fredrik. “Experterna: Tio sätt att stoppa fusket.” Ämnesläraren – Svenska, språk mm, 20 2023. www.vilarare.se/amneslararen-svenska-sprak/fokus/experterna-tio-satt-att-stoppa-fusket/.Google Scholar

“Neo-Nazis And White Supremacists Globally Look To Artificial Intelligence To Promote Their Message, Spread Misinformation, And Aide Their Cause, January 2023–May 2024 | MEMRI.” Accessed August 15, 2024. www.memri.org/dttm/neo-nazis-and-white-supremacists-globally-look-artificial-intelligence-promote-their-message-0.Google Scholar

Nickerson, Raymond. “Confirmation Bias: A Ubiquitous Phenomenon in Many Guises” 2, no. 2 (1998): 175–220.CrossRefGoogle Scholar

Nicoletti, Leonardo, and Bass, Dina. “Generative AI Takes Stereotypes and Bias from Bad to Worse.” Archive.Ph (2023). https://archive.ph/2rW4q.Google Scholar

Norman, Donald A. The Psychology of Everyday Things. New York: Basic Books, 1988.Google Scholar

Nygren, Göran. “Jag vill ha bra betyg: En etnologisk studie om höga skolresultatoch högstadieelevers praktiker,” 2021.Google Scholar

Nygren, Thomas. Fakta, fejk och fiktion: Källkritik, ämnesdidaktik, digital kompetens. Natur & Kultur Akademisk, 2019.Google Scholar

Nygren, Thomas, Al-Afifi, Markus, and Werner Axelsson, Carl-Anton. “Boosting Teenagers’ Skills to Fact-Check Photos and Problems of Overconfidence: Impact and Side Effects in Education against Misinformation from Ukraine.” OSF, 25 September 2024. https://doi.org/10.31219/osf.io/dnbz9.CrossRefGoogle Scholar

Nygren, Thomas, and Ecker, Ullrich. “Education as a Countermeasure against Disinformation, Lund Psychological Defence Research Institute,” 2024. www.psychologicaldefence.lu.se/article/education-countermeasure-against-disinformation.Google Scholar

Nygren, Thomas, and Guath, Mona. “Students Evaluating and Corroborating Digital News.” Scandinavian Journal of Educational Research, 2021, 1–17. https://doi.org/10.1080/00313831.2021.1897876.Google Scholar

Nygren, Thomas, and Guath, Mona. “Swedish Teenagers’ Difficulties and Abilities to Determine Digital News Credibility.” Nordicom Review 40, no. 1 (2019): 23–42.CrossRefGoogle Scholar

Nygren, Thomas, Guath, Mona, Werner Axelsson, Carl-Anton, and Frau-Meigs, Divina. “Combatting Visual Fake News with a Professional Fact-Checking Tool in Education in France, Romania, Spain and Sweden.” Information 12, no. 5 (2021): 201.CrossRefGoogle Scholar

Nygren, Thomas, Samuelsson, Marcus, Hansson, Per-Olof, Efimova, Evgenia, and Bachelder, Steven. “AI versus Human Feedback in Mixed Reality Simulations: Comparing LLM and Expert Mentoring in Preservice Teacher Education on Controversial Issues” International Journal of Artificial Intelligence in Education (2025). https://doi.org/10.1007/s40593-025-00484-8.CrossRefGoogle Scholar

Nygren, Thomas, Tväråna, Malin, and Werner Axelsson, Carl-Anton. “TPACK and the Design of Teaching against Misinformation in Five School Subjects,” 2023.Google Scholar

OECD. “21st-Century Readers: Developing Literacy Skills in a Digital World | READ Online.” oecd-ilibrary.org, 2021. https://read.oecd-ilibrary.org/education/21st-century-readers_a83d84cb-en.Google Scholar

Olazaran, Mikel. “A Sociological Study of the Official History of the Perceptrons Controversy.” Social Studies of Science 26, no. 3 (1996): 611–59. https://doi.org/10.1177/030631296026003005.CrossRefGoogle Scholar

Onsrud, Silje Valde, Blix, Hilde Synnøve, and Lunde Vestad, Ingeborg. Gender Issues in Scandinavian Music Education: From Stereotypes to Multiple Possibilities. London: Routledge, 2021.CrossRefGoogle Scholar

Orben, Amy, Przybylski, Andrew K., Blakemore, Sarah-Jayne, and Kievit, Rogier A.. “Windows of Developmental Sensitivity to Social Media.” Nature Communications 13, no. 1 (2022): 1649. https://doi.org/10.1038/s41467-022-29296-3.CrossRefGoogle ScholarPubMed

Örtegren, Alex. “Digital Citizenship and Professional Digital Competence – Swedish Subject Teacher Education in a Postdigital Era.” Postdigital Science and Education (2022). https://doi.org/10.1007/s42438-022-00291-7.CrossRefGoogle Scholar

Osborne, Jonathan, and Allchin, Douglas. “Science Literacy in the Twenty-First Century: Informed Trust and the Competent Outsider.” International Journal of Science Education (2024): 1–22. https://doi.org/10.1080/09500693.2024.2331980.Google Scholar

Paluck, Elizabeth Levy, Porat, Roni, Clark, Chelsey S., and Green, Donald P.. “Prejudice Reduction: Progress and Challenges.” Annual Review of Psychology 72 (2021): 533–60. https://doi.org/10.1146/annurev-psych-071620-030619.CrossRefGoogle ScholarPubMed

Pan, Bing, Hembrooke, Helene, Joachims, Thorsten, Lorigo, Lori, Gay, Geri, and Granka, Laura. “In Google We Trust: Users’ Decisions on Rank, Position, and Relevance.” Journal of Computer-Mediated Communication 12, no. 3 (2007): 801–23. https://doi.org/10.1111/j.1083-6101.2007.00351.x.CrossRefGoogle Scholar

Pane, John F., Griffin, Beth Ann, McCaffrey, Daniel F., and Karam, Rita. “Effectiveness of Cognitive Tutor Algebra I at Scale.” Educational Evaluation and Policy Analysis 36, no. 2 (2014): 127–44. https://doi.org/10.3102/0162373713507480.CrossRefGoogle Scholar

Parker, Walter C. “Structured Academic Controversy: What It Can Be.” Making Discussions Work (2021).Google Scholar

Parong, J., and Mayer, R. E. Learning Science in Immersive Virtual Reality. Journal of Educational Psychology 110, no. 6 (2018): 785–97. https://doi.org/10.1037/edu0000241CrossRefGoogle Scholar

Parong, J., and Mayer, R. E. Cognitive and Affective Processes for Learning Science in Immersive Virtual Reality. Journal of Computer Assisted Learning 37, no. 1 (2021a): 226–41. https://doi.org/10.1111/jcal.12482CrossRefGoogle Scholar

Parong, J., and Mayer, R. E. Learning about History in Immersive Virtual Reality: Does Immersion Facilitate Learning? Educational Technology Research and Development 69 (2021b): 1433–51. https://doi.org/10.1007/s11423-021-09999-yCrossRefGoogle Scholar

Pegrum, Mark, and Palalas, Agnieszka. “Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray.” Canadian Journal of Learning and Technology 47, no. 2 (2021). https://doi.org/10.21432/cjlt28037.CrossRefGoogle Scholar

Pennycook, Gordon, and Rand, David G.. “Lazy, Not Biased: Susceptibility to Partisan Fake News Is Better Explained by Lack of Reasoning than by Motivated Reasoning.” Cognition (2018). https://doi.org/10.1016/j.cognition.2018.06.011.Google ScholarPubMed

Perkins, Mike, Furze, Leon, Roe, Jasper, and MacVaugh, Jason. “The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment.” Journal of University Teaching and Learning Practice 21, no. 06 (2024). https://doi.org/10.53761/q3azde36.CrossRefGoogle Scholar

Perrigo, Billy. “Exclusive: The $2 Per Hour Workers Who Made ChatGPT Safer.” Time (2023). https://time.com/6247678/openai-chatgpt-kenya-workers/.Google Scholar

Perrotta, Carlo, and Selwyn, Neil. “Deep Learning Goes to School: Toward a Relational Understanding of AI in Education.” Learning, Media and Technology 45, no. 3 (2020): 251–69.CrossRefGoogle Scholar

Petko, Dominik. “Quo Vadis TPACK? Scouting the Road Ahead,” 1349–58. Association for the Advancement of Computing in Education (AACE), 2020. www.learntechlib.org/primary/p/217445/.Google Scholar

Plackett, Benjamin. “The Rural Areas Missing out on AI Opportunities.” Nature 610, no. 7931 (2022): S17. https://doi.org/10.1038/d41586-022-03212-7.CrossRefGoogle Scholar

POLITICO. “Deepfakes, Distrust and Disinformation: Welcome to the AI Election,” April 16, 2024. www.politico.eu/article/deepfakes-distrust-disinformation-welcome-ai-election-2024/.Google Scholar

Prompt engineering. “OpenAI Guides.” Accessed January 5, 2024. hhttps://platform.openai.com/docs/guides/prompt-engineeringttps://platform.openai.com.Google Scholar

PTI. “AI-Generated Deepfake Videos, Voice Cloning Emerge as Potential Threats during Election Season.” The Hindu (2024), sec. Technology. www.thehindu.com/sci-tech/technology/ai-generated-deepfake-videos-voice-cloning-emerge-as-potential-threats-during-election-season/article68018672.ece.Google Scholar

Rawson, Katherine A., Thomas, Ruthann C., and Jacoby, Larry L.. “The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts.” Educational Psychology Review 27, no. 3 (2015): 483–504. https://doi.org/10.1007/s10648-014-9273-3.CrossRefGoogle Scholar

Regulation (EU) 2024/1689 of the European Parliament and of the Council of June 13, 2024 laying down harmonised rules on artificial intelligence and amending Regulations (EC) No 300/2008, (EU) No 167/2013, (EU) No 168/2013, (EU) 2018/858, (EU) 2018/1139 and (EU) 2019/2144 and Directives 2014/90/EU, (EU) 2016/797 and (EU) 2020/1828 (Artificial Intelligence Act) (Text with EEA relevance) (2024). http://data.europa.eu/eli/reg/2024/1689/oj/eng.Google Scholar

Roberts, Douglas A. “Scientific Literacy/Science Literacy.” In Handbook of Research on Science Education, edited by Abell, S., and Lederman, N. G., 729–80, 2007.Google Scholar

Rohrer, Doug, and Taylor, Kelli. “The Shuffling of Mathematics Problems Improves Learning.” Instructional Science 35, no. 6 (2007): 481–98. https://doi.org/10.1007/s11251-007-9015-8.CrossRefGoogle Scholar

Roozenbeek, Jon, and van der Linden, Sander. “Breaking Harmony Square: A Game That ‘Inoculates’ against Political Misinformation.” The Harvard Kennedy School Misinformation Review, 2020. https://doi.org/10.37016/mr-2020-47.Google Scholar

Roozenbeek, Jon, van der Linden, Sander, and Nygren, Thomas. “Prebunking Interventions Based on ‘Inoculation’ Theory Can Reduce Susceptibility to Misinformation across Cultures.” Harvard Kennedy School Misinformation Review 1, no. 2 (2020).Google Scholar

Roozenbeek, Jon, Maertens, Rakoen, Herzog, Stefan M, Geers, Michael, Kurvers, Ralf, Sultan, Mubashir, and van der Linden, Sander. “Susceptibility to Misinformation Is Consistent across Question Framings and Response Modes and Better Explained by Myside Bias and Partisanship than Analytical Thinking.” Judgment and Decision Making 17, no. 3 (2022): 547–73.CrossRefGoogle Scholar

Roozenbeek, Jon, Schneider, Claudia R., Dryhurst, Sarah, Kerr, John, Freeman, Alexandra L. J., Recchia, Gabriel, Van Der Bles, Anne Marthe, and Van Der Linden, Sander. “Susceptibility to Misinformation about COVID-19 around the World.” Royal Society Open Science 7, no. 10 (2020): 201199.CrossRefGoogle ScholarPubMed

Rosenshine, Barak. “Principles of Instruction: Research-Based Strategies That All Teachers Should Know.” American Educator 36, no. 1 (2012): 12.Google Scholar

Rubo, Marius, Messerli, Nadine, and Munsch, Simone. “The Human Source Memory System Struggles to Distinguish Virtual Reality and Reality.” Computers in Human Behavior Reports 4 (2021): 100111. https://doi.org/10.1016/j.chbr.2021.100111.CrossRefGoogle Scholar

Russel, Stuart, and Norvig, Peter. “Artificial Intelligence: A Modern Approach Pearson.” London, 2010.Google Scholar

Sabol, Terri J., and Pianta, Robert C.. “Relationships between Teachers and Children.” In Handbook of Psychology, 2nd ed., edited by Weiner, I., Reynolds, W. M. and Miller, G. E., 199–211. Hoboken, NJ: John Wiley & Sons, 7 (2012). https://doi.org/10.1002/9781118133880.hop207009.Google Scholar

Sana, Faria, Weston, Tina, and Cepeda, Nicholas J.. “Laptop Multitasking Hinders Classroom Learning for Both Users and Nearby Peers.” Computers & Education 62 (2013): 24–31.CrossRefGoogle Scholar

Saye, John W., and Brush, Thomas. “Using Technology-Enhanced Learning Environments to Support Problem-Based Historical Inquiry in Secondary School Classrooms.” Theory & Research in Social Education 35, no. 2 (2007): 196–230. https://doi.org/10.1080/00933104.2007.10473333.CrossRefGoogle Scholar

Schaul, Kevin, Yu Chen, Szu, and Tiku, Nitasha. “Inside the Secret List of Websites That Make AI like ChatGPT Sound Smart.” Washington Post, 20230419. www.washingtonpost.com/technology/interactive/2023/ai-chatbot-learning/.Google Scholar

Scherer, Ronny, Siddiq, Fazilat, and Tondeur, Jo. “The Technology Acceptance Model (TAM): A Meta-Analytic Structural Equation Modeling Approach to Explaining Teachers’ Adoption of Digital Technology in Education.” Computers & Education 128 (2019): 13–35. https://doi.org/10.1016/j.compedu.2018.09.009.CrossRefGoogle Scholar

Schroeder, Noah L., Siegle, Robert F., and Craig, Scotty D.. “A Meta-Analysis on Learning from 360° Video.” Computers & Education (2023): 104901. https://doi.org/10.1016/j.compedu.2023.104901.CrossRefGoogle Scholar

Segovia, Kathryn Y., and Bailenson, Jeremy N.. “Virtually True: Children’s Acquisition of False Memories in Virtual Reality.” Media Psychology 12, no. 4 (2009): 371–93. https://doi.org/10.1080/15213260903287267.CrossRefGoogle Scholar

Selwyn, Neil. “The Future of AI and Education: Some Cautionary Notes.” European Journal of Education 57, no. 4 (2022): 620–31. https://doi.org/10.1111/ejed.12532.CrossRefGoogle Scholar

Shields, Milo. “Information Literacy, Statistical Literacy, Data Literacy.” IASSIST Quarterly 28, no. 2–3 (2005): 6.CrossRefGoogle Scholar

Shimek, Cary. “UM Research: AI Tests into Top 1% for Original Creative Thinking,” 2023. www.umt.edu/news/2023/07/070523test.php.Google Scholar

Shulman, Lee. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15, no. 2 (1986): 4–14.CrossRefGoogle Scholar

Shulman, Lee S., and Wilson, Suzanne M.. The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach. Vol. 8. San Francisco: Jossey-Bass Inc Pub, 2004.Google Scholar

Siddarth, Divya, Acemoglu, Daron, Allen, Danielle, Crawford, Kate, Evans, James, Jordan, Michael, and Weyl, E. Glen. “How AI Fails Us.” Technology & Democracy Discussion Paper. Online Publication. Harvard University. Https://Ethics.HarvaRd.Edu/Files/Center-Forethics/Files/Howai_fails_us_2.Pdf, 2021.Google Scholar

Silverman, Rebecca D., Keane, Kristin, Darling-Hammond, Elena, and Khanna, Saurabh. “The Effects of Educational Technology Interventions on Literacy in Elementary School: A Meta-Analysis.” Review of Educational Research (2024), 00346543241261073. https://doi.org/10.3102/00346543241261073.Google Scholar

Simonite, Tom. “Everything You Ever Wanted to Know About Artificial Intelligence.” Wired, 2023. www.wired.com/story/guide-artificial-intelligence/.Google Scholar

Singer, Lauren M., and Alexander, Patricia A.. “Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal.” Review of Educational Research 87, no. 6 (2017): 1007–41.CrossRefGoogle Scholar

Smith, Steven M., Glenberg, Arthur, and Bjork, Robert A.. “Environmental Context and Human Memory.” Memory & Cognition 6, no. 4 (1978): 342–53.CrossRefGoogle Scholar

Somers, James. “Is AI Riding a One-Trick Pony?” MIT Technology Review, 2017. www.technologyreview.com/2017/09/29/67852/is-ai-riding-a-one-trick-pony/.Google Scholar

Sperling, Katarina, Stenliden, Linnéa, Nissen, Jörgen, and Heintz, Fredrik. “Still w(AI)Ting for the Automation of Teaching: An Exploration of Machine Learning in Swedish Primary Education Using Actor-Network Theory.” European Journal of Education 57, no. 4 (2022): 584–600. https://doi.org/10.1111/ejed.12526.CrossRefGoogle Scholar

Stanford University. “AI Index Report 2024 – Artificial Intelligence Index,” 2024. https://aiindex.stanford.edu/report/.Google Scholar

Stanford University and Stanford. “How Spammers, Scammers and Creators Leverage AI-Generated Images On,” March 18, 2024. https://cyber.fsi.stanford.edu/io/news/ai-spam-accounts-build-followers.Google Scholar

Stanovich, Keith E., West, Richard F., and Toplak, Maggie E.. “Myside Bias, Rational Thinking, and Intelligence.” Current Directions in Psychological Science 22, no. 4 (2013): 259–64. https://doi.org/10.1177/0963721413480174.CrossRefGoogle Scholar

Steiss, Jacob, Tate, Tamara, Graham, Steve, Cruz, Jazmin, Hebert, Michael, Wang, Jiali, Moon, Youngsun, Tseng, Waverly, Warschauer, Mark, and Booth Olson, Carol. “Comparing the Quality of Human and ChatGPT Feedback of Students’ Writing.” Learning and Instruction 91 (2024): 101894. https://doi.org/10.1016/j.learninstruc.2024.101894.CrossRefGoogle Scholar

Stephens, Jason M., and Gehlbach, Hunter. “6 – Under Pressure and Underengaged: Motivational Profiles and Academic Cheating in High School.” In Psychology of Academic Cheating, edited by Anderman, Eric M. and Murdock, Tamera B., 107–34. Burlington: Academic Press, 2007. https://doi.org/10.1016/B978-012372541-7/50009-7.Google Scholar

Stokel-Walker, Chris. “ChatGPT Listed as Author on Research Papers: Many Scientists Disapprove.” Nature 613, no. 7945 (2023): 620–21. https://doi.org/10.1038/d41586-023-00107-z.CrossRefGoogle ScholarPubMed

Su, Jiahong, Guo, Kai, Chen, Xinyu, and Kai Wah Chu, Samuel. “Teaching Artificial Intelligence in K–12 Classrooms: A Scoping Review.” Interactive Learning Environments (2023): 1–20. https://doi.org/10.1080/10494820.2023.2212706.CrossRefGoogle Scholar

Susskind, Richard E., and Susskind, Daniel. The Future of the Professions: How Technology Will Transform the Work of Human Experts. Oxford: Oxford University Press, 2015.CrossRefGoogle Scholar

Sweller, John. “Implications of Cognitive Load Theory for Multimedia Learning,” 2005.CrossRefGoogle Scholar

Taguma, Miho, Feron, Eva, and Hwee Lim, Meow. “Future of Education and Skills 2030: Conceptual Learning Framework.” Organization of Economic Co-Operation and Development, 2018.Google Scholar

Takagi, Yu, and Nishimoto, Shinji. “High-Resolution Image Reconstruction with Latent Diffusion Models from Human Brain Activity.” bioRxiv (2022). https://doi.org/10.1101/2022.11.18.517004.CrossRefGoogle Scholar

Tamim, Rana M., Bernard, Robert M., Borokhovski, Eugene, Abrami, Philip C., and Schmid, Richard F.. “What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study.” Review of Educational Research 81, no. 1 (2011): 4–28. https://doi.org/10.3102/0034654310393361.CrossRefGoogle Scholar

Tardif, Antoine. “How Asimov’s Three Laws of Robotics Impacts AI – Unite.AI.” Accessed August 2, 2023. www.unite.ai/how-asimovs-three-laws-of-robotics-impact-ai/.Google Scholar

Tegmark, Max. Life 3.0: Being Human in the Age of Artificial Intelligence. New York: Vintage, 2018a.Google Scholar

Tegmark, Max. Liv 3.0: Att Vara Människa i Den Artificiella Intelligensens Tid. Stockholm: Volante, 2018b.Google Scholar

Thorson, Emily. How News Coverage of Misinformation Shapes Perceptions and Trust. Cambridge: Cambridge University Press, 2024.CrossRefGoogle Scholar

Tondeur, Jo, Van Braak, Johan, Ertmer, Peggy A., and Ottenbreit-Leftwich, Anne. “Understanding the Relationship between Teachers’ Pedagogical Beliefs and Technology Use in Education: A Systematic Review of Qualitative Evidence.” Educational Technology Research and Development 65 (2017): 555–75.Google Scholar

Tufekci, Zeynep. “How Social Media Took Us from Tahrir Square to Donald Trump.” MIT Technology Review 14 (2018): 18.Google Scholar

Turing, Alan Mathison “Computing Machinery and Intelligence Mind 49 433–460.” Also Available at: Http://Cogprints.Org/499/00/Turing.Html, 1950.CrossRefGoogle Scholar

Tväråna, Malin, Jägerskog, Ann-Sofie, Björklund, Mattias, and Strandberg, Max. “Visualising Complexity and Changeability: Critical Aspects of Teaching Visual Models in Economics,” 2023. https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-216502.Google Scholar

Tversky, Barbara, Morrison, Julie Bauer, and Betrancourt, Mireille. “Animation: Can It Facilitate?” International Journal of Human-Computer Studies 57, no. 4 (2002): 247–62. https://doi.org/10.1006/ijhc.2002.1017.CrossRefGoogle Scholar

UNESCO. “Guidance for Generative AI in Education and Research – UNESCO Digital Library,” 2023. https://unesdoc.unesco.org/ark:/48223/pf0000386693.Google Scholar

UNESCO. “International Conference on Artificial Intelligence and Education, Planning Education in the AI Era: Lead the Leap: Final Report,” 2019. https://unesdoc.unesco.org/ark:/48223/pf0000370967?locale=en.Google Scholar

UNESCO. “Recommendation on the Ethics of Artificial Intelligence,” 2022. www.unesco.org/en/articles/recommendation-ethics-artificial-intelligence.Google Scholar

UNESCO. “Technology in Education | Global Education Monitoring Report,” 2023. www.unesco.org/gem-report/en/technology.Google Scholar

University of Toronto. “ChatGPT and Generative AI in the Classroom – Office of the Vice-Provost, Innovations in Undergraduate Education,” 2023. www.viceprovostundergrad.utoronto.ca/strategic-priorities/digital-learning/special-initiative-artificial-intelligence/.Google Scholar

Utterberg, Marie, Tallvid, Martin, Lundin, Johan, and Lindström, Berner. “Challenges in Mathematics Teachers’ Introduction to a Digital Textbook: Analyzing Contradictions,” 2387–96. Association for the Advancement of Computing in Education (AACE), 2018.Google Scholar

Utterberg Modén, Marie. Teaching with Digital Mathematics Textbooks-Activity Theoretical Studies of Data-Driven Technology in Classroom Practices, PhD Diss. Gothenburg: Gothenburg University,2021.Google Scholar

Utterberg Modén, Marie, Tallvid, Martin, Lundin, Johan, and Lindström, Berner. Intelligent Tutoring Systems: Why Teachers Abandoned a Technology Aimed at Automating Teaching Processes, 2021. http://hdl.handle.net/10125/70798.CrossRefGoogle Scholar

Valtioneuvosto. “PISA 2022: Försämrade kunskaper i Finland och nästan alla andra OECD-länder.” Accessed January 4, 2024. https://valtioneuvosto.fi/sv/-/1410845/pisa-2022-forsamrade-kunskaper-i-finland-och-nastan-alla-andra-oecd-lander.Google Scholar

Van Merrienboer, Jeroen J. G., and Sweller, John. “Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions.” Educational Psychology Review 17, no. 2 (2005): 147–77.CrossRefGoogle Scholar

Van Schoors, Rani, Elen, Jan, Raes, Annelies, and Depaepe, Fien. “An Overview of 25 Years of Research on Digital Personalised Learning in Primary and Secondary Education: A Systematic Review of Conceptual and Methodological Trends.” British Journal of Educational Technology 52, no. 5 (2021): 1798–822. https://doi.org/10.1111/bjet.13148.CrossRefGoogle Scholar

VanLehn, Kurt. “The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems.” Educational Psychologist 46, no. 4 (2011): 197–221. https://doi.org/10.1080/00461520.2011.611369.CrossRefGoogle Scholar

Vaswani, Ashish, Shazeer, Noam, Parmar, Niki, Uszkoreit, Jakob, Jones, Llion, Gomez, Aidan N, Kaiser, Łukasz, and Polosukhin, Illia. “Attention Is All You Need.” In Advances in Neural Information Processing Systems, Vol. 30. Curran Associates, Inc., 2017. https://papers.nips.cc/paper_files/paper/2017/hash/3f5ee243547dee91fbd053c1c4a845aa-Abstract.html.Google Scholar

Verbeek, Peter-Paul. What Things Do: Philosophical Reflections on Technology, Agency, and Design. University Park, PA: Penn State Press, 2005.Google Scholar

Vissenberg, Joyce, D’Haenens, Leen, and Livingstone, Sonia. “Digital Literacy and Online Resilience as Facilitators of Young People’s Well-Being?: A Systematic Review.” European Psychologist 27, no. 2 (2022): 76–85.CrossRefGoogle Scholar

Voelkel, Jan G, Stagnaro, Michael, Chu, James, Pink, Sophia L, Mernyk, Joseph S, Redekopp, Chrystal, Ghezae, Isaias, Cashman, Matthew, Adjodah, Dhaval, and Allen, Levi. “Megastudy Identifying Effective Interventions to Strengthen Americans’ Democratic Attitudes.” OSF Preprints (2023).Google Scholar

Vygotsky, Lev Semenovich. Mind in Society: Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978.Google Scholar

Wallin, Pontus, Arensmeier, Cecilia, Nygren, Thomas, Manneh, Ilana, Ekström, Lisa, Jonsson, Lisa, Hylander, Aiko Nakano, Melin, Catarina, and Bergman, Maria. Kritiskt tänkande och källkritik : undervisning i samhällskunskap. 03 ed. Systematisk översikt 2020:03. Solna: Skolforskningsinstitutet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-429305.Google Scholar

Wardle, Claire, and Derakhshan, Hossein. “Information Disorder: Toward an Interdisciplinary Framework for Research and Policymaking,” 2017.Google Scholar

Wästlund, Erik, Reinikka, Henrik, Norlander, Torsten, and Archer, Trevor. “Effects of VDT and Paper Presentation on Consumption and Production of Information: Psychological and Physiological Factors.” Computers in Human Behavior 21, no. 2 (2005): 377–94. https://doi.org/10.1016/j.chb.2004.02.007.CrossRefGoogle Scholar

Wei, Jason, Karina, Nguyen, Won Chung, Hyung, Joy Jiao, Yunxin, Papay, Spencer, Glaese, Amelia, Schulman, John, and Fedus, William. “Measuring Short-Form Factuality in Large Language Models,” 2024.Google Scholar

Wheadon, Chris. “Would You Ask GPT-4 to Mark Your Essays?”, June 30, 2023. https://substack.nomoremarking.com/p/would-you-ask-gpt-4-to-mark-your.Google Scholar

Whittaker, Meredith, Crawford, Kate, Dobbe, Roel, Fried, Genevieve, Kaziunas, Elizabeth, Mathur, Varoon, West, Sarah Mysers, Richardson, Rashida, Schultz, Jason, and Schwartz, Oscar. AI Now Report 2018. New York: AI Now Institute at New York University, 2018.Google Scholar

Wikipedia. “Cybernetics.” In Wikipedia, June 26, 2023. https://en.wikipedia.org/w/index.php?title=Cybernetics&oldid=1162092548.Google Scholar

Wikipedia. “Deep Blue (Chess Computer).” In Wikipedia, July 8, 2023. https://en.wikipedia.org/w/index.php?title=Deep_Blue_(chess_computer)&oldid=1164303656.Google Scholar

Wiliam, Dylan. “Why Formative Assessment Is Always Both Domain-General and Domain-Specific and What Matters Is the Balance between the Two.” In Handbook of Formative Assessment in the Disciplines, edited by, Andrade, Heidi L., Bennett, Randy E., Cizek, Gregory J., 272–94. New York: Routledge, 2019.Google Scholar

Williams, Matthew. The Science of Hate: How Prejudice Becomes Hate and What We Can Do to Stop It. London: Faber & Faber, 2021.Google Scholar

Williamson, Ben, and Eynon, Rebecca. “Historical Threads, Missing Links, and Future Directions in AI in Education.” Learning, Media and Technology 45, no. 3 (2020): 223–35. https://doi.org/10.1080/17439884.2020.1798995.CrossRefGoogle Scholar

Williamson, Ben, Macgilchrist, Felicitas, and Potter, John. “Against Contextlessness in Learning, Media and Technology.” Learning, Media and Technology 49, no. 3 (2024): 335–38. https://doi.org/10.1080/17439884.2024.2374266.CrossRefGoogle Scholar

Wineburg, Sam, and McGrew, Sarah. “Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information.” Teachers College Record 121, no. 11 (2019): 1–40.CrossRefGoogle Scholar

Wineburg, Samuel S., and Fournier, Janice. “Contextualized Thinking in History.” In Cognitive and Instructional Processes in History and the Social Sciences, edited by McLaren, Peter P. and Gifford, Maurice R., 285–308. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.Google Scholar

Wisniewski, Benedikt, Zierer, Klaus, and Hattie, John. “The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research.” Frontiers in Psychology 10 (2020): 487662.CrossRefGoogle ScholarPubMed

Wolf, Maryanne, and Potter, Kirsten. Reader, Come Home: The Reading Brain in a Digital World. New York: Harper, 2018.Google Scholar

Wolfram, Stephen. “What Is ChatGPT Doing … and Why Does It Work?”, February 14, 2023. https://writings.stephenwolfram.com/2023/02/what-is-chatgpt-doing-and-why-does-it-work/.CrossRefGoogle Scholar

Wollscheid, Sabine, Sjaastad, Jørgen, and Tømte, Cathrine. “The Impact of Digital Devices vs. Pen(Cil) and Paper on Primary School Students’ Writing Skills – A Research Review.” Computers & Education 95 (2016): 19–35. https://doi.org/10.1016/j.compedu.2015.12.001.CrossRefGoogle Scholar

Yang, Chunliang, Li, Jiaojiao, Zhao, Wenbo, Luo, Liang, and Shanks, David R.. “Do Practice Tests (Quizzes) Reduce or Provoke Test Anxiety? A Meta-Analytic Review.” Educational Psychology Review 35, no. 3 (2023): 87. https://doi.org/10.1007/s10648-023-09801-w.CrossRefGoogle Scholar

Yiu, Eunice, Kosoy, Eliza, and Gopnik, Alison. “Transmission Versus Truth, Imitation Versus Innovation: What Children Can Do That Large Language and Language-and-Vision Models Cannot (Yet).” Perspectives on Psychological Science (2023): 17456916231201401. https://doi.org/10.1177/17456916231201401.Google Scholar

Zawacki-Richter, Olaf, Marín, Victoria I., Bond, Melissa, and Gouverneur, Franziska. “Systematic Review of Research on Artificial Intelligence Applications in Higher Education – Where Are the Educators?” International Journal of Educational Technology in Higher Education 16, no. 1 (2019): 39. https://doi.org/10.1186/s41239-019-0171-0.CrossRefGoogle Scholar

Zewe, Adam. “Scientists Use Generative AI to Answer Complex Questions in Physics.” MIT News | Massachusetts Institute of Technology (2024). https://news.mit.edu/2024/scientists-use-generative-ai-complex-questions-physics-0516.Google Scholar

Zhang, Ling, Basham, James D., and Yang, Sohyun. “Understanding the Implementation of Personalized Learning: A Research Synthesis.” Educational Research Review 31 (2020): 100339. https://doi.org/10.1016/j.edurev.2020.100339.CrossRefGoogle Scholar

Zhang, Ruofei, Zou, Di, and Cheng, Gary. “A Review of Chatbot-Assisted Learning: Pedagogical Approaches, Implementations, Factors Leading to Effectiveness, Theories, and Future Directions.” Interactive Learning Environments 0, no. 0 (2023): 1–29. https://doi.org/10.1080/10494820.2023.2202704.CrossRefGoogle Scholar

Zhavoronkov, Alex. “U.S. Updates National AI Strategy and Calls for Public Input.” Forbes (2023). www.forbes.com/sites/alexzhavoronkov/2023/05/29/us-updates-national-ai-strategy-and-calls-for-public-input/.Google Scholar

Zheng, Lanqin, Long, Miaolang, Zhong, Lu, and Fosua Gyasi, Juliana. “The Effectiveness of Technology-Facilitated Personalized Learning on Learning Achievements and Learning Perceptions: A Meta-Analysis.” Education and Information Technologies 27, no. 8 (2022): 11807–30. https://doi.org/10.1007/s10639-022-11092-7.CrossRefGoogle Scholar