Evaluating artificial intelligence literacy courses for fostering conceptual learning, literacy and empowerment in university students: Refocusing to conceptual building

ChatGPT in Learning: Assessing Students' Use Intentions through the Lens of Perceived Value and the Influence of AI Literacy

This study sought to understand students' intentions regarding the use of ChatGPT in learning from the perspective of perceived value, exploring the influence of artificial intelligent (AI) literacy. Drawing on a sample of 676 university students from diverse academic backgrounds, we employed a structured survey questionnaire to measure their perceptions of ChatGPT as a learning tool. The collected data were then analyzed using structural equation modeling (SEM) via SmartPLS 4 software. The findings showed a strong effect of the students' perceived value of ChatGPT on their intention to use it. Our findings suggest that perceived usefulness, perceived enjoyment and perceived fees had a significant influence on students' perceived value of ChatGPT, while perceived risk showed no effect. Moreover, the role of AI literacy emerged as pivotal in shaping these perceptions. Students with higher AI literacy demonstrated an enhanced ability to discern the value of ChatGPT. AI literacy proved to be a strong predictor of students' perception of usefulness, enjoyment, and fees for using ChatGPT in learning. However, AI literacy did not have an impact on students' perceptions of using ChatGPT in learning. This study underscores the growing importance of integrating AI literacy into educational curricula to optimize the reception and utilization of innovative AI tools in academic scenarios. Future interventions aiming to boost the adoption of such tools should consider incorporating AI literacy components to maximize perceived value and, subsequently, use intention.

Perceived support and AI literacy: the mediating role of psychological needs satisfaction

Artificial Intelligence (AI) exerts significant influence on both professional and personal spheres, underscoring the necessity for college students to have a fundamental understanding of AI. Guided by self-determination theory (SDT), this study explores the influence of psychological needs satisfaction on AI literacy among university students. A cross-sectional survey involving 445 university students from diverse academic backgrounds was conducted. The survey assessed the mediation effect of students' psychological need satisfaction between two types of support-technical and teacher-and AI literacy. The results indicate that both support types positively influenced the fulfillment of autonomy and competence needs, which subsequently acted as mediators in enhancing AI literacy. However, the satisfaction of relatedness needs did not mediate the relationship between the types of support and AI literacy. Unexpectedly, no direct association was found between the two forms of support and AI literacy levels among students. The findings suggest that although technical and teacher support contribute to fulfilling specific psychological needs, only autonomy and competence needs are predictive of AI literacy. The lack of direct impact of support on AI literacy underscores the importance of addressing specific psychological needs through educational interventions. It is recommended that educators provide tailored support in AI education (AIEd) and that institutions develop specialized courses to enhance AI literacy.

Contemporary Role and Applications of Artificial Intelligence in Dentistry

Artificial Intelligence (AI) technologies play a significant role and significantly impact various sectors, including healthcare, engineering, sciences, and smart cities. AI has the potential to improve the quality of patient care and treatment outcomes while minimizing the risk of human error. Artificial Intelligence (AI) is transforming the dental industry, just like it is revolutionizing other sectors. It is used in dentistry to diagnose dental diseases and provide treatment recommendations. Dental professionals are increasingly relying on AI technology to assist in diagnosis, clinical decision-making, treatment planning, and prognosis prediction across ten dental specialties. One of the most significant advantages of AI in dentistry is its ability to analyze vast amounts of data quickly and accurately, providing dental professionals with valuable insights to enhance their decision-making processes. The purpose of this paper is to identify the advancement of artificial intelligence algorithms that have been frequently used in dentistry and assess how well they perform in terms of diagnosis, clinical decision-making, treatment, and prognosis prediction in ten dental specialties; dental public health, endodontics, oral and maxillofacial surgery, oral medicine and pathology, oral & maxillofacial radiology, orthodontics and dentofacial orthopedics, pediatric dentistry, periodontics, prosthodontics, and digital dentistry in general. We will also show the pros and cons of using AI in all dental specialties in different ways. Finally, we will present the limitations of using AI in dentistry, which made it incapable of replacing dental personnel, and dentists, who should consider AI a complimentary benefit and not a threat.