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Journal of Artificial Intelligence in Education & Learning Innovation (JAIELI)
Published by CV Rezki Media
ISSN : -     EISSN : 31100856     DOI : https://doi.org/10.56003/jaieli
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics
The Journal of Artificial Intelligence in Education & Learning Innovation (JAIELI) publishes papers concerned with the application of AI to education and learning innovation. It aims to help the development of principles for the design of computer-based learning systems. Its premise is that such principles involve the modeling and representation of relevant aspects of knowledge, before implementation or during execution, and hence require the application of AI techniques and concepts. JAIELI has a very broad notion of the scope of AI and of a computer-based learning system. Coverage extends to agent-based learning environments, architectures for Artificial Intelligence in Education & Learning Innovation, statistical methods, cognitive tools for learning, computer-assisted language learning, distributed learning environments, educational robotics, human factors and interface design, intelligent agents on the internet, natural language interfaces for instructional systems, real-world applications of Artificial Intelligence in Education & Learning Innovation, tools for administration and curriculum integration, and more.
Arjuna Subject : Umum - Umum
Articles 13 Documents
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Themes and values in pre-service teachers’ digital storybooks: A content analysis for elementary English education Najma Macatanto; Desiery Maghinay; John Dale Pendon; Carla Marie Rubio; Esmeraldo Sarad; Kim Silva
Journal of Artificial Intelligence in Education & Learning Innovation Vol. 2 No. 1 (2026): Journal of Artificial Intelligence in Education & Learning Innovation
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/jaieli.v2i1.701

Abstract

Background: Digital storytelling has emerged as an innovative pedagogical approach that promotes meaningful learning experiences and enhances student engagement. Objectives: This study examined the themes and values embedded in digital storybooks created by pre-service teachers and explored their implications for teaching English in elementary education. Methods: Using a qualitative content analysis design, ten digital storybooks were purposively selected based on predetermined inclusion criteria. Data were analyzed through directed content analysis using an adapted thematic analysis framework. Results: Findings revealed nine major themes. The most prominent were exploration-related themes (3 out of 10 storybooks, 30%) and family-sharing themes (3 out of 10 storybooks, 30%), followed by community-oriented themes (2 out of 10 storybooks, 20%). Other themes included parent-child communication and financial responsibility. The digital storybooks also embodied core values such as respect, compassion, humility, responsibility, tolerance, forgiveness, and commitment to the common good. Conclusions: These findings suggest that digital storybooks can serve as effective resources for integrating language development, values education, and socio-emotional learning in elementary English classrooms. The study is limited by its small sample size and context-specific dataset. Further research should include a larger dataset and cross-cultural analysis to strengthen the generalizability of findings.
ChatGPT as a coping mechanism: Postgraduate use under supervisory gaps in South-South Nigerian tertiary institutions Uka Nwagbara; Daramfon Okon; Precious Ukeje
Journal of Artificial Intelligence in Education & Learning Innovation Vol. 2 No. 1 (2026): Journal of Artificial Intelligence in Education & Learning Innovation
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/jaieli.v2i1.711

Abstract

Background: Generative AI tools like ChatGPT are common in higher education, especially where students lack timely academic support. In many South-South Nigerian universities, gaps in postgraduate supervision may influence how students use such tools. Objectives: This study examines how postgraduate students become aware of ChatGPT, how much they use it, and why they rely on it when supervision is limited. Methods: A qualitative exploratory design was used. Twenty-one postgraduate students were purposively selected from universities in South-South Nigeria. Data were collected through online semi-structured interviews using a validated guide. Inductive thematic analysis, using Braun & Clarke’s framework, was applied to identify patterns in the data. Results: Findings show that awareness of ChatGPT is mostly informal, driven by peers, social media, and personal trial and error. Many students use ChatGPT frequently, especially during proposal writing, data analysis, and thesis development. Its use is strongly linked to delays or gaps in supervision. Conclusions: ChatGPT is widely used as a support tool and coping strategy, rather than merely a convenience. Its role reflects gaps in supervision and the need for clearer institutional guidance and training.
Effects of Chat-GPT (Generative Pre-Trained Transformer) in the Writing Skills of Undergraduate Students: A Scoping Review Hamdoni Pangandaman; Mirella Veras; Samiel Macalaba; Abolbashar Mangontawar; Sittie Ainah Mai-Alauya; Saliha Janine Gubaten; Maslainie Aliola; Norhanie Lininding; Paida Abdulmalik; Sittie Hainieh Taratingan
Journal of Artificial Intelligence in Education & Learning Innovation Vol. 2 No. 1 (2026): Journal of Artificial Intelligence in Education & Learning Innovation
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/jaieli.v2i1.712

Abstract

Background: The integration of artificial intelligence (AI) in academic settings has gained increasing attention, particularly in improving students' writing skills. ChatGPT, a generative AI tool, has been explored as a potential aid in academic writing, providing instant feedback and enhancing students' ability to structure, revise, and refine their written work. However, there remains a need to systematically assess its effectiveness in undergraduate education Objectives: This study aimed to evaluate the impact of ChatGPT on the writing skills of undergraduate students through a scoping review, analyzing its effectiveness in enhancing grammar, vocabulary, coherence, and overall writing proficiency. Methods: A scoping review methodology was employed to identify relevant studies published between 2020 and 2024. A comprehensive search was conducted across seven academic databases: ScienceDirect, Scopus, ProQuest, EBSCOhost, Sage Journals, Taylor & Francis, and PubMed, using Boolean operators and predefined inclusion criteria. The studies were appraised using the Joanna Briggs Institute (JBI) Critical Appraisal Tool for quasi-experimental research and the ROBVIS checklist for randomized controlled trials (RCTs) to assess the risk of bias. The synthesis was conducted following the Synthesis Without Meta-Analysis (SWiM) guidelines, with PRISMA used for article selection and appraisal. Results: A total of nine studies were included in the review, conducted in Saudi Arabia, China, Ecuador, Indonesia, Iran, Pakistan, and India, involving a total of 839 undergraduate students. The duration of interventions varied, with most lasting between 10 to 16 weeks. The overall risk of bias was low, indicating strong methodological reliability. The findings revealed that ChatGPT significantly improved students' writing proficiency, particularly in areas of grammatical accuracy, vocabulary use, organization, and argument structure. Also, students using ChatGPT exhibited increased engagement and motivation in writing tasks compared to traditional methods. However, some studies cautioned against over-reliance on AI-generated text and raised concerns about academic integrity and originality. Conclusion: ChatGPT demonstrates promising potential as an AI-assisted writing tool, offering immediate feedback, structured learning support, and improved writing outcomes for undergraduate students. While its effectiveness is evident, further research is needed to establish best practices for integrating AI into academic writing instruction, ensuring that students develop critical thinking and independent writing skills while leveraging AI’s benefits responsibly.

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