隨著生成式AI工具的應用日益廣泛，研究生在進行學術研究時正面臨前所未有的機遇與挑戰。有鑑於此，本研究聚焦於探討碩士班研究生使用生成式AI工具輔助研究的經驗、過程中遇到的挑戰以及最後的成果。

本研究採用質性研究法，以九位不同學術背景的研究生為對象，參與為期六週的生成式AI工具線上同步課程。研究設計採用漸進式分析研究法：從課程介紹、每週訪談到課程結束後以深度訪談的方式蒐集質性資料。最終，運用主題分析、論述分析與後設分析，對龐大的質性資料進行爬梳與分類，歸結為受試者的學習成果、課程回饋、學習動機、韌性與態度轉變。

研究結果依據研究問題顯示：（1）受試者獲得顯著的學習成果，包括熟練運用生成式AI工具、提升研究效率、拓展研究視野，以及培養批判性和反思性思維。（2）課程設計獲得好評，受試者讚賞其循序漸進的結構和實用內容。（3）受試者的學習動機包括提高研究效率、探索潛在應用可能性和促進職涯發展。（4）受試者在克服技術困難和初期懷疑等各種挑戰時展現韌性。（5）對生成式AI工具的態度從初期的懷疑逐漸轉為肯定和熱衷使用。最後，本研究強調藉營造充滿韌性與終身學習的氛圍，並鼓勵批判思維與人機協作，將生成式AI工具有效整合在碩士班研究所的學習歷程。

As the application of Generative AI (GAI) tools becomes increasingly widespread, graduate students face unprecedented opportunities and challenges in conducting academic research. In light of this, this study deals with the opportunity for graduate students to use GAI tools to enhance their research capabilities, the challenges they encounter during the process, and their ultimate outcomes.
A qualitative study examined nine graduate students from diverse disciplines in a six-week online course on generative AI tools, employing a progressive research design with introductory, weekly, and post-interviews, analyzed through thematic, narrative, and meta-analyses, and adapted grounded theory.

The findings revealed: (1) Participants mastered GAI tools, improved research efficiency, expanded their research scope, and developed a critical mindset. (2) The course design was well-received for its structure and practical content. (3) Participants were motivated by research efficiency, potential applications, and career advancement. (4) They overcame challenges like technical issues and initial skepticism. (5) Attitudes towards GAI tools evolved from skepticism to appreciation and enthusiasm.

The study highlights the importance of comprehensive training, fostering a culture of resilience and continuous learning, and encouraging the effective use of critical thinking and human-AI collaboration in integrating GAI tools into graduate studies. It also emphasizes the need for a balanced approach that leverages the benefits of GAI while maintaining human insight and creativity in the research process.

中文摘要 I
ABSTRACT II
ACKNOWLEDGEMENT III
TABLE OF CONTENTS IV
LIST OF TABLES VII
LIST OF FIGURES VIII
CHAPTER ONE INTRODUCTION 1
1.1 RESEARCH BACKGROUND AND MOTIVATION 2
1.1.1 Research Background 2
1.1.2 Research Motivation 3
1.2 RESEARCH PURPOSE AND QUESTIONS 5
1.3 DEFINITION OF TERMS 7
1.4 RESEARCH SCOPE AND LIMITATIONS 9
1.4.1 Research Scope 9
1.4.2 Research Limitations 10
CHAPTER TWO LITERATURE REVIEW 13
2.1 DIGITAL LEARNING AND GENERATIVE AI IN EDUCATION 14
2.1.1 Defining Digital Learning: Concepts and Evolution 14
2.1.2 Chatbots and Generative AI 17
2.2 THESIS WRITING AND DIFFICULTIES 28
2.2.1 The Requirement of Thesis Writing for a Master’s Degree in Taiwan 28
2.2.2 Skills Developed and Required in Thesis Writing 29
2.2.3 The Challenges Faced by Graduate Students in Thesis Writing 32
2.2.4 The Potential Assistance of Generative AI in Thesis Writing 33
2.3 LEARNING THEORIES 35
2.3.1 Constructivism 37
2.3.2 Social Constructivism 39
2.3.3 Cognitive Constructivism 40
2.3.4 Experiential Learning Theory 42
2.3.5 Connectivism 44
CHAPTER THREE METHODOLOGY 51
3.1 RESEARCH STRUCTURE 52
3.2 PARTICIPANTS 55
3.2.1 Purposive Sampling and Participant Selection 55
3.2.2 Participant Demographics and Characteristics 56
3.3 RESEARCH PROCESS 63
3.4 RESEARCH INSTRUMENT 68
3.4.1 Introductory Interview 68
3.4.2 Weekly Interviews 69
3.4.3 Post Interview 69
3.5 COURSE DESIGN 71
3.6 ANALYTICAL METHODS 77
3.6.1 Progressive Analysis 78
3.6.2 Thematic Analysis 80
3.6.3 Narrative Analysis: 83
3.6.4 Meta-Analysis 83
3.6.5 Adapted Grounded Theory 84
CHAPTER FOUR RESULTS AND DISCUSSION 88
4.1 OUTCOMES AND FREQUENTLY USED GAI TOOLS 89
4.2 FEEDBACK AND SUGGESTIONS OF THE OVERALL SIX-WEEK ONLINE COURSE 94
4.3 MOTIVATION 97
4.4 RESILIENCE 102
4.5 ATTITUDE CHANGES 106
CHAPTER FIVE CONCLUSION AND RECOMMENDATIONS 110
5.1 THE CONCLUSION 111
5.1.1 Research Question 1 112
5.1.2 Research Question 2 113
5.1.3 Research Question 3 114
5.1.4 Research Question 4 116
5.1.5 Research Question 5 117
5.2 SUGGESTIONS 119
5.2.1 Recommendations for Applying the research findings 119
5.2.2 Recommendations for Future Research Directions 121
REFERENCES 123
CHINESE (MANDARIN) 123
ENGLISH 123
APPENDIX INDIVIDUAL PARTICIPANT ANALYSIS REPORT 145
PARTICIPANT TF21 147
PARTICIPANT TF52 156
PARTICIPANT FM33 166
PARTICIPANT TF34 175
PARTICIPANT FM45 184
PARTICIPANT FF26 192
PARTICIPANT FM27 200
PARTICIPANT TF18 210
PARTICIPANT TF29 219

Chinese (Mandarin)
國立清華大學（2023）。大學教育場域 AI 協作、共學與素養培養指引。國立清華大學。取用自：https://ctld.nthu.edu.tw/var/file/217/1217/img/268422637.pdf
國立陽明交通大學（2023）。國立陽明交通大學因應生成式AI之指引及教學建議。國立陽明交通大學。取用自https://oaeri.nycu.edu.tw/%E3%80%90%E5%8F%83%E8%80%83%E6%8C%87%E5%BC%95%E3%80%91%E3%80%8C%E5%9C%8B%E7%AB%8B%E9%99%BD%E6%98%8E%E4%BA%A4%E9%80%9A%E5%A4%A7%E5%AD%B8%E5%B0%8D%E7%94%9F%E6%88%90%E5%BC%8Fai%E4%B9%8B%E5%9F%BA%E6%9C%AC/
國立臺灣大學教學發展中心x數位學習中心（2023）。臺大針對生成式 AI 工具之教學因應措施。國立臺灣大學。取用自https://www.dlc.ntu.edu.tw/ai-tools/。

English
Adamopoulou, E., & Moussiades, L. (2020). Chatbots: History, technology, and applications. Machine Learning with applications, 2, 100006.
Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, andlearning tools. Cogent Engineering, 10(2), 2283282.
Alenezi, M., Wardat, S., & Akour, M. (2023). The need of integrating digital education in higher education: Challenges and opportunities. Sustainability, 15(6), 4782.
Ali, Z., & Bhaskar, S. B. (2016). Basic statistical tools in research and data analysis. Indian journal of anaesthesia, 60(9), 662-669.
Alismaiel, O. A., Cifuentes-Faura, J., & Al-Rahmi, W. M. (2022). Online learning, mobile learning, and social media technologies: An empirical study on constructivism theory during the COVID-19 pandemic. Sustainability, 14(18), 11134.
Almusaed, A., Almssad, A., Yitmen, I., & Homod, R. Z. (2023). Enhancing student engagement: Harnessing “AIED”’s power in hybrid education—A review analysis. Education Sciences, 13(7), 632.
Al-Zahrani, A. M. (2023). The impact of generative AI tools on researchers and research: Implications for academia in higher education. Innovations in Education and Teaching International, 1-15.
Applefield, J. M., Huber, R., & Moallem, M. (2000). Constructivism in theory and practice: Toward a better understanding. The High School Journal, 84(2), 35-53.
Arthur Jr, W., Doverspike, D., Muñoz, G. J., Taylor, J. E., & Carr, A. E. (2014). The use of mobile devices in high‐stakes remotely delivered assessments and testing. International Journal of Selection and Assessment, 22(2), 113-123.
Barboutidis, G., & Stiakakis, E. (2023). Identifying the factors to enhance digital competence of students at vocational training institutes. Technology, Knowledge and Learning, 28(2), 613–650.
Beausaert, S. A., Segers, M. S., & Wiltink, D. P. (2013). The influence of teachers’ teaching approaches on students’ learning approaches: The student perspective. Educational research, 55(1), 1-15.
Beeckman, D., Schoonhoven, L., Boucqué, H., Van Maele, G., & Defloor, T. (2008). Pressure ulcers: e‐learning to improve classification by nurses and nursing students. Journal of Clinical Nursing, 17(13), 1697-1707.
Behera, R. K., Bala, P. K., & Ray, A. (2021). Cognitive Chatbot for personalised contextual customer service: Behind the scene and beyond the hype. Information Systems Frontiers, 1-21.
Belland, B. R., Walker, A. E., Olsen, M. W., & Leary, H. (2015). A pilot meta-analysis of computer-based scaffolding in STEM education. Journal of Educational Technology & Society, 18(1), 183-197.
Beneck, G. J., Popovich Jr, J. M., Selkowitz, D. M., Azen, S., Kulig, K., & Physical Therapy Clinical Research Network (PTClinResNet). (2014). Intensive, progressive exercise improves quality of life following lumbar microdiskectomy: a randomized controlled trial. Clinical Rehabilitation, 28(9), 892-901.
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775-786.
Bhattarai, S., & Maharjan, S. (2020). Determining the factors affecting on digital learning adoption among the students in Kathmandu Valley: An application of technology acceptance model (TAM). International Journal of Engineering and Management Research, 10.
Bhutoria, A. (2022). Personalized education and artificial intelligence in the United States, China, and India: A systematic review using a human-in-the-loop model. Computers and Education: Artificial Intelligence, 3, 100068.
Birenbaum, M. (2023). The Chatbots’ Challenge to Education: Disruption or Destruction?. Education Sciences, 13(7), 711.
Blair, L. (2016). Writing a graduate thesis or dissertation. In Writing a Graduate Thesis or Dissertation. Brill.
Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, 13(6), 4-16.
Boyraz, S., & Ocak, G. (2021). Connectivism: A Literature Review for the New Pathway of Pandemic Driven Education. Online Submission, 6(3), 1122-1129.
Bozkurt, A., Junhong, X., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., ... & Romero-Hall, E. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130.
Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1).
Bruner, J. (1974). Toward a theory of instruction. Harvard University Press.
Bruner, J. (1978). The role of dialogue in language acquisition. The child’s conception of language, 2(3), 241-256.
Bruner, J. S. (1960). The Process of Education Cambridge (Massachusetts). Harvard University Press.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32.
Budhwar, P., Chowdhury, S., Wood, G., Aguinis, H., Bamber, G. J., Beltran, J. R., ... & Varma, A. (2023). Human resource management in the age of generative artificial intelligence: Perspectives and research directions on ChatGPT. Human Resource Management Journal, 33(3), 606-659.
Burger, B., Kanbach, D. K., Kraus, S., Breier, M., & Corvello, V. (2023). On the use of AI-based tools like ChatGPT to support management research. European Journal of Innovation Management, 26(7), 233-241.
Bushweller, K. (2024). Where does AI belong in education? Teachers and administrators have some strong opinions. Education Week. Retrieved from https://www.edweek.org/technology/where-does-ai-belong-in-education-teachers-and-administrators-have-some-strong-opinions/2024/02
Caldarini, G., Jaf, S., & McGarry, K. (2022). A literature survey of recent advances in chatbots. Information, 13(1), 41.
Cambridge University. (2023). Cambridge Dictionary names “hallucinate” Word of the Year 2023. Cambridge. Retrieved from https://www.cam.ac.uk/research/news/cambridge-dictionary-names-hallucinate-word-of-the-year-2023
Carwile, J. (2007). A constructivist approach to online teaching and learning. Inquiry, 12(1), 68-73.
Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523–2546.
Çelikbilek, Y., & Tüylü, A. (2019). Prioritizing the components of e-learning systems by using fuzzy DEMATEL and ANP. Interactive Learning Environments, 30, 322 - 343.
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43.
Chang, C. Y., Kuo, S. Y., & Hwang, G. H. (2022). Chatbot-facilitated nursing education. Educational Technology & Society, 25(1), 15–27.
Chien, S. C. (2019). Writing for scholarly publication in English for Taiwanese researchers in the field of English teaching. Sage Open, 9(3), 2158244019870187.
Chigbu, U. E., Atiku, S. O., & Du Plessis, C. C. (2023). The Science of Literature Reviews: Searching, Identifying, Selecting, and Synthesising. Publications, 11(1), 2.
Chow, A. R. (2023, February 8). How ChatGPT managed to grow faster than TikTok or Instagram. TIME. Retrieved from https://time.com/6253615/chatgpt-fastest-growing/
Chui, M., Yee, L., Hall, B., Singla, A., Sukharevsky, A., Gupta, S., Jena, A., Ortaoglu, B., Seitz, B., & Zhang, L. (2023). The state of AI in 2023: Generative AI’s breakout year. McKinsey & Company. Retrieved from https://www.mckinsey.com/capabilities/quantumblack/our-insights/the-state-of-ai-in-2023-generative-ais-breakout-year#/
Coelho, C. S., & Moles, D. R. (2016). Student perceptions of a spiral curriculum. European Journal of Dental Education, 20(3), 161-166.
Corbett, F., & Spinello, E. (2020). Connectivism and leadership: harnessing a learning theory for the digital age to redefine leadership in the twenty-first century. Heliyon, 6(1).
Corcoran, M. (2024,). Davos education panel reveals how AI risks can create opportunities. Forbes. Retrieved from https://www.forbes.com/sites/marlenacorcoran/2024/01/19/education-meets-ai-at-the-2024-world-economic-forum-in-davos/?sh=4e99a686222a
Crawford, J., Cowling, M., & Allen, K. A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3), 02.
Cross, J. (2011). Informal learning: Rediscovering the natural pathways that inspire innovation and performance. John Wiley & Sons.
Czaja, S. J., Charness, N., Fisk, A. D., Hertzog, C., Nair, S. N., Rogers, W. A., & Sharit, J. (2006). Factors predicting the use of technology: findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE). Psychology and aging, 21(2), 333.
Dani, A., & Al Quraan, E. (2023). Investigating research students’ perceptions about statistics and its impact on their choice of research approach. Heliyon, 9(10).
Davis, M., Davis, K. J., & Dunagan, M. M. (2012). Chapter 6 - Graduate Theses and Dissertations. In M. Davis, K. J. Davis, & M. M. Dunagan (Eds.), Scientific Papers and Presentations (Third Edition) (pp. 63-79). Academic Press. https://doi.org/10.1016/B978-0-12-384727-0.00006-9.
Davis, W. E., Giner-Sorolla, R., Lindsay, D. S., Lougheed, J. P., Makel, M. C., Meier, M. E., ... & Zelenski, J. M. (2018). Peer-review guidelines promoting replicability and transparency in psychological science. Advances in Methods and Practices in Psychological Science, 1(4), 556-573.
Desselle, M. R., Brown, R. A., James, A. R., Midwinter, M. J., Powell, S. K., & Woodruff, M. A. (2020). Augmented and virtual reality in surgery. Computing in Science & Engineering, 22(3), 18–26.
Diwan, C., Srinivasa, S., Suri, G., Agarwal, S., & Ram, P. (2023). AI-based learning content generation and learning pathway augmentation to increase learner engagement. Computers and Education: Artificial Intelligence, 4, 100110.
Dockett, S., & Perary, B. (1996). Young children’s construction of knowledge. Australasian Journal of Early Childhood, 21(4), 6-11.
Doo, M. Y., Bonk, C., & Heo, H. (2020). A meta-analysis of scaffolding effects in online learning in higher education. International Review of Research in Open and Distributed Learning, 21(3), 60-80.
Duolingo. (2023). Introducing Duolingo Max, a learning experience powered by GPT-4. Duolingo. Retrieved from https://blog.duolingo.com/duolingo-max/
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... & Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642.
Ellizar, E., Hardeli, H., Beltris, S., & Suharni, R. (2018). Development of scientific approach based on discovery learning module. In IOP Conference Series: Materials Science and Engineering (Vol. 335, p. 012101). IOP Publishing.
Eriksson, M., Fleischer, R., Johansson, A., Snickars, P., & Vonderau, P. (2019). Spotify teardown: Inside the black box of streaming music. Mit Press.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.
Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students’ learning in Ghanaian higher education. International Journal of Educational Technology in Higher Education, 19(1), 57.
Ferguson, J. L., & Milne, C. M. (2023). Progress in Moving toward a More Progressive Approach to Applied Behavior Analysis. International Electronic Journal of Elementary Education, 15(3), 307-320.
Følstad, A., Araujo, T., Law, E. L. C., Brandtzaeg, P. B., Papadopoulos, S., Reis, L., ... & Luger, E. (2021). Future directions for chatbot research: an interdisciplinary research agenda. Computing, 103(12), 2915-2942.
Franzblau, L. E., & Chung, K. C. (2012). Graphs, tables, and figures in scientific publications: the good, the bad, and how not to be the latter. The Journal of hand surgery, 37(3), 591-596.
Fui-Hoon Nah, F., Zheng, R., Cai, J., Siau, K., & Chen, L. (2023). Generative AI and ChatGPT: Applications, challenges, and AI-human collaboration. Journal of Information Technology Case and Application Research, 25(3), 277-304.
Gasteiger, N., van der Veer, S. N., Wilson, P., & Dowding, D. (2022). How, for whom, and in which contexts or conditions augmented and virtual reality training works in upskilling health care workers: realist synthesis. JMIR serious games, 10(1), e31644.
George, S. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional technology and distance learning, 2(1), 3-10.
Glassman, M. (1994). All things being equal: The two roads of Piaget and Vygotsky. Developmental Review, 14(2), 186-214.
Glaser, B., & Strauss, A. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge.
Global Education Monitoring Report Team. (2023). Global education monitoring report, 2023: Technology in education: A tool on whose terms? (ISBN 978-92-3-100609-8). Retrieved from https://doi.org/10.54676/UZQV8501
Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692.
Greenhow, C., Graham, C. R., & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities. Educational Psychologist, 57(3), 131-147.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285.
Hamilton, I., & Swanston, B. (2023, December 5). Artificial intelligence in education: Teachers’ opinions on AI in the classroom. Forbes Advisor. Retrieved from https://www.forbes.com/advisor/education/it-and-tech/artificial-intelligence-in-school/
Harasim, L. (2017). Learning theory and online technologies. Taylor & Francis.
Haugeland, I. K. F., Følstad, A., Taylor, C., & Bjørkli, C. A. (2022). Understanding the user experience of customer service chatbots: An experimental study of chatbot interaction design. International Journal of Human-Computer Studies, 161, 102788.
Hmelo-Silver, C. E., & Barrows, H. S. (2008). Facilitating collaborative knowledge building. Cognition and instruction, 26(1), 48-94.
Hmelo-Silver, C. E., & Eberbach, C. (2011). Learning theories and problem-based learning. In Problem-based learning in clinical education: The next generation (pp. 3-17). Dordrecht: Springer Netherlands.
Ho, M. C. (2016). Exploring writing anxiety and self-efficacy among EFL graduate students in Taiwan. Higher education studies, 6(1), 24-39.
Hwang, G. J., & Chen, N. S. (2023). Editorial position paper. Educational Technology & Society, 26(2).
Intelligent. (2023). New survey finds students are replacing human tutors with ChatGPT. Intelliegnet. Retrieved from https://www.intelligent.com/new-survey-finds-students-are-replacing-human-tutors-with-chatgpt/
Kanbach, D. K., Heiduk, L., Blueher, G., Schreiter, M., & Lahmann, A. (2023). The GenAI is out of the bottle: generative artificial intelligence from a business model innovation perspective. Review of Managerial Science, 1-32.
Kaputa, V., Loučanová, E., & Tejerina-Gaite, F. A. (2022). Digital transformation in higher education institutions as a driver of social oriented innovations. Social innovation in higher education, 61, 81-85.
Karatsoreos, I. N., & McEwen, B. S. (2013). Annual research review: The neurobiology and physiology of resilience and adaptation across the life course. Journal of Child Psychology and Psychiatry, 54(4), 337-347.
Kasim, N., & Khalid, F. (2016). Choosing the Right Learning Management System (LMS) for the Higher Education Institution Context: A Systematic Review. Int. J. Emerg. Technol. Learn., 11, 55-61. https://doi.org/10.3991/ijet.v11i06.5644.
Khan, S. (2023). Harnessing GPT-4 so that all students benefit. A nonprofit approach for equal access. Khan Academy. Retrieved from https://blog.khanacademy.org/harnessing-ai-so-that-all-students-benefit-a-nonprofit-approach-for-equal-access/
Knopf, J. W. (2006). Doing a literature review. PS: Political Science & Politics, 39(1), 127-132.
Kokkonen, T., & Schalk, L. (2021). One instructional sequence fits all? A conceptual analysis of the applicability of concreteness fading in mathematics, physics, chemistry, and biology education. Educational Psychology Review, 33(3), 797-821.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Kraus, S., Breier, M., & Dasí-Rodríguez, S. (2020). The art of crafting a systematic literature review in entrepreneurship research. International Entrepreneurship and Management Journal, 16, 1023-1042.
Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28(1), 973-1018.
Kyriazis, A., Psycharis, S., & Korres, K. (2009). Discovery learning and the computational experiment in higher mathematics and science education: A combined approach. International Journal of Emerging Technologies in Learning (iJET), 4(4), 25-34.
Lau, F., & Kuziemsky, C. (2016). Handbook of eHealth evaluation: an evidence-based approach.
Lavania, M., & Nor, F. B. M. (2020). Barriers in differentiated instruction: A systematic review of the literature. Journal of Critical Reviews, 7(6), 293-297.
Lee, D., Huh, Y., Lin, C. Y., & Reigeluth, C. M. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66, 1269-1302.
Lefa, B. (2014). The Piaget theory of cognitive development: an educational implication. Educational psychology, 1(1), 1-8.
Luo, H., Robinson, A. C., & Detwiler, J. (2014). Effect of Geographic Distance on Distance Education: An Empirical Study. Journal of Educators Online, 11(3), n3.
Lv, Z. (2023). Generative Artificial Intelligence in the Metaverse Era. Cognitive Robotics. Cognitive Robotics.3. 208-217.
Mageira, K., Pittou, D., Papasalouros, A., Kotis, K., Zangogianni, P., & Daradoumis, A. (2022). Educational AI chatbots for content and language integrated learning. Applied Sciences, 12(7), 3239.
Marc, P. (2001). Digital natives, digital immigrants. On the horizon, 9(5), 1–6.
Marr, B. (2023). A Short History Of ChatGPT: How We Got To Where We Are Today. Forbes. Retrieved from https://www.forbes.com/sites/bernardmarr/2023/05/19/a-short-history-of-chatgpt-how-we-got-to-where-we-are-today/?sh=1224615b674f
Martineau, K. (2023). What is generative AI?. IBM. Retrieved from https://research.ibm.com/blog/what-is-generative-AI
Mason, L. (1996). An analysis of children’s construction of new knowledge through their use of reasoning and arguing in classroom discussions. International journal of qualitative studies in education, 9(4), 411-433.
Mayer, R. E. (2011). E-learning: New opportunities and a view of the future. In The Oxford Handbook of Lifelong Learning (p. 263). Oxford University Press.
McArdle, R. (2022). Flexible methodologies: A case for approaching research with fluidity. The Professional Geographer, 74(4), 620-627.
Mechlova, E., & Malcik, M. (2012). ICT in changes of learning theories. In 2012 IEEE 10th international conference on emerging eLearning technologies and applications (ICETA) (pp. 253-262). IEEE.
Melinat, P., Kreuzkam, T., & Stamer, D. (2014). Information overload: a systematic literature review. In Perspectives in Business Informatics Research: 13th International Conference, BIR 2014, Lund, Sweden, September 22-24, 2014. Proceedings 13 (pp. 72-86). Springer International Publishing.
Mendoza, S., Sánchez-Adame, L. M., Urquiza-Yllescas, J. F., González-Beltrán, B. A., & Decouchant, D. (2022). A model to develop chatbots for assisting the teaching and learning process. Sensors, 22(15), 5532.
Meyer von Wolff, R., Hobert, S., Masuch, K., & Schumann, M. (2020). Chatbots at digital workplaces–a grounded-theory approach for surveying application areas and objectives. Pacific Asia Journal of the Association for Information Systems, 12(2), 3.
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 13(9), 856.
Ministry of Education. (2013). Degree Conferral Law. Laws and Regulations Retrieving System. Retrieved from https://edu.law.moe.gov.tw/EngLawContent.aspx?media=print&lan=E&id=132
Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European journal of general practice, 24(1), 9-18.
Motlagh, N. Y., Khajavi, M., Sharifi, A., & Ahmadi, M. (2023). The Impact of Artificial Intelligence on the Evolution of Digital Education: A Comparative Study of OpenAI Text Generation Tools including ChatGPT, Bing Chat, Bard, and Ernie. arXiv preprint arXiv:2309.02029.
Murgia, M. (2023). Generative AI exists because of the transformer. Financial Times. Retrieved from https://ig.ft.com/generative-ai/
Negrín-Medina, M. Á., Bernárdez-Gómez, A., Portela-Pruaño, A., & Marrero-Galván, J. J. (2022). Teachers’ perceptions of changes in their professional development as a result of ICT. Journal of Intelligence, 10(4), 90.
Ng, D. T. K., Leung, J. K. L., Su, J., Ng, R. C. W., & Chu, S. K. W. (2023). Teachers’ AI digital competencies and twenty-first-century skills in the post-pandemic world. Educational technology research and development, 71(1), 137-161.
Ngozi, A., & Kayode, O. G. (2014). Variables attributed to delay in thesis completion by postgraduate students. Journal of Emerging Trends in Educational Research and Policy Studies, 5(1), 6-13.
Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, 100033.
Omotayo, F. O., & Salami, O. M. (2018). Use of social media for knowledge sharing among students. Asian Journal of Information Science and Technology, 8(2), 65-75.
OpenAI. (2022). Introducing ChatGPT. OpenAI. Retrieved from https://openai.com/blog/chatgpt
OpenAI. (2023). GPT-4. OpenAI Research. Retrieved from https://openai.com/research/gpt-4
OpenAI. (2024). Hello GPT-4o. Retrieved from https://openai.com/index/hello-gpt-4o/
Ozdem-Yilmaz, Y., & Bilican, K. (2020). Discovery Learning—Jerome Bruner. Science education in theory and practice: An introductory guide to learning theory, 177-190.
Pangarkar, M. A., Pangarkar, N. V., & Pangarkar, A. V. (2018). Objectives of Writing Thesis. Thesis Writing for Master’s and Ph. D. Program, 11-17.
Pérez, J., Daradoumis, T., & Puig, J. (2020). Rediscovering the use of chatbots in education: A systematic literature review. Computer Applications in Engineering Education, 28, 1549 - 1565.
Perry, C. (1998). A structured approach for presenting theses. Australasian marketing journal (AMJ), 6(1), 63-85.
Piaget, J. (1954). The construction of reality in the child. (M. Cook, Trans.). Basic Books. https://doi.org/10.1037/11168-000
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal Research in Science Teaching, 2(3), 176–186.
Piaget, J., & Cook, M. (1952). The origins of intelligence in children (Vol. 8, No. 5, pp. 18-1952). New York: International Universities Press.
Ponidi, P., Waziana, W., Kristina, M., & Gumanti, M. (2020). Model of Utilizing Discovery Learning to Improve Mathematical Learning Achievements. Attractive: Innovative Education Journal, 2(1), 41-48.
Qin, Y., Omar, B., & Musetti, A. (2022). The addiction behavior of short-form video app TikTok: The information quality and system quality perspective. Frontiers in Psychology, 13, 932805.
Quizlet. (2023). Welcome to Quizlet’s AI study era: Studying will never be the same. Quizlet. Retrieved from https://quizlet.com/blog/ai-study-era
Raheem, B. R., Anjum, F., & Ghafar, Z. N. (2023). Exploring the Profound Impact of Artificial Intelligence Applications (Quillbot, Grammarly and ChatGPT) on English Academic Writing: A Systematic Review. International Journal of Integrative Research (IJIR), 1(10), 599-622.
Rahman, M., Daud, M., & Ensimau, N. (2019). Learning Management System (LMS) in Teaching and Learning. The International Journal of Academic Research in Business and Social Sciences, 9. https://doi.org/10.6007/ijarbss/v9-i11/6717.
Robichaud, J. (2017). Chapter 11 - Thesis Development. In M. A. Suckow & K. L. Stewart (Eds.), Principles of Animal Research for Graduate and Undergraduate Students (pp. 251-260). Academic Press.
Roumeliotis, K. I., & Tselikas, N. D. (2023). Chatgpt and open-ai models: A preliminary review. Future Internet, 15(6), 192.
Rourke, F. E., & Brooks, G. E. (1964). The “managerial revolution” in higher education. Administrative Science Quarterly, 154–181.
Sackstein, S., Coleman, E., & Ndobe, T. V. (2019). Lecturers’ perceptions of learning management systems within a previously disadvantaged university. Opening up education for inclusivity across digital economies and societies (pp. 1-28). IGI Global.
Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and learning environment. Perennial journal of history, 2(2), 403-421.
Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators’ perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education, 34(4), 309–327.
Saundarajan, K., Osman, S., Kumar, J., Daud, M., Abu, M., & Pairan, M. (2020). Learning algebra using augmented reality: A preliminary investigation on the application of photomath for lower secondary education. International Journal of Emerging Technologies in Learning (iJET), 15(16), 123-133.
Schreiber, L. M., & Valle, B. E. (2013). Social constructivist teaching strategies in the small group classroom. Small Group Research, 44(4), 395-411.
Sedivy-Benton, A. L., & O’Kelly, M. K. (2015). Connecting Theory to Practice: Making Research Real for Graduate Students. In Handbook of Research on Scholarly Publishing and Research Methods (pp. 38-60). IGI Global.
Shahsavar, Z., & Kourepaz, H. (2020). Postgraduate students’ difficulties in writing their theses literature review. Cogent Education, 7(1), 1784620.
Sharkova, N. (2014). Learning supported by technology in higher education: From experience to practice. Education Inquiry, 5(3), 24610.
Singer, N. (2023). Cheating fears over chatbots were overblown, new research suggests. The New York Times. Retrieved from https://www.nytimes.com/2023/12/13/technology/chatbot-cheating-schools-students.html
Singh, A., Singh, H. P., Alam, F., & Agrawal, V. (2022). Role of education, training, and E-learning in sustainable employment generation and social empowerment in Saudi Arabia. Sustainability, 14(14), 8822.
Sivakumar, A., Jayasingh, S., & Shaik, S. (2023). Social Media Influence on Students’ Knowledge Sharing and Learning: An Empirical Study. Education Sciences, 13(7), 745.
Slemmons, K., Anyanwu, K., Hames, J., Grabski, D., Mlsna, J., Simkins, E., & Cook, P. (2018). The impact of video length on learning in a middle-level flipped science setting: implications for diversity inclusion. Journal of Science Education and Technology, 27, 469-479.
Srinivasan, D. (2020). Medical Students’ Perceptions and an Anatomy Teacher’s Personal Experience Using an e‐Learning Platform for Tutorials During the Covid‐19 Crisis. Anatomical Sciences Education, 13.
Stapleton, L., & Stefaniak, J. (2019). Cognitive constructivism: Revisiting Jerome Bruner’s influence on instructional design practices. TechTrends, 63, 4-5.
Storey, V. A. (2023). AI Technology and Academic Writing: Knowing and Mastering the “Craft Skills”. International Journal of Adult Education and Technology (IJAET), 14(1), 1-15.
Suta, P., Lan, X., Wu, B., Mongkolnam, P., & Chan, J. H. (2020). An overview of machine learning in chatbots. International Journal of Mechanical Engineering and Robotics Research, 9(4), 502-510.
Syarif, E., Syamsunardi, S., & Saputro, A. (2020). Implementation of discovery learning to improve scientific and cognitive attitude of students. Journal of Educational Science and Technology EST UNM, 6(1), 23-31.
Tennyson, R. & Volk, A. (2015). Learning Theories and Educational Paradigms. International Encyclopedia of the Social & Behavioral Sciences.
The Wharton School of the University of Pennsylvania. (2023). Practical AI for Instructors and Students Part 1: Introduction to AI for Teachers and Students [Video file]. Retrieved from https://www.youtube.com/watch?v=t9gmyvf7JYo
Twyman, J. S. (2018). Digital Technologies in Support of Personalized Learning. Center on Innovations in Learning, Temple University.
Utecht, J., & Keller, D. (2019). Becoming Relevant Again: Applying Connectivism Learning Theory to Today’s Classrooms. Critical Questions in Education, 10(2), 107-119.
Vas, R., Weber, C., & Gkoumas, D. (2018). Implementing connectivism by semantic technologies for self-directed learning. International Journal of Manpower, 39(8), 1032-1046.
Vázquez-Cano, E., Mengual-Andrés, S., & López-Meneses, E. (2021). Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments. International Journal of Educational Technology in Higher Education, 18, 1-20.
Voskoglou, M. G. (2022). Connectivism vs traditional theories of learning. American Journal of Educational Research, 10(4), 257-261.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
Walker, R. A. (2010). Sociocultural issues in motivation. Social and emotional aspects of learning, 712-717.
Walter, L., & Stouck, J. (2020). Writing the literature review: Graduate student experiences. The Canadian Journal for the Scholarship of Teaching and Learning, 11(1).
Weizenbaum, J. (1966). ELIZA—a computer program for the study of natural language communication between man and machine. Communications of the ACM, 9(1), 36-45.
Whiffin, C. J., & Hasselder, A. (2013). Making the link between critical appraisal, thinking and analysis. British Journal of Nursing, 22(14), 831-835.
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of planning education and research, 39(1), 93-112.
Yakar, U., Sülü, A., Porgalı, M., & Çalış, N. (2020). From constructivist educational technology to mobile constructivism: How mobile learning serves constructivism?. International Journal of Academic Research in Education, 6(1), 56-75.
Yin, J., Goh, T. T., Yang, B., & Xiaobin, Y. (2021). Conversation technology with micro-learning: The impact of chatbot-based learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59(1), 154-177.
Young, R. A., & Collin, A. (2004). Introduction: Constructivism and social constructionism in the career field. Journal of vocational behavior, 64(3), 373-388.
Ziernwald, L., Hillmayr, D., & Holzberger, D. (2022). Promoting high-achieving students through differentiated instruction in mixed-ability classrooms—A systematic review. Journal of Advanced Academics, 33(4), 540-573.
Ziman, K., Heusser, A. C., Fitzpatrick, P. C., Field, C. E., & Manning, J. R. (2018). Is automatic speech-to-text transcription ready for use in psychological experiments?. Behavior research methods, 50, 2597-2605.