Исследование потенциала генеративного искусственного интеллекта в образовании: библиометрический анализ

Генеративный искусственный интеллект (GAI) в значительной степени изменил образовательный ландшафт, положив начало глубинной трансформации систем. В данном исследовании проанализированы реферативно-библиографические базы данных Scopus и Web of Science (WoS). Авторами собраны данные на основе изучения статей, изданных за последние пять лет (2019-2023 гг). Осуществлялся анализ документов, содержащих термины «генеративный искусственный интеллект» и «образование» в названии статьи, аннотации и ключевых словах, что позволило собрать уточненный набор данных по 116 публикациям. При проведении исследования использовались инструменты PRISMA и PICOC для обеспечения методологической строгости. Анализ данных проводился с помощью современной программы VOSviewer_1.6.20. В ходе исследования были изучены различные аспекты моделей цитирования, выявлены заметные различия между источниками, авторами и организациями. Исследование носит трансдисциплинарный характер благодаря использованию библиографической связи между несколькими странами, а также совместному цитированию упоминаемых источников и авторов. Включение компонентов PICOC способствовало критическому анализу проблемы исследования в ее связи с политическими и практическими аспектами, выявлению преобладающих тенденций в современных научных изысканиях. Таким образом, исследование дает представление о потенциальном влиянии на практику и политику, закладывает основу для дальнейшего изучения генеративного искусственного интеллекта в образовании.

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