Generative AI is expected to have a vast, positive impact on education;
however, at present, this potential has not yet been demonstrated at scale at
university level. In this study, we present first evidence that generative AI
can increase the speed of learning substantially in university students. We
tested whether using the AI-powered teaching assistant Syntea affected the
speed of learning of hundreds of distance learning students across more than 40
courses at the IU International University of Applied Sciences. Our analysis
suggests that using Syntea reduced their study time substantially--by about
27\% on average--in the third month after the release of Syntea. Taken
together, the magnitude of the effect and the scalability of the approach
implicate generative AI as a key lever to significantly improve and accelerate
learning by personalisation.

使用生成型人工智能教学助手 Syntea 可显著提高并加速大学生的学习速度，减少学习时间约 27％，证明生成型人工智能在个性化教育上具有巨大潜力。

革命性的远程学习：基于人工智能辅导的学习进展的比较研究

Revolutionising Distance Learning: A Comparative Study of Learning  Progress with AI-Driven Tutoring

As soon as a new technology emerges, the education community explores its
affordances and the possibilities to apply it in education. In this paper, we
analyze sessions with ChatGPT around topics in basic Linear Algebra. We reflect
the process undertaken by the ChatGPT along the recent year in our area of
interest, emphasising the vast improvement that has been done in grappling with
Linear Algebra problems. In particular, the question whether this software can
be a teaching assistant or even somehow replace the human teacher, is
addressed. As of the time this paper is written, the answer is generally
negative. For the small part where the answer can be positive, some reflections
about an original instrumental genesis are given.
Communication with the software gives the impression to talk to a human, and
sometimes the question is whether the software understands the question or not.
Therefore, the reader's attention is drawn to the fact that ChatGPT works on a
statistical basis and not according to reflection and understanding.

通过分析 ChatGPT 对基本线性代数主题的探讨，并强调 ChatGPT 在解决线性代数问题方面所取得的巨大进步，本文讨论了这个软件是否可以作为教学助手，甚至是否可以在某种程度上取代人类教师。尽管通常的答案是否定的，但在某些情况下，论文提出了关于原始工具基因的思考。需要注意的是，与这个软件的交互给人以与人类对话的感觉，有时也引发了关于软件是否理解问题的疑问。因此，读者要明白 ChatGPT 是基于统计而非理解和思考的。

ChatGPT 在线性代数中的进展与未来

ChatGPT in Linear Algebra: Strides Forward, Steps to Go

Across the African continent, students grapple with various educational
challenges, including limited access to essential resources such as computers,
internet connectivity, reliable electricity, and a shortage of qualified
teachers. Despite these challenges, recent advances in AI such as BERT, and
GPT-4 have demonstrated their potential for advancing education. Yet, these AI
tools tend to be deployed and evaluated predominantly within the context of
Western educational settings, with limited attention directed towards the
unique needs and challenges faced by students in Africa. In this book chapter,
we describe our works developing and deploying AI in Education tools in Africa:
(1) SuaCode, an AI-powered app that enables Africans to learn to code using
their smartphones, (2) AutoGrad, an automated grading, and feedback tool for
graphical and interactive coding assignments, (3) a tool for code plagiarism
detection that shows visual evidence of plagiarism, (4) Kwame, a bilingual AI
teaching assistant for coding courses, (5) Kwame for Science, a web-based AI
teaching assistant that provides instant answers to students' science questions
and (6) Brilla AI, an AI contestant for the National Science and Maths Quiz
competition. We discuss challenges and potential opportunities to use AI to
advance science and computing education across Africa.

在非洲大陆，学生面临着各种教育挑战，包括获取计算机、互联网连接、可靠电力和合格教师等重要资源的限制。尽管存在这些挑战，但像 BERT 和 GPT-4 这样的人工智能近期取得的进展已经展示出了推动教育的潜力。然而，这些人工智能工具往往主要在西方教育环境中部署和评估，对非洲学生面临的独特需求和挑战关注不足。在本书章节中，我们描述了我们在非洲开发和应用人工智能教育工具的工作：（1）SuaCode，一款基于人工智能的应用程序，使非洲人能够使用智能手机学习编程；（2）AutoGrad，用于图形和交互式编程作业的自动分级和反馈工具；（3）用于代码抄袭检测的工具，展示了抄袭的可视证据；（4）Kwame，为编程课程提供双语人工智能助教；（5）Kwame for Science，一个基于 Web 的人工智能助教，可以即时回答学生的科学问题；（6）Brilla AI，一个参加全国科学和数学知识竞赛的人工智能选手。我们讨论了利用人工智能推动非洲科学和计算教育的挑战和潜在机会。