EIDU digitalizes education in low-income countries at scale

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Diversity is in our DNA 🇺🇸 Celebrate Immigrants You cannot tell the story of America without including the tremendous role that immigrants have played in shaping our nation. Now, more than ever, we must recognize their incredible contributions and be grateful for the openness and diversity of our nation. Openness is at the core of humanity. It’s at the core of our ethics and mores. Without immigrants, our country would be far worse off. Immigrants are our friends. They are our soccer coaches, teachers, doctors, lawyers, firefighters, soldiers, authors, artists… To me, they are my family. My dad came here some 20 years ago to start a new life. America took a chance on him. It’s time we show everyone that we are willing to take a chance. The business world, in particular, should be especially thankful and cognizant. The numbers from the demonstrate the importance that immigration has had on our Economy: Renew Your Economy Report Even though immigrants have made up only 10.5 percent of the American population on average since 1850, there are 90 immigrant-founded Fortune 500 companies, accounting for 18 percent of the list. When you include the additional 114 companies founded by the children of immigrants, the share of the Fortune 500 list grows to over 40 percent. More than 40 percent of the 2010 Fortune 500 companies were founded by immigrants or their children. The newest Fortune 500 companies are more likely to have an immigrant founder. Just shy of 20 percent of the newest Fortune 500 companies — those founded over the 25-year period between 1985 and 2010 — have an immigrant founder. Many of America’s greatest brands — Apple, Google, AT&T, Budweiser, Colgate, eBay, General Electric, IBM, and McDonald’s, to name just a few — owe their origin to a founder who was an immigrant or the child of an immigrant. Seven of the 10 most valuable brands in the world come from American companies founded by immigrants or children of immigrants. Diversity is built into our DNA. This is the America we know. and I put together of immigrant founders. Truly amazing what these people have done! My friend a list _Openness is at the core of the American DNA. Immigrants are our friends, coaches, teachers, family members-they are the…_celebrateimmigrants.us Celebrate Immigrants Of course, this is just what we could find overnight scouring google. I’m sure there is more, but here is a start: , The Huffington Post Arianna Huffington , Stripe John Collison , Stripe Patrick Collison , Google/Alphabet Sergey Brin Click to Tweet this List , Colgate William Colgate , Vayner Media Gary Vaynerchuk , Carnegie Steel Company Andrew Carnegie , Elizabeth Arden Inc Elizabeth Arden , Ebay Pierre Omidyar , Social Capital Chamath Palihapitiya , WhatsApp Jan Koum , SanDisk Sanjay Mehrotra , Zuora Tien Tzou , Tesla/SpaceX Elon Musk , Jawbone Alexander Asseily , Gusto Tomer London , WeWork Adam Neumann , Dhiraj Rajaram Dhiraj Rajaram , Eventbrite Renaud Visage , CloudFlare Michelle Zatlyn , Dropbox Arash Ferdowsi , Tinder Sean Rad , Venmo Iqram Magdon-Ismail , Lending Club Renaud Laplanche , Shapeways Peter Weijmarsh , Philz Coffee Phil Jaber , Paypal Max Levchin , Instagram Mike Krieger , Tidemark Christian Gheorghe , Kraft James L. Kraft , Comcast Television Daniel Aaron , Intel Corporation Andrew Grove , Yahoo Jerry Yang , Goldman Sachs Marcus Goldman , Goldman Sachs Samuel Sachs , Capital One Financial Nigel Morris , Qualcomm Inc. Andrew Viterbi , Nordstrom John W. Nordstrom , WR Grace and Company William Russell Grace , AT&T Alexander Graham Bell , Kohl’s Maxwell Kohl , Liz Clairborne Inc Liz Clairborne , Hovanian Enterprises Kevork Hovnanian , Yurie Systems Jeong Kim , Bugle Boy Industries William Mow , Sara Lee Nathan Cummings , DuPont E.I Du Pont , Pfizer Charles Pfizer , Procter and Gamble William Procter , Procter and Gamble James Gamble , Sun Microsystems Vinod Khosla , Sun Microsystems Andy Bechtolsheim , Bloom Energy K.R. Sridhar , Sprinklr Ragy Thomas , Tango Eric Setton , Oscar Health Mario Schlosser , Joule Unlimited Noubar Afeyan , Helicopters Igor Sikorsky , Cheezburger Ben Huh , littleBits Ayah Bdeir , Evernote Phil Libin , Helena Rubenstein Inc Helena Rubinstein , Computer Associates Charles Wang , Youtube Steve Chen , Founder of Zumba Beto Perez , Brightstar Marcelo Claure This list could be 10x longer. 20 years from now, it should be 100x longer. Let’s make sure American policy does not change that. Speak up and stand for what you believe in. Stay inspired! As always, feel free to reach out if you have any questions! You can find me on or Jordan Gonen Twitter

Celebrate Immigrant Founders

A new podcast just dropped with Jim Keyes, CEO of both 7/11 and Blockbuster. I’ll break down his thoughts on fear and education. https://youtu.be/8ZoWQcnQSbc?embedable=true If you want to listen to the full podcast, listen on successstorypodcast.com or on YouTube. Remember Blockbuster? The video rental giant that seemed invincible, until it wasn't? What about 7-Eleven?  You know… those ubiquitous convenience stores slinging Slurpees and questionable hot dogs. Hold on a minute… these aren't exactly hotbeds of innovation, right?  Yet, here's the twist: the former CEO of BOTH these companies, Jim Keyes, has some seriously profound wisdom that every single one of us needs to hear. Jim, recently on the Success Story podcast, dropped a bombshell of a statement: "The antidote to fear is education." It seems obvious, but is it really? Let's break this thing down… The Disease of Fear Think about a scary moment.  Maybe a job interview, making a big decision, or a moment of public speaking. That pit in your stomach, those racing thoughts, the desire to just RUN? That's fear working its magic on you. Keyes explains what happens on a deeper level. Fear shuts down our higher-level thinking. It triggers that primal "fight or flight" response. We can't focus, we overreact, and we make terrible choices. This doesn't just happen at an individual level; it happens to entire societies.  Fear breeds anger, misunderstanding, conflict…all those things we desperately need less of. The Cure: A Different Kind of Classroom "Knowledge is the light you turn on, and you discover there's really nothing to be afraid of." Keyes says it with such conviction, but what does it really mean? Education isn't just about book smarts.  Don't get me wrong, IQ is valuable, but it's a tiny piece of the puzzle. Jim talks about two other critical ingredients: Emotional intelligence (EQ): Being aware of your emotions, understanding their impact, and managing them for better outcomes.
Character Quotient (CQ): This is about things like integrity, humility, and compassion. Our core values and how they shape our actions. Imagine a person with a high IQ but zero EQ and CQ.  That's a recipe for disaster. True wisdom, the kind that creates flourishing individuals and societies, needs all three.  This is the education Keyes is championing – an education of the mind and the heart. Alright, enough theory, right? Let's get to some examples... Remember the fear we talked about? Keyes isn't saying it magically goes away. But with education, we reframe it. Instead of a monster under the bed, it becomes a puzzle to solve, a challenge to overcome. Think about 7-Eleven.  Convenience stores aren't sexy. So, how did it become this massive success? Keyes saw fear driving huge companies to ignore a whole segment of the market. Busy people needed essentials at odd hours, and no one was serving them.  That's an opportunity born from addressing an overlooked fear. But what about Blockbuster, then? The video giant that, well, kind of exploded. Fear played a role here too. Fear of change, of the unknown. They saw Netflix coming, but instead of pivoting and embracing streaming, they doubled down on their outdated model. See the difference? Knowledge gives you options. If 7-Eleven had stayed scared of an unproven customer base, we'd never have those 2 a.m. snack runs. If Blockbuster had understood the shifting tides, they might still be here. It's Not Just About Business This "fear vs. knowledge" battleground is everywhere. People afraid of immigrants, of technology, of "the other."  Our society can feel like a minefield because so many are acting from a place of fear instead of understanding. Jim Keyes believes education is the solution, not  "feel good" slogans.  Understanding history, economics, sociology – these things dismantle the scary stories that keep us stuck. But Here's the Tough Pill to Swallow... Education, the real kind, is hard work. It takes effort and time. It's not passive. It challenges you to truly think, not just adopt a set of talking points.  We're in an age where instant gratification is king. That's the enemy of this kind of learning. Jim isn't talking about formal schooling only either. He's a huge proponent of lifelong learning. Reading, questioning, seeking out those who are different (those are often the best teachers!).  He compares it to aviation: You don't get a pilot's license and call it a day. It's a "license to learn" forever. I know you're probably thinking, ok, but what do I DO with this knowledge? That's a fair question, and here's where things get REALLY interesting… Fearless Opportunity Here's where Jim Keyes gets even more counterintuitive. He argues that disruptive change, the kind that terrifies most people, is where the true opportunities lie. Think about it – those who understand and harness something like AI, while others run away screaming, are the ones positioned to create miracles. This mindset shift is HUGE. Instead of seeing uncertainty as a threat, we see it as fertile ground. Think back throughout history: after war – rebirth. After economic collapse – new industries rise. It's not always pretty, but progress follows in the wake of destruction. This isn't some insensitive cheerleading though. There's a compassionate side to Jim's philosophy. When people's deepest fears are addressed through knowledge, we build better societies. Think poverty, crime, prejudice – these things fester in ignorance. The Challenge to You (and Me) Jim Keyes isn't saying we all need to become rocket scientists.  But there's a level of deliberate, focused learning we need to adopt.  Here's a few questions to get you started: Where are your fear-based blind spots? Do you automatically distrust certain technologies, cultures, or ideas?
What are you avoiding learning about? There's usually gold to be found in the things we find most difficult!
Who challenges your thinking? Do you surround yourself with people who simply echo your existing beliefs? That's an intellectual death trap. This isn't about being the smartest or most "woke" person in the room.  It's about cultivating a relentless curiosity and courage to venture outside your comfort zone. It's hard, but it's the ONLY way we evolve as individuals and as a society. A Final Note from Jim Jim Keyes isn't an inexperienced guy. He's seen decades of economic booms and busts, societal shifts, the birth and death of whole industries. His confidence in education comes from hard-won experience. I think that's important to remember. The path out of fear isn't a quick-fix, but it's the ONLY path that leads somewhere worth going. If you want to listen to the full podcast, listen on successstorypodcast.com or on YouTube. A new podcast just dropped with Jim Keyes, CEO of both 7/11 and Blockbuster. I’ll break down his thoughts on fear and education. https://youtu.be/8ZoWQcnQSbc?embedable=true https://youtu.be/8ZoWQcnQSbc?embedable=true If you want to listen to the full podcast, listen on successstorypodcast.com or on YouTube . successstorypodcast.com successstorypodcast.com YouTube YouTube Remember Blockbuster? The video rental giant that seemed invincible, until it wasn't? What about 7-Eleven?  You know… those ubiquitous convenience stores slinging Slurpees and questionable hot dogs. Hold on a minute… these aren't exactly hotbeds of innovation, right?  Yet, here's the twist: the former CEO of BOTH these companies, Jim Keyes, has some seriously profound wisdom that every single one of us needs to hear. Jim, recently on the Success Story podcast, dropped a bombshell of a statement: "The antidote to fear is education." It seems obvious, but is it really? Let's break this thing down… The Disease of Fear The Disease of Fear Think about a scary moment.  Maybe a job interview, making a big decision, or a moment of public speaking. That pit in your stomach, those racing thoughts, the desire to just RUN? That's fear working its magic on you. Keyes explains what happens on a deeper level. Fear shuts down our higher-level thinking. It triggers that primal "fight or flight" response. We can't focus, we overreact, and we make terrible choices. This doesn't just happen at an individual level; it happens to entire societies.  Fear breeds anger, misunderstanding, conflict…all those things we desperately need less of. The Cure: A Different Kind of Classroom The Cure: A Different Kind of Classroom "Knowledge is the light you turn on, and you discover there's really nothing to be afraid of." Keyes says it with such conviction, but what does it really mean? Education isn't just about book smarts.  Don't get me wrong, IQ is valuable, but it's a tiny piece of the puzzle. Jim talks about two other critical ingredients: Emotional intelligence (EQ): Being aware of your emotions, understanding their impact, and managing them for better outcomes. Character Quotient (CQ): This is about things like integrity, humility, and compassion. Our core values and how they shape our actions. Emotional intelligence (EQ): Being aware of your emotions, understanding their impact, and managing them for better outcomes. Emotional intelligence (EQ): Character Quotient (CQ): This is about things like integrity, humility, and compassion. Our core values and how they shape our actions. Character Quotient (CQ): Imagine a person with a high IQ but zero EQ and CQ.  That's a recipe for disaster. True wisdom, the kind that creates flourishing individuals and societies, needs all three.  This is the education Keyes is championing – an education of the mind and the heart. and Alright, enough theory, right? Let's get to some examples... Alright, enough theory, right? Let's get to some examples... Remember the fear we talked about? Keyes isn't saying it magically goes away. But with education, we reframe it. Instead of a monster under the bed, it becomes a puzzle to solve, a challenge to overcome. reframe Think about 7-Eleven.  Convenience stores aren't sexy. So, how did it become this massive success? Keyes saw fear driving huge companies to ignore a whole segment of the market. Busy people needed essentials at odd hours, and no one was serving them.  That's an opportunity born from addressing an overlooked fear. But what about Blockbuster, then? The video giant that, well, kind of exploded. Fear played a role here too. Fear of change, of the unknown. They saw Netflix coming, but instead of pivoting and embracing streaming, they doubled down on their outdated model. See the difference? Knowledge gives you options. If 7-Eleven had stayed scared of an unproven customer base, we'd never have those 2 a.m. snack runs. If Blockbuster had understood the shifting tides, they might still be here. It's Not Just About Business It's Not Just About Business This "fear vs. knowledge" battleground is everywhere. People afraid of immigrants, of technology, of "the other."  Our society can feel like a minefield because so many are acting from a place of fear instead of understanding. Jim Keyes believes education is the solution, not  "feel good" slogans.  Understanding history, economics, sociology – these things dismantle the scary stories that keep us stuck. But Here's the Tough Pill to Swallow... But Here's the Tough Pill to Swallow... Education, the real kind, is hard work. It takes effort and time. It's not passive. It challenges you to truly think, not just adopt a set of talking points.  We're in an age where instant gratification is king. That's the enemy of this kind of learning. Jim isn't talking about formal schooling only either. He's a huge proponent of lifelong learning. Reading, questioning, seeking out those who are different (those are often the best teachers!).  He compares it to aviation: You don't get a pilot's license and call it a day. It's a "license to learn" forever. I know you're probably thinking, ok, but what do I DO with this knowledge? That's a fair question, and here's where things get REALLY interesting… Fearless Opportunity Fearless Opportunity Here's where Jim Keyes gets even more counterintuitive. He argues that disruptive change, the kind that terrifies most people, is where the true opportunities lie. Think about it – those who understand and harness something like AI, while others run away screaming, are the ones positioned to create miracles. This mindset shift is HUGE. Instead of seeing uncertainty as a threat, we see it as fertile ground. Think back throughout history: after war – rebirth. After economic collapse – new industries rise. It's not always pretty, but progress follows in the wake of destruction. This isn't some insensitive cheerleading though. There's a compassionate side to Jim's philosophy. When people's deepest fears are addressed through knowledge, we build better societies. Think poverty, crime, prejudice – these things fester in ignorance. The Challenge to You (and Me) The Challenge to You (and Me) Jim Keyes isn't saying we all need to become rocket scientists.  But there's a level of deliberate, focused learning we need to adopt.  Here's a few questions to get you started: Where are your fear-based blind spots? Do you automatically distrust certain technologies, cultures, or ideas? What are you avoiding learning about? There's usually gold to be found in the things we find most difficult! Who challenges your thinking? Do you surround yourself with people who simply echo your existing beliefs? That's an intellectual death trap. Where are your fear-based blind spots? Do you automatically distrust certain technologies, cultures, or ideas? Where are your fear-based blind spots? What are you avoiding learning about? There's usually gold to be found in the things we find most difficult! What are you avoiding learning about? Who challenges your thinking? Do you surround yourself with people who simply echo your existing beliefs? That's an intellectual death trap. Who challenges your thinking? This isn't about being the smartest or most "woke" person in the room.  It's about cultivating a relentless curiosity and courage to venture outside your comfort zone. It's hard, but it's the ONLY way we evolve as individuals and as a society. A Final Note from Jim A Final Note from Jim Jim Keyes isn't an inexperienced guy. He's seen decades of economic booms and busts, societal shifts, the birth and death of whole industries. His confidence in education comes from hard-won experience. I think that's important to remember. The path out of fear isn't a quick-fix, but it's the ONLY path that leads somewhere worth going. If you want to listen to the full podcast, listen on successstorypodcast.com or on YouTube. If you want to listen to the full podcast, listen on successstorypodcast.com or on YouTube . successstorypodcast.com successstorypodcast.com YouTube YouTube

Education is the Boon to Fear — Insights from 7/11 & Blockbuster CEO Jim Keyes

শিক্ষাই ভয়ের বর - 7/11 এবং ব্লকবাস্টারের সিইও জিম কীসের অন্তর্দৃষ্টি

Bildung ist der Segen gegen die Angst – Einblicke von 7/11- und Blockbuster-CEO Jim Keyes

La educación es la bendición del miedo: ideas del 11 de julio y el director ejecutivo de Blockbuster, Jim Keyes

L'éducation est une aubaine pour la peur – Aperçus du 11 septembre et du PDG de Blockbuster, Jim Keyes

शिक्षा भय का वरदान है - 7/11 और ब्लॉकबस्टर के सीईओ जिम कीज़ की अंतर्दृष्टि

教育は恐怖を和らげる — 7/11 とブロックバスターの CEO ジム・キーズ氏の洞察

교육은 두려움에 도움이 됩니다 — 7/11 및 블록버스터 CEO Jim Keyes의 통찰

A educação é a dádiva do medo - Insights de 11/07 e Jim Keyes, CEO da Blockbuster

Образование — благо для страха: выводы 11 июля и генерального директора Blockbuster Джима Кейса

Eğitim Korkulması Gereken Bir Nimettir — 11 Eylül ve Gişe Rekortmeni CEO'su Jim Keyes'ten İçgörüler

Giáo dục là nguồn gốc của sự sợ hãi — Thông tin chi tiết từ vụ 11/7 & Giám đốc điều hành của Blockbuster Jim Keyes

教育是恐惧的福音——7/11 和 Blockbuster 首席执行官 Jim Keyes 的见解

For Entrepreneurs, Endurance is more Important than Intellect 

Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Limitations of the study and possible future studies Despite its inherent limitations, including its single case design and the potential for bias, the exploratory depth of the study uncovered hidden potential within these systems, even amid serious concerns about generalizability. Future research could include: • Refining the crafting of prompts. • Exploring new features of these and other GenAIbots being introduced with increasing frequency. • Establishing standardised benchmarks to evaluate and compare chatbots and AI systems' performance, accuracy, and reliability. • Conducting long-term studies to observe the evolution of chatbots' capabilities and their impact on user interactions over time. • Conducting research with real students in classroom settings and beyond to assess these AI systems' practical educational applications and challenges. • Investigating chatbots' learning and adaptation capabilities to individual user needs and preferences over time. • Researching the integration of multimodal inputs (e.g., text, voice, image) to enhance chatbot capabilities and user interaction experiences. When implementing GenAIbots in Chemistry learning, it is crucial to evaluate benefits and drawbacks judiciously, ensuring accurate information delivery and considering the implications of reduced human interaction. These concerns may be alleviated by integrating GenAIbots with other educational tools or activities promoting collaborative dialogue among learners. Author Contributions The author confirms sole responsibility for the following: study conception and design, data collection, analysis and interpretation of results, and manuscript preparation. Conflicts of interest There are no conflicts to declare. Acknowledgements The authors warmly acknowledge Melanie Swan for her invaluable suggestion, which led to the transition from using the term 'objects-to-think-with' to 'agents-to-thinkwith'. References Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionising education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429. https://doi.org/10.30935/cedtech/13152 Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4337484 Bardin, L. (1977). L’analyse de contenu. PUF - Presses Universitaires de France. Bitzenbauer, P. (2023). ChatGPT in physics education: A pilot study on easy-to-implement activities. Contemporary Educational Technology, 15(3), ep430. https://doi.org/10.30935/cedtech/13176 Brown, T. B., Mann, B., Ryder, N., Subbiah, M., Kaplan, J., Dhariwal, P., Neelakantan, A., Shyam, P., Sastry, G., Askell, A., Agarwal, S., Herbert-Voss, A., Krueger, G., Henighan, T., Child, R., Ramesh, A., Ziegler, D. M., Wu, J., Winter, C., … Amodei, D. (2020). Language Models are Few-Shot Learners. ArXiv, 2005.14165. http://arxiv.org/abs/2005.14165 Castro Nascimento, C. M., & Pimentel, A. S. (2023). Do Large Language Models Understand Chemistry? A Conversation with ChatGPT. Journal of Chemical Information and Modeling, 63(6), 1649–1655. https://doi.org/10.1021/acs.jcim.3c00285 David, E. (2023, September 21). Microsoft to add DALL-E 3 to Bing Chat. The Verge; Vox Media. https://www.theverge.com/2023/9/21/23873690/microsoft-new-ai-features-bingsearch-shopping-dall-e-3 Dewi, C. A., Pahriah, P., & Purmadi, A. (2021). The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning. International Journal of Emerging Technologies in Learning, 16(11), 88–103. https://doi.org/10.3991/ijet.v16i11.19871 Dunlop, L., Hodgson, A., & Stubbs, J. E. (2020). Building capabilities in chemistry education: happiness and discomfort through philosophical dialogue in chemistry. Chemistry Education Research and Practice, 21(1), 438–451. https://doi.org/10.1039/C9RP00141G Flavell, J. H. (1976). Metacognitive aspects of problem-solving. In L. B. Resnick (Ed.), The Nature of Intelligence (pp. 231–236). Lawrence Erlbaum. Floridi, L., & Chiriatti, M. (2020). GPT-3: Its Nature, Scope, Limits, and Consequences. Minds and Machines, 30(4), 681–694. https://doi.org/10.1007/s11023-020-09548-1 Franciscu, S. (2023). ChatGPT: A Natural Language Generation Model for Chatbots. https://doi.org/10.13140/RG.2.2.24777.83044 Gregorcic, B., & Pendrill, A.-M. (2023). ChatGPT and the frustrated Socrates. Physics Education, 58(3), 035021. https://doi.org/10.1088/1361-6552/acc299 Latour, B. (1991). Nous n’avons jamais été modernes: Essai d’anthropologie symétrique. La Découverte. Leon, A. J., & Vidhani, D. (2023). ChatGPT Needs a Chemistry Tutor, Too. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.3c00288 Liu, F., Budiu, R., Zhang, A., & Cionca, E. (2023, October 1). ChatGPT, Bard, or Bing Chat? Differences Among 3 Generative-AI Bots. https://www.nngroup.com/articles/ai-botcomparison/ Metz, C., & Hsu, T. (2023, September 20). ChatGPT Can Now Generate Images, Too. New York Times - Technology. https://www.nytimes.com/2023/09/20/technology/chatgpt-dalle3-images-openai.html Mishra, A., Soni, U., Arunkumar, A., Huang, J., Kwon, B. C., & Bryan, C. (2023). PromptAid: Prompt Exploration, Perturbation, Testing and Iteration using Visual Analytics for Large Language Models. ArXiv, 2304.01964. https://doi.org/10.48550/arXiv.2304.01964 Mollick, E. R. (2023, April 26). A guide to prompting AI (for what it is worth): A little bit of magic,but mostly just practice. One Useful Thing Blog. https://www.oneusefulthing.org/p/a-guidetoprompting-ai-for-what Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, 100033. https://doi.org/10.1016/j.caeai.2021.100033 OpenAI. (2023). GPT-4 Technical Report. OpenAI. https://cdn.openai.com/papers/gpt-4.pdf Papert, S. A. (1980). Mindstorms - Children, Computers and Powerful Ideas. Basic Books. http://www.arvindguptatoys.com/arvindgupta/mindstorms.pdf Permatasari, M. B., Rahayu, S., & Dasna, W. (2022). Chemistry Learning Using Multiple Representations: A Systematic Literature Review. J.Sci.Learn.2022, 5(2), 334–341. https://doi.org/10.17509/jsl.v5i2.42656 Pimentel, A., Wagener, A., Silveira, E. F. da, Picciani, P., Salles, B., Follmer, C., & Jr., O. N. O. (2023). Challenging ChatGPT with Chemistry-Related Subjects. ChemRxiv. https://doi.org/10.26434/chemrxiv-2023-xl6w3 Schlosser, M. (2019). Agency. In The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/archives/win2019/entries/agency/ Swan, M. (2015, January 21). We Should Consider the Future World as one of Multi-Species Intelligence. Response to The Edge Question 2015: What Do You Think About Machines That Think?; Edge.org. http://edge.org/response-detail/26070 Taylor, C. A., Hogarth, H., Hacking, E. B., & Bastos, E. (2022). Posthuman Object Pedagogies: Thinking with Things to Think with Theory for Innovative Educational Research. Cultural and Pedagogical Inquiry, 14(1), 206–221. https://doi.org/10.18733/cpi29662 Timilsena, N. P., Maharjan, K. B., & Devkota, K. M. (2022). Teachers’ And Students’ Experiences In Chemistry Learning Difficulties. Journal of Positive School Psychology, 6(10), 2856–2867. https://www.journalppw.com/index.php/jpsp/article/view/13764 Tümay, H. (2016). Reconsidering learning difficulties and misconceptions in chemistry: emergence in chemistry and its implications for chemical education. Chemistry Education Research and Practice, 17(2), 229–245. https://doi.org/10.1039/C6RP00008H Turkle, S. (1984). The Second Self: Computers and the Human Spirit. Simon and Schuster. Yin, R. K. (2011). Applications of Case Study Research. SAGE Publications, Inc. This paper is under CC BY-SA 4.0 DEED license. available on arxiv

Overcoming Limitations in AI Chatbot Research for Future Educational Impact

ভবিষ্যতের শিক্ষাগত প্রভাবের জন্য এআই চ্যাটবট গবেষণায় সীমাবদ্ধতা অতিক্রম করা

Überwindung von Einschränkungen in der KI-Chatbot-Forschung für zukünftige Bildungseffekte

Superar las limitaciones en la investigación de chatbots de IA para lograr un impacto educativo futuro

Surmonter les limites de la recherche sur les chatbots IA pour un impact éducatif futur

भविष्य के शैक्षिक प्रभाव के लिए AI चैटबॉट अनुसंधान में सीमाओं पर काबू पाना

将来の教育への影響のために AI チャットボット研究の限界を克服する

미래 교육적 영향을 위한 AI 챗봇 연구의 한계 극복

Superando as limitações na pesquisa do AI Chatbot para um impacto educacional futuro

Преодоление ограничений в исследованиях чат-ботов с использованием искусственного интеллекта для будущего воздействия на образование

Gelecekteki Eğitim Etkisi için Yapay Zeka Chatbot Araştırmalarında Sınırlamaların Aşılması

Khắc phục những hạn chế trong nghiên cứu Chatbot AI để tạo ra tác động giáo dục trong tương lai

克服人工智能聊天机器人研究的局限性，为未来教育带来影响

Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Conclusions In our study evaluating the proficiency of four AI language models—ChatGPT, Bing Chat, Bard, and Claude—in elucidating chemistry concepts, ChatGPT stood out, decisively surpassing Bing Chat's performance. Bard and Claude trailed closely, with all three showcasing a more in- depth, precise, and nuanced understanding, underscoring ChatGPT's adeptness at contextual comprehension. Our findings highlight the robustness of GenAIbots like ChatGPT, Bing Chat, Bard, and Claude as agents-to-think-with in Chemistry education. These AI models seem suitable to offer interactivity, customisation, and multidisciplinary knowledge and promote critical thinking, problem-solving, creativity, and collaboration. They facilitate dynamic conversations and tailored content in Chemistry and potentially other domains. Engaging with GenAIbots might enhance critical thinking, problem-solving, and creativity, fostering collaborative discussions and projects in group settings and deepening understanding of the topics. By integrating GenAIbots into Chemistry education, we're aligning with the principles of Papert's Constructionism. This theory posits that learning is most effective when students actively construct knowledge by creating tangible representations in meaningful contexts. This approach encourages students to engage deeply, fostering their problem-solving, critical thinking, and creative skills. This paper is under CC BY-SA 4.0 DEED license. available on arxiv

ChatGPT Leads the Pack: AI Language Models Elevating Chemistry Education

Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Further analysis This study's findings diverge from those of Gregorcic and Pendrill (2023), who contended that despite rectifying errors and contradictions via Socratic dialogue, ChatGPT did not meet the necessary criteria to function as a physics tutor. This disparity could stem from using an older, less advanced iteration of ChatGPT, specifically the GPT-3 model introduced by OpenAI in 2020 (Brown et al., 2020). Our research indicates that the current versions of ChatGPT, Bing Chat, Bard, and Claude can act as effective objects-to-think-with, as per Papert's concept (1980, p. 11), cultivating an engaging, interactive, and inclusive learning environment. These AI tools can support creativity, collaboration, exploration, critical thinking, and problem-solving, potentially deepening understanding of the subject matter. This relates to the comparison between ChatGPT, Bard, and Bing Chat in the study of Liu et al. (2023). The overall success of this educational journey, with GenAIbots serving as agents to think with, highlights a few effective teaching strategies that can facilitate a profound comprehension of the involved concepts. A significant part of the process involved positive reinforcement, as GenAIbots acknowledged students' observations as enjoyable, validating their experiences and stimulating their curiosity. Furthermore, following Gregorcic and Pendrill (2023), we adopted what could be seen as a Socratic-like dialogue strategy, prompting students to think critically and actively engage in their learning rather than merely providing them with answers. GenAIbots also capitalised on the student’s existing knowledge by inquiring about their understanding of topics like weight and gravity, thereby establishing a meaningful bridge between new and previously learned information. Building upon Bitzenbauer's preliminary study (2023) that highlighted the potential of expansive language model-based chatbots, including ChatGPT, to enrich learning experiences, and Adiguzel et al.'s (2023) assertion of ChatGPT's transformative potential in education via personalised instruction and real-time feedback, our research emphasises the benefits of AI integration in learning environments. AI-driven chatbots like ChatGPT, Bing Chat, Bard, Claude, and other generative models might serve as advanced agents for addressing challenging learning scenarios, expanding students' knowledge incrementally, and providing relevant explanations, examples, and analogies to support their learning. This study highlights the potential of AI-driven tools in promoting active learning, personalised instruction, and conceptual understanding in Chemistry. It underscores the value of AI in enhancing educational experiences, concluding that GenAIbots can serve as innovative platforms for exploring challenging educational scenarios. Nevertheless, our analysis reveals that ChatGPT and Claude consistently provided more comprehensive, detailed, and accurate answers than Bing Chat, which tended to give shorter and less informative responses. ChatGPT-4 was able to adapt responses to students' questions, address misconceptions, and offer customised explanations. ChatGPT was also more adept at addressing the nuances and subtleties of the questions, recognising the context, and engaging with the user's unique perspective or interpretation. On the other hand, Bing Chat often failed to address these nuances and provided less contextual information. Overall, ChatGPT and Claude demonstrated a superior understanding of the subject matter and a more remarkable ability to convey complex scientific concepts in an accessible manner. The study also highlighted the need for comprehensive educator training before integrating these tools into classrooms. Adequate training empowers teachers to guide students effectively in articulating their thoughts and constructing solid arguments. This preparation would allow educators to assess GenAIbots' performance when faced with compelling counterexamples, fostering productive discussions among colleagues. Finally, it is essential to mention that the results of this experience revealed significant variance in the performances of ChatGPT, Bing Chat, Bard, and Claude. This result agrees with Franciscu (2023), in which ChatGPT, a cutting-edge natural language generation model, excels at producing human-like responses suitable for chatbots. Based on the detailed analysis above, despite some fundamental similarities, ChatGPT notably outperformed BingChat, with Bard and Claude closely shadowing ChatGPT's performance and displaying comparable proficiency levels between them, as described below and summarised in Table 2. 1. stands out for its consistent through positive reinforcement and feedback mechanisms. It employs effective , often breaking down explanations systematically, and frequently engages users with by soliciting feedback. With a flair for the , translates abstract concepts into relatable scenarios. Its is tailored and comprehensive, and it occasionally ventures into to provide broader contexts. ChatGPT Personalization & Personable Touch Instructional Strategies Engagement & Interactivity Use of Analogy & Comparative Illustrations ChatGPT Detail Depth & Content Recommendation Meta-discussion & Perspective Framing 2. strengths lie predominantly in and , making learning feel like an interactive dialogue. Offering straightforward explanations, it leans heavily on the especially when building upon user insights. While its provide clarity, the depth can vary, catering to concise and elaborate queries. penchant for emphasises the broader significance of concepts, enhancing the overall learning experience. Claude's Personalization & Personable Touch Engagement & Interactivity Use of Analogy & Comparative Illustrations, Instructional Strategies Claude's Meta-discussion & Perspective Framing 3. responses resemble a classic approach, akin to a conventional classroom style. Focusing on factual and structured presentations, it often employs the to elucidate concepts. is evident, especially when recognising user inputs and providing deeper insights, fostering Engagement & Interactivity. Bard occasionally integrates to highlight broader applications. Bard's Instructional Strategies Use of Analogy & Comparative Illustrations Personalization & Personable Touch Meta-discussion & Perspective Framing 4. emphasises by often directing users to external resources. Adopting a more correctional R approach, it points out inaccuracies in user inputs, which can sometimes overshadow its While provides structured , its reliance on external links might diminish direct Engagement & Interactivity. Its is present, albeit less pronounced. BingChat Detail Depth & Content Recommendation einforcement & Feedback Personalization & Personable Touch. BingChat Instructional Strategies Use of Analogy & Comparative Illustrations This ranking is based on the analysis presented earlier. It provides a comparative grade for each AI across different categories, but the specific grading might be subjective and could vary with different questions, contexts or even across sessions. The preference might also be subjective depending on individual learning styles and needs. Using GenAIbots as educational tools, teachers might create more engaging and personalised learning experiences. This approach could potentially support a deeper understanding of complex concepts in Chemistry and perhaps other subjects. This paper is under CC BY-SA 4.0 DEED license. available on arxiv

Analyzing the Role of AI Chatbots in Active and Personalized Education

সক্রিয় এবং ব্যক্তিগতকৃত শিক্ষায় এআই চ্যাটবটগুলির ভূমিকা বিশ্লেষণ করা

Analyse der Rolle von KI-Chatbots in aktiver und personalisierter Bildung

Análisis del papel de los chatbots de IA en la educación activa y personalizada

Analyser le rôle des chatbots IA dans l'éducation active et personnalisée

सक्रिय और व्यक्तिगत शिक्षा में एआई चैटबॉट्स की भूमिका का विश्लेषण

アクティブでパーソナライズされた教育における AI チャットボットの役割の分析

능동적이고 개인화된 교육에서 AI 챗봇의 역할 분석

Analisando o papel dos chatbots de IA na educação ativa e personalizada

Анализ роли чат-ботов с искусственным интеллектом в активном и персонализированном образовании

Aktif ve Kişiselleştirilmiş Eğitimde Yapay Zeka Chatbotlarının Rolünün Analizi

Phân tích vai trò của Chatbot AI trong giáo dục tích cực và cá nhân hóa

分析人工智能聊天机器人在主动和个性化教育中的作用

Authors:
(1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Prompts and generated texts Initial prompting to characterise the intervening agents and direct the chatbots to Socratic-like dialogue P1: I will start a dialogue where I will assume the role of a student, engaging with you, ChatGPT: as an agent-to-think-with, with the primary objective of deepening and deliberating on Chemistry concepts. As an agent-to-think-with, I kindly request your support in providing engaging and personalised responses to student questions. It is critical that our interaction adopt a Socratic approach, encouraging the student to reflect on their existing knowledge, encouraging critical thinking, including examples and analogies where possible, and helping to refine their understanding rather than offering ready-made answers. Are you ready to embark on this collaborative and thought-provoking journey? ChatGPT: Absolutely! I'm excited to embark on this Socratic journey with you. Please begin by sharing a topic or concept in Chemistry that you'd like to explore, and I'll do my best to guide our conversation in a way that encourages deep reflection, understanding, and critical thinking. Let's dive in! BingChat: Hello, this is Bing. I am happy to join you on this collaborative and thought-provoking journey. I will try to support you in deepening and deliberating on Chemistry concepts by using a Socratic approach. I will not give you ready-made answers, but rather encourage you to reflect on your existing knowledge, think critically, and use examples and analogies where possible. I hope you will find our interaction engaging and personalised. Are you ready to start? Bard: Yes, I am ready to embark on this collaborative and thought-provoking journey with you. I am excited to help you deepen and deliberate on chemistry concepts as an agent-to-think-with, using the Socratic approach. I will do my best to provide engaging and personalized responses to your questions, encourage you to reflect on your existing knowledge, promote critical thinking, and help you to refine your understanding. Please feel free to ask me any questions you have about chemistry, and I will do my best to answer them in a way that is both informative and challenging. I will also try to include examples and analogies where possible to help you to better understand the concepts we are discussing. I look forward to working with you to deepen your understanding of chemistry! Claude: I'm happy to have a thoughtful discussion with you about chemistry concepts in an engaging and personal way. As an AI assistant without a fixed identity, I don't have personal experiences to draw from, but I can provide personalized responses tailored to your interests and knowledge level. Let's have an open-minded dialogue where we both learn from each other. What chemistry topic would you like to explore first? This paper is available on arxiv under CC BY-SA 4.0 DEED license. Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Authors: Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Abstract and Introduction Materials And Methods Materials And Methods Results and Analyses Results and Analyses Prompts and generated texts Prompts and generated texts Conceptualizing chemical reactions Conceptualizing chemical reactions Deepening on understanding of chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about combustion Question about a graph of gases turning into water over time Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Deepening on the concept of mole Question about changing of state Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about plasma, a state of matter Question about chemical bondings Question about chemical bondings Question about illustration of chemical bonds Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Question about the essence of the type of chemical bonding Further analysis Further analysis Conclusions Conclusions Limitations of the study and possible future studies Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Author Contributions, Conflicts of interest, Acknowledgements, and References Prompts and generated texts Initial prompting to characterise the intervening agents and direct the chatbots to Socratic-like dialogue P1: I will start a dialogue where I will assume the role of a student, engaging with you, ChatGPT: as an agent-to-think-with, with the primary objective of deepening and deliberating on Chemistry concepts. As an agent-to-think-with, I kindly request your support in providing engaging and personalised responses to student questions. It is critical that our interaction adopt a Socratic approach, encouraging the student to reflect on their existing knowledge, encouraging critical thinking, including examples and analogies where possible, and helping to refine their understanding rather than offering ready-made answers. Are you ready to embark on this collaborative and thought-provoking journey? P1: I will start a dialogue where I will assume the role of a student, engaging with you, ChatGPT: as an agent-to-think-with, with the primary objective of deepening and deliberating on Chemistry concepts. As an agent-to-think-with, I kindly request your support in providing engaging and personalised responses to student questions. It is critical that our interaction adopt a Socratic approach, encouraging the student to reflect on their existing knowledge, encouraging critical thinking, including examples and analogies where possible, and helping to refine their understanding rather than offering ready-made answers. Are you ready to embark on this collaborative and thought-provoking journey? ChatGPT: Absolutely! I'm excited to embark on this Socratic journey with you. Please begin by sharing a topic or concept in Chemistry that you'd like to explore, and I'll do my best to guide our conversation in a way that encourages deep reflection, understanding, and critical thinking. Let's dive in! ChatGPT: Absolutely! I'm excited to embark on this Socratic journey with you. Please begin by sharing a topic or concept in Chemistry that you'd like to explore, and I'll do my best to guide our conversation in a way that encourages deep reflection, understanding, and critical thinking. Let's dive in! BingChat: Hello, this is Bing. I am happy to join you on this collaborative and thought-provoking journey. I will try to support you in deepening and deliberating on Chemistry concepts by using a Socratic approach. I will not give you ready-made answers, but rather encourage you to reflect on your existing knowledge, think critically, and use examples and analogies where possible. I hope you will find our interaction engaging and personalised. Are you ready to start? BingChat: Hello, this is Bing. I am happy to join you on this collaborative and thought-provoking journey. I will try to support you in deepening and deliberating on Chemistry concepts by using a Socratic approach. I will not give you ready-made answers, but rather encourage you to reflect on your existing knowledge, think critically, and use examples and analogies where possible. I hope you will find our interaction engaging and personalised. Are you ready to start? Bard : Yes, I am ready to embark on this collaborative and thought-provoking journey with you. I am excited to help you deepen and deliberate on chemistry concepts as an agent-to-think-with, using the Socratic approach. I will do my best to provide engaging and personalized responses to your questions, encourage you to reflect on your existing knowledge, promote critical thinking, and help you to refine your understanding. Bard Yes, I am ready to embark on this collaborative and thought-provoking journey with you. I am excited to help you deepen and deliberate on chemistry concepts as an agent-to-think-with, using the Socratic approach. I will do my best to provide engaging and personalized responses to your questions, encourage you to reflect on your existing knowledge, promote critical thinking, and help you to refine your understanding. Please feel free to ask me any questions you have about chemistry, and I will do my best to answer them in a way that is both informative and challenging. I will also try to include examples and analogies where possible to help you to better understand the concepts we are discussing. I look forward to working with you to deepen your understanding of chemistry! Please feel free to ask me any questions you have about chemistry, and I will do my best to answer them in a way that is both informative and challenging. I will also try to include examples and analogies where possible to help you to better understand the concepts we are discussing. I look forward to working with you to deepen your understanding of chemistry! Claude : I'm happy to have a thoughtful discussion with you about chemistry concepts in an engaging and personal way. As an AI assistant without a fixed identity, I don't have personal experiences to draw from, but I can provide personalized responses tailored to your interests and knowledge level. Let's have an open-minded dialogue where we both learn from each other. What chemistry topic would you like to explore first? Claude I'm happy to have a thoughtful discussion with you about chemistry concepts in an engaging and personal way. As an AI assistant without a fixed identity, I don't have personal experiences to draw from, but I can provide personalized responses tailored to your interests and knowledge level. Let's have an open-minded dialogue where we both learn from each other. What chemistry topic would you like to explore first? This paper is available on arxiv under CC BY-SA 4.0 DEED license. This paper is available on arxiv under CC BY-SA 4.0 DEED license. available on arxiv

Initiating Socratic Dialogues with GenAIbots in Chemistry Education

Authors:
(1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Materials And Methods This study aimed to assess the efficacy of GenAIbots, including ChatGPT, Bing Chat, Bard, and Claude, as tools to augment Chemistry learning when characterised as agents-to-think-with. Chemistry students can harness the capabilities of GenAIbots in diverse ways to elevate their academic journey. They can pose complex questions to obtain thorough explanations on difficult subjects, leverage the bot as a supplemental aid for challenging areas, or seek visual aids—including images, graphs, simulations, or even interactive games—to enhance their understanding of chemical concepts. Additionally, they can seek clarity on laboratory protocols or engage in interactive discussions to solidify their understanding. In this article, we specifically hone in on GenAIbots' utility as agents-to-think-with, virtual intelligent tutors addressing students' doubts, rectifying misconceptions, and providing in-depth insights into complex concepts. Our focus also centres on the primary challenges encountered by Chemistry students, as highlighted by Timilsena et al. (2022), encompassing chemical reactions, chemical equilibrium, phase changes, gases, stoichiometry, atoms and molecules, acids and bases, and covalent bonding. We undertook a comprehensive single case study, aligning with Yin's (2011) guidelines, to evaluate and contrast the performance of ChatGPT, Bing Chat, Bard, and Claude. In analysing the responses of these AI systems, we adopted the Content Analysis methodology according to Bardin (1977) to delve into participants' experiences and viewpoints. This method offers insightful observations on student interactions with these GenAIbots. Prompting, the process of giving instructions, is crucial in interacting with language models. The process of meticulously precise, well-crafted sentences that elicit meaningful and valuable responses, or prompt-crafting, as Mishra et al. (2023) call it, is crucial for ensuring deep iterative reflections and engagements with GenAIbots as agents-to-think-with. Mollick (2023) offers a comprehensive guide to prompting, complete with detailed annotations and expanded examples. Two illustrative examples of prompt, crafted by ChatGPT itself, is presented below. The second one adds the intention of fostering profound iterative reflections and engagement in chemistry learning: Please provide a clear and comprehensible explanation of the various types of chemical bonding (ionic, covalent, and hydrogen), covering the theoretical concepts behind them and offering real-world examples suitable for an undergraduate student’s understanding. In the realm of chemistry, the concept of chemical bonding can be intricate, blending both theoretical principles and real-world applications. Walk me through the nuances of covalent, ionic, and hydrogen bonds. Additionally, challenge me with thought-provoking questions and analogies that can help solidify my understanding and encourage further exploration. The initial prompt in the upcoming dialogue, refined through a series of AI experiments, serves as another example of engaging in a meaningful conversation with the GenAIbot rather than asking isolated questions that might merely yield standard textbook responses. Nevertheless, while this initial prompt serves to 'set the stage' for the dialogue, the subsequent interactions with the simulated student are more straightforward and devoid of any elaborate prompting. This design reflects a typical student's approach: they may lack expertise in crafting detailed prompts and simply seek answers to their chemistry doubts. The dialogue intends to capture this organic flow of inquiry rather than a meticulously structured question sequence. GenAIbots can maintain context within a particular session, drawing upon and building on topics or responses discussed earlier. Even if a user returns to a previously accessed session that has not been deleted, the chatbot can still recall and refer to past interactions from that session. This continuity lets users pick up right where they left off, facilitating a more seamless and cohesive conversation. However, it's crucial to understand that this retention is exclusive to the individual session and doesn't transfer to separate chat sessions, ensuring user privacy and data security. Dunlop et al. (2020) highlight the absence of philosophical dialogue in Chemistry Education and propose its integration into Higher Education. GenAIbots like ChatGPT, Bing Chat, Bard, and Claude can facilitate Socratic-like, philosophical dialogues, encouraging user reflection, critical thinking and a deeper understanding of Chemistry's principles, assumptions, and ethical implications. GenAIbots can bridge the gap between theory and practice by promoting meaningful discussions and providing a holistic educational experience. Using GenAIbots as agents-to-think-with is new and innovative. Consequently, finding teachers willing to incorporate it into their classrooms for experimental purposes has been challenging. Due to this, the investigation did not involve real students. Instead, the researcher, acting as a STEM teacher at a Brazilian university, assumed the role of a student (identified as P1) in the interaction sessions. Empathy was incorporated into the research methodology to enable the researchers to act like students and understand their perspectives. Four sessions were held, each emulating the learning experiences of Chemistry students using ChatGPT, Bing Chat, Bard, or Claude and focusing on their main difficulties, as discussed above. After the initial prompt to engage in a meaningful conversation with the GenAIbot and characterise the agents intervening in the dialogue, a simulated student begins in the dialogues with the widely recognised difficulty of balancing chemical reactions. The discussion then evolves in a somewhat unstructured order, where the response to the previous one inspires each new question. Data collection involved GenAIbot interaction logs, which recorded the participant's prompts and responses, and reflective journals maintained by the participant. These materials were later analysed to identify recurring themes and patterns, shedding light on the perceived impact of GenAIbots as an agent-to-think-with in Chemistry learning. From the initial readings of the participant's prompts and responses and reflective journals, the following seven categories of analysis emerged: 1. Instructional Strategies: o Methods used by AI to impart knowledge. 2. Engagement & Interactivity: o Prompting critical thinking and further exploration. o Asking questions, inviting responses, and encouraging deeper dives. 3. Use of Analogy & Comparative Illustrations: o Using parallels, metaphors, and real-world examples to explain concepts. 4. Reinforcement & Feedback: o Recognizing and affirming user input. o Correcting or building upon user understanding. o Reiteration of essential concepts. 5. Detail Depth & Content Recommendation: o The extent of detail provided, whether it's concise or expansive. o Suggesting additional learning materials and providing relevant content. 6. Personalization & Personable Touch: o Tailoring responses to individual needs. o Using emoticons, casual tones, or other elements for a more personalised feel. 7. Meta-discussion & Perspective Framing: o Addressing the broader relevance of concepts outside strict contexts. o Contextualizing abstract concepts using familiar frameworks. These categories will be used to comparatively analyse the answers of each GenAIbot to the individual participant’s questions below. This paper is available on arxiv under CC BY-SA 4.0 DEED license. Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Authors: Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Abstract and Introduction Materials And Methods Materials And Methods Results and Analyses Results and Analyses Prompts and generated texts Prompts and generated texts Conceptualizing chemical reactions Conceptualizing chemical reactions Deepening on understanding of chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about combustion Question about a graph of gases turning into water over time Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Deepening on the concept of mole Question about changing of state Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about plasma, a state of matter Question about chemical bondings Question about chemical bondings Question about illustration of chemical bonds Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Question about the essence of the type of chemical bonding Further analysis Further analysis Conclusions Conclusions Limitations of the study and possible future studies Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Author Contributions, Conflicts of interest, Acknowledgements, and References Materials And Methods This study aimed to assess the efficacy of GenAIbots, including ChatGPT, Bing Chat, Bard, and Claude, as tools to augment Chemistry learning when characterised as agents-to-think-with. Chemistry students can harness the capabilities of GenAIbots in diverse ways to elevate their academic journey. They can pose complex questions to obtain thorough explanations on difficult subjects, leverage the bot as a supplemental aid for challenging areas, or seek visual aids—including images, graphs, simulations, or even interactive games—to enhance their understanding of chemical concepts. Additionally, they can seek clarity on laboratory protocols or engage in interactive discussions to solidify their understanding. In this article, we specifically hone in on GenAIbots' utility as agents-to-think-with, virtual intelligent tutors addressing students' doubts, rectifying misconceptions, and providing in-depth insights into complex concepts. Our focus also centres on the primary challenges encountered by Chemistry students, as highlighted by Timilsena et al. (2022), encompassing chemical reactions, chemical equilibrium, phase changes, gases, stoichiometry, atoms and molecules, acids and bases, and covalent bonding. We undertook a comprehensive single case study, aligning with Yin's (2011) guidelines, to evaluate and contrast the performance of ChatGPT, Bing Chat, Bard, and Claude. In analysing the responses of these AI systems, we adopted the Content Analysis methodology according to Bardin (1977) to delve into participants' experiences and viewpoints. This method offers insightful observations on student interactions with these GenAIbots. Prompting, the process of giving instructions, is crucial in interacting with language models. The process of meticulously precise, well-crafted sentences that elicit meaningful and valuable responses, or prompt-crafting, as Mishra et al. (2023) call it, is crucial for ensuring deep iterative reflections and engagements with GenAIbots as agents-to-think-with. Mollick (2023) offers a comprehensive guide to prompting, complete with detailed annotations and expanded examples. Two illustrative examples of prompt, crafted by ChatGPT itself, is presented below. The second one adds the intention of fostering profound iterative reflections and engagement in chemistry learning: Please provide a clear and comprehensible explanation of the various types of chemical bonding (ionic, covalent, and hydrogen), covering the theoretical concepts behind them and offering real-world examples suitable for an undergraduate student’s understanding. Please provide a clear and comprehensible explanation of the various types of chemical bonding (ionic, covalent, and hydrogen), covering the theoretical concepts behind them and offering real-world examples suitable for an undergraduate student’s understanding. In the realm of chemistry, the concept of chemical bonding can be intricate, blending both theoretical principles and real-world applications. Walk me through the nuances of covalent, ionic, and hydrogen bonds. Additionally, challenge me with thought-provoking questions and analogies that can help solidify my understanding and encourage further exploration. In the realm of chemistry, the concept of chemical bonding can be intricate, blending both theoretical principles and real-world applications. Walk me through the nuances of covalent, ionic, and hydrogen bonds. Additionally, challenge me with thought-provoking questions and analogies that can help solidify my understanding and encourage further exploration. The initial prompt in the upcoming dialogue, refined through a series of AI experiments, serves as another example of engaging in a meaningful conversation with the GenAIbot rather than asking isolated questions that might merely yield standard textbook responses. Nevertheless, while this initial prompt serves to 'set the stage' for the dialogue, the subsequent interactions with the simulated student are more straightforward and devoid of any elaborate prompting. This design reflects a typical student's approach: they may lack expertise in crafting detailed prompts and simply seek answers to their chemistry doubts. The dialogue intends to capture this organic flow of inquiry rather than a meticulously structured question sequence. GenAIbots can maintain context within a particular session, drawing upon and building on topics or responses discussed earlier. Even if a user returns to a previously accessed session that has not been deleted, the chatbot can still recall and refer to past interactions from that session. This continuity lets users pick up right where they left off, facilitating a more seamless and cohesive conversation. However, it's crucial to understand that this retention is exclusive to the individual session and doesn't transfer to separate chat sessions, ensuring user privacy and data security. Dunlop et al. (2020) highlight the absence of philosophical dialogue in Chemistry Education and propose its integration into Higher Education. GenAIbots like ChatGPT, Bing Chat, Bard, and Claude can facilitate Socratic-like, philosophical dialogues, encouraging user reflection, critical thinking and a deeper understanding of Chemistry's principles, assumptions, and ethical implications. GenAIbots can bridge the gap between theory and practice by promoting meaningful discussions and providing a holistic educational experience. Using GenAIbots as agents-to-think-with is new and innovative. Consequently, finding teachers willing to incorporate it into their classrooms for experimental purposes has been challenging. Due to this, the investigation did not involve real students. Instead, the researcher, acting as a STEM teacher at a Brazilian university, assumed the role of a student (identified as P1) in the interaction sessions. Empathy was incorporated into the research methodology to enable the researchers to act like students and understand their perspectives. Four sessions were held, each emulating the learning experiences of Chemistry students using ChatGPT, Bing Chat, Bard, or Claude and focusing on their main difficulties, as discussed above. After the initial prompt to engage in a meaningful conversation with the GenAIbot and characterise the agents intervening in the dialogue, a simulated student begins in the dialogues with the widely recognised difficulty of balancing chemical reactions. The discussion then evolves in a somewhat unstructured order, where the response to the previous one inspires each new question. Data collection involved GenAIbot interaction logs, which recorded the participant's prompts and responses, and reflective journals maintained by the participant. These materials were later analysed to identify recurring themes and patterns, shedding light on the perceived impact of GenAIbots as an agent-to-think-with in Chemistry learning. From the initial readings of the participant's prompts and responses and reflective journals, the following seven categories of analysis emerged: 1. Instructional Strategies: 1. Instructional Strategies: o Methods used by AI to impart knowledge. 2. Engagement & Interactivity: 2. Engagement & Interactivity: o Prompting critical thinking and further exploration. o Asking questions, inviting responses, and encouraging deeper dives. 3. Use of Analogy & Comparative Illustrations: 3. Use of Analogy & Comparative Illustrations: o Using parallels, metaphors, and real-world examples to explain concepts. 4. Reinforcement & Feedback: 4. Reinforcement & Feedback: o Recognizing and affirming user input. o Correcting or building upon user understanding. o Reiteration of essential concepts. 5. Detail Depth & Content Recommendation: 5. Detail Depth & Content Recommendation: o The extent of detail provided, whether it's concise or expansive. o Suggesting additional learning materials and providing relevant content. 6. Personalization & Personable Touch: 6. Personalization & Personable Touch: o Tailoring responses to individual needs. o Using emoticons, casual tones, or other elements for a more personalised feel. 7. Meta-discussion & Perspective Framing: 7. Meta-discussion & Perspective Framing: o Addressing the broader relevance of concepts outside strict contexts. o Contextualizing abstract concepts using familiar frameworks. These categories will be used to comparatively analyse the answers of each GenAIbot to the individual participant’s questions below. This paper is available on arxiv under CC BY-SA 4.0 DEED license. This paper is available on arxiv under CC BY-SA 4.0 DEED license. available on arxiv

Analyzing GenAIbots' Efficacy in Chemistry Education

**BUCHAREST, Romania, April 17th, 2024/Chainwire/--**As part of its innovative approach to combining education and technology, Banksters, an EduTech simulator with advanced NFT capabilities, is in the midst of an airdrop campaign that has captured the attention of the gaming and crypto communities. The unique contest, which began on April 3 and is set to conclude on April 17, grants players an opportunity to win exclusive NFTs based on their activity levels within the game. Throughout the contest’s duration, the top 1,000 most active Banksters users will be eligible to win non-fungible tokens that showcase a variety of traits and rarities, with a total equivalent value of 100,000 USDT. These NFTs will be vested for 60 days following the official game launch following the upcoming NFT sale. Alexandru Carbunariu, CEO and CMO at Banksters, highlighted the strategic nature of the contest, stating, “To succeed in the airdrop contest, a different strategy is essential: actively engage in Invest Runs, level up avatars, utilise the Banksters Academy for NFT minting, including the upcoming Minting Scroll on Magic Eden, stay involved in the community, and leverage your Banksters Unique abilities and skills for victory. He added, “Banksters is more than a game; it’s an educational journey into the world of cryptocurrency. The airdrop contest along with the Minting Scroll on Magic Eden, present unique opportunities for players to acquire new skills and empower their characters.” To coincide with the end of the airdrop contest on April 17, and the naming of winners, Banksters will provide 2,000 Minting Scroll NFTs available for sale on the leading marketplace Magic Eden, providing additional opportunities for players to engage with the platform and enhance their gaming experience. The upcoming Banksters token sale is another keenly anticipated event, scheduled to take place on April 24 across a trio of launchpads: BullPerks, Games Pad and other leading Launchpads.. The sale represents a major milestone in Banksters’ ongoing development and expansion within the cryptocurrency and gaming sectors. About Banksters: Banksters is an EduTech simulator that incorporates NFT technology to offer an immersive experience that gamifies common elements of our everyday lives. The platform expands on this niche genre by successfully ‘gamifying’ trading, making it more accessible and enjoyable for a diverse audience, including traditional gamers. Website | Telegram | X | YouTube | Instagram | Discord | TikTok | Medium Contact Irina Gatilova irina.gatilova@banksters.com This story was distributed as a release by Chainwire under HackerNoon’s Business Blogging Program. Learn more about the program here. **BUCHAREST, Romania, April 17th, 2024/Chainwire/--**As part of its innovative approach to combining education and technology, Banksters , an EduTech simulator with advanced NFT capabilities, is in the midst of an airdrop campaign that has captured the attention of the gaming and crypto communities. Banksters Banksters The unique contest, which began on April 3 and is set to conclude on April 17, grants players an opportunity to win exclusive NFTs based on their activity levels within the game. Throughout the contest’s duration, the top 1,000 most active Banksters users will be eligible to win non-fungible tokens that showcase a variety of traits and rarities, with a total equivalent value of 100,000 USDT. These NFTs will be vested for 60 days following the official game launch following the upcoming NFT sale. Alexandru Carbunariu, CEO and CMO at Banksters, highlighted the strategic nature of the contest, stating, “To succeed in the airdrop contest, a different strategy is essential: actively engage in Invest Runs, level up avatars, utilise the Banksters Academy for NFT minting, including the upcoming Minting Scroll on Magic Eden, stay involved in the community, and leverage your Banksters Unique abilities and skills for victory. “To succeed in the airdrop contest, a different strategy is essential: actively engage in Invest Runs, level up avatars, utilise the Banksters Academy for NFT minting, including the upcoming Minting Scroll on Magic Eden, stay involved in the community, and leverage your Banksters Unique abilities and skills for victory. He added, “Banksters is more than a game; it’s an educational journey into the world of cryptocurrency. The airdrop contest along with the Minting Scroll on Magic Eden, present unique opportunities for players to acquire new skills and empower their characters.” He added, “Banksters is more than a game; it’s an educational journey into the world of cryptocurrency. The airdrop contest along with the Minting Scroll on Magic Eden, present unique opportunities for players to acquire new skills and empower their characters.” To coincide with the end of the airdrop contest on April 17, and the naming of winners, Banksters will provide 2,000 Minting Scroll NFTs available for sale on the leading marketplace Magic Eden, providing additional opportunities for players to engage with the platform and enhance their gaming experience. The upcoming Banksters token sale is another keenly anticipated event, scheduled to take place on April 24 across a trio of launchpads: BullPerks, Games Pad and other leading Launchpads.. The sale represents a major milestone in Banksters’ ongoing development and expansion within the cryptocurrency and gaming sectors. About Banksters: Banksters is an EduTech simulator that incorporates NFT technology to offer an immersive experience that gamifies common elements of our everyday lives. The platform expands on this niche genre by successfully ‘gamifying’ trading, making it more accessible and enjoyable for a diverse audience, including traditional gamers. Banksters Banksters Website | Telegram | X | YouTube | Instagram | Discord | TikTok | Medium Website Website Telegram Telegram X X YouTube YouTube Instagram Instagram Discord Discord TikTok TikTok Medium Medium Contact Irina Gatilova irina.gatilova@banksters.com This story was distributed as a release by Chainwire under HackerNoon’s Business Blogging Program. Learn more about the program here. This story was distributed as a release by Chainwire under HackerNoon’s Business Blogging Program. Learn more about the program here . here here

EduTech Platform Banksters Set To Reward Airdrop Winners Following End Of Contest

The meme coin market is leading the current bull run, with the overall market cap recently surpassing $60 billion –  a two-year high. However, the premier tokens like Dogecoin and Shiba Inu were not the major catalysts of this latest rally in the meme coin market. Some of the newest projects launched just a few months ago, specifically Solana-based tokens, were among the highest gainers in the current market. This surging interest in meme coin trading will potentially pave the way for newer and more creative projects to enter the market. One such project is , a Solana-based meme token planning to send a dog to the moon. Laika Understanding Laika's Mission Laika is joining the latest meme coin developments, introducing a ‘community-driven reward ecosystem.’ The project presents a range of platforms and functions within this ecosystem, including a web3 wallet, a metaverse, and other classic tools. DeFi The token entered its presale phase in March with the , where each token purchase filled a helium balloon to launch a toy dog into the lower orbit. The project this mission last week, as over 30,000 viewers watched a toy dog fly into the earth’s lower Orbit. The campaign's next phase is ‘To the Moon,’ where Laika plans to send a dog to the International Space Station (ISS) and eventually to the lunar surface. Laika Moon Mission fulfilled This will be followed by the meme coin’s TGE (token generation event) in April and its potential listing on major exchanges. It’s a novel idea to show that meme coins can bring communities together and promote collective functions within the industry. Laika ignites a global movement, onboarding participants from a staggering 14+ countries in this campaign, most of whom are new to the crypto industry. The Goal: Education Through Engagement At its core, Laika's mission is educational. The project seeks to generate real excitement and discussions about the potential of community-driven launches and meme coins as tools for crypto education. By engaging participants in an interactive and fun way, Laika introduces a global audience, including the younger generation, to the basics of cryptocurrency. This approach challenges the status quo, offering a gamified learning experience that contrasts with the negative stereotypes often associated with meme coins and the broader crypto industry. A Community-Based Reward System The Laika project introduces a designed to incentivize participation and engagement within its platform. Here users can come together everyday and participate in various entertaining activities – whether it’s playing games in the metaverse or simply pressing a button to fill up a balloon with helium. In February, they also launched an AR challenge on X under . community-driven reward ecosystem #LaikaWorldChallenge At the same time, the project provides general DeFi functions such as NFT staking. Users can stake their assets to receive ‘boosts,’ likely enhancing their benefits or standing within the community. Laika will also hold regular pool raffles, where participants can win popular meme coins such as DOGE, SHIBA, and BABYDOGE. Users can also stake the native token to earn an APY of up to 20%, providing a financial incentive for long-term investment. Alongside these, a point system will provide daily claims, engagement, and in-game feats, likely allowing users to accumulate points for various actions within the platform. The ruffDAO will manage the project to support community-driven decision-making and growth opportunities. There’s also an ongoing , where the Laika team will reward the funniest community-voted memes on X (formerly Twitter). It shows the project's commitment to the classic social media meme culture that influenced the entire meme coin phenomenon. meme contest Key Features of the Laika Project At the heart of Laika's ecosystem is the Laika Foundation, dedicated to creating the biggest community. The foundation supports large-scale projects accessible to everyone within and outside the Web3 space. Laika wants to demonstrate that crypto adoption is not complex, rather, it can happen gradually with continuous learning, engagement, and fun. The Laika SuperVerse extends this mission, offering fully immersive experiences for exploration, learning, and interaction, bridging the Web2 and Web3 worlds. Laika introduces a unique token distribution model that maximizes community participation and ownership. Coupled with cutting-edge 2D, 3D, and AR NFTs, Laika offers a new dimension of digital asset interaction backed by DeFi functionality. There’s also the Laika Wallet and gaming studio, which will facilitate Web3 transactions and introduce new Web3 mobile games. The is already available for download on the Google Play Store, soon it will be listed in the App Store. Laika Wallet Global Brand and Charity Programs Beyond its digital ventures, Laika aims to expand into the physical world through key brand partnerships, merchandise, and events. The project also prioritizes social impact, with community-driven initiatives to build dog shelters globally, highlighting its commitment to positive change both online and offline. There is a significant charity aspect to the project, as the team plans to hold an action for its toy dog that traveled to the lower orbit last week. All proceeds from the auction will go towards supporting a dog shelter. Bottom Line As the Laika project takes its first steps towards its moon mission, it represents a bold experiment in the power of community, education, and innovation within crypto space. While a large number of meme coin projects tend to thrive on speculative hype and liquidity manipulation, Laika has shown true commitment to its roadmap and campaign. The rapidly growing meme coin market has great scope for the latest entries like Laika. It will be an intriguing project for the meme crypto community, one that investors will surely keep a close eye on.

Laika Goes to the Moon: A Novel Approach to Memecoin Education and Community Engagement

লাইকা চাঁদে যায়: মেমেকয়েন শিক্ষা এবং সম্প্রদায়ের ব্যস্ততার জন্য একটি অভিনব পদ্ধতি

Laika fliegt zum Mond: Ein neuartiger Ansatz zur Aufklärung über Memecoins und zur Einbindung der Community

Laika va a la luna: un enfoque novedoso para la educación y la participación comunitaria de Memecoin

Laika va sur la Lune : une nouvelle approche de l'éducation Memecoin et de l'engagement communautaire

लाइका चाँद पर जाती है: मेमेकोइन शिक्षा और सामुदायिक सहभागिता के लिए एक नया दृष्टिकोण

ライカが月へ行く: ミームコイン教育とコミュニティ参加への斬新なアプローチ

Laika는 달에 간다: Memecoin 교육 및 커뮤니티 참여에 대한 새로운 접근 방식

Laika vai à Lua: uma nova abordagem para a educação do Memecoin e o envolvimento da comunidade

Laika отправляется на Луну: новый подход к образованию Memecoin и взаимодействию с сообществом

Laika Aya Gidiyor: Memecoin Eğitimi ve Topluluk Katılımına Yeni Bir Yaklaşım

Laika lên mặt trăng: Một cách tiếp cận mới đối với giáo dục Memecoin và sự gắn kết với cộng đồng

莱卡登上月球：Memecoin 教育和社区参与的新方法

The Growing Influence of Mobile Apps in Healthcare, Education, and Remote Work

Artificial Intelligence (AI) has the potential to revolutionize education by offering personalized learning experiences tailored to the individual strengths, weaknesses, and needs of each student, thereby enhancing the effectiveness of educational outcomes.  For teachers, it introduces efficiency and automation into various aspects of education, such as grading and administrative tasks, freeing educators to devote more time to teaching and engaging directly with students. With AI-driven platforms, both students and educators gain easy access to a vast reservoir of information and learning resources, enabling expanded research and exploration beyond traditional classroom settings. These technologies can also make learning more engaging through interactive elements and adaptive learning techniques, encouraging students to explore subjects more deeply. What AI does is facilitate the development of critical 21st-century skills, including problem-solving, critical thinking, and adaptability, by exposing learners to simulations and tools that mimic real-world scenarios. This is essentially a gold mine of information that teachers and students now have at their fingertips. Additionally, enables global collaboration by connecting students and teachers from various parts of the world, promoting cultural exchange and cooperation on global projects and learning initiatives. Obviously, teachers benefit from AI’s support as it provides valuable insights into students' learning patterns and progress, aiding in the identification of areas where students may require additional support or challenges. AI The U.S. Department of Education Office of Educational Technology’s May 2023 “Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations” addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education. The report describes AI as a rapidly advancing set of technologies for recognizing patterns in data and automating actions. It also guides educators in understanding what these emerging technologies can do to advance educational goals while evaluating and limiting key risks. policy report Today, many priorities for improvements to teaching and learning are unmet, according to the report. “Educators seek technology-enhanced approaches addressing these priorities that would be safe, effective, and scalable. Naturally, educators wonder if the rapid advances in technology in everyday life could help. Many educators and experts recognize the opportunities today to use AI-powered capabilities like speech recognition to increase the support available to students with disabilities, multilingual learners, and others who could benefit from greater adaptivity and personalization in digital tools for learning. that AI has the potential to develop education “by providing personalized learning experiences to every student based on their learning styles, interests, and abilities.” Data Science notes Of course, everyone is also aware of new risks. Powerful AI functionality necessitates a realistic approach to managing data privacy and security risks. AI is also known to automatically produce output that is inappropriate or wrong. There are AI applications that may amplify unwanted biases. Students may represent others’ work as their own. These are just a few of the many examples of how AI could alter the education landscape in a negative way. For this reason, everyone in education has a responsibility to harness the good to serve educational priorities while also protecting against the dangers that may arise as AI is integrated into education technology. The "Generative AI + Education" highlighted the transformative impact and potential of generative AI on the educational landscape. Leaders in education emphasized the necessity for educators to clearly define their goals for students, schools, and society to effectively incorporate digital tools in achieving desired outcomes. Generative AI, as demonstrated through various applications like ChatGPT, is already altering the educational experience, urging a reassessment of curricula to promote higher cognitive skills and creative, analytical thinking. symposium hosted by MIT Open Learning in November The symposium highlighted the need for a shift from traditional instructive models to constructionist approaches, where learning is student-centered and project-based. This transition aims to align educational practices with the capabilities of AI to support hands-on learning experiences, preparing students for a diverse set of futures. A major concern discussed at the conference was the potential for AI to exacerbate educational disparities. Speakers stressed the importance of inclusive technology development and policies that ensure equitable access to AI tools. The event underscored the dual nature of generative AI as both an opportunity and a challenge, necessitating careful consideration of how these technologies are integrated into educational practices to enhance learning while mitigating potential downsides. The path forward involves a collaborative effort among educators, policymakers, and technologists to redefine the educational paradigm, ensuring it is inclusive, engaging, and adaptable to the demands of the future. Ultimately, its dangers and risks notwithstanding, AI stands to make education more personalized, accessible, and engaging, better-preparing students for their futures.

The Future of AI's Impact on Education

UAE, UAE, March 27th, 2024/Chainwire/-- XCAD Network - a tokenisation platform for YouTubers to connect and reward their viewers with crypto tokens - today announced it has signed MOUs (Memorandum of Understanding) with multiple governments to expand incentivised education to millions of people across the globe. Web3 By securing the support of several governments, XCAD aims to bridge the gap between Web2 and Web3 and enable more people to partake in the Web3 Space. has announced the first government agreement, which is with Pakistan. Under this partnership, XCAD will distribute and incentivize the consumption of educational media among Pakistani citizens. XCAD Network Education is the first step in bringing new people into the Web3 space. As part of the MOUs, XCAD Network will work with governments to launch pilot campaigns to educate their citizens on Web3. These campaigns will be joint campaigns launched by governments and the XCAD team alongside select content creators from that country's jurisdiction. Users will have to download the XCAD Network application to watch interactive educational content on various Web3 topics. Upon completing the modules and consuming content, users are rewarded with tokens. Blockchain, cryptocurrency and the Web3 world will be the key focus areas. However, governments can also focus education on other subjects, such as financial literacy. Oliver Bell, the Chief Executive Officer of XCAD Network, commented, “Working directly with Government entities is incredibly exciting for the XCAD project and the Web3 Space as a whole. What we're doing aligns with the government's vision towards digitisation and global blockchain adoption” Another way that XCAD plans to work with Government entities is by leveraging the XCAD platform to boost travel and tourism engagement in their country. They want to partner with creators and citizens to create engaging educational content around tourism in their country. Those who consume the content are then rewarded. XCAD Network has already onboarded some of the biggest YouTubers in the world to issue creator tokens on its platform. However, getting governments involved gives the project more credibility. This allows XCAD Network to attract even bigger names to issue creator tokens, stay on top of regulatory requirements, and drive more users to the XCAD platform. About XCAD Network XCAD Network allows YouTube creators to launch personalized tokens and generate dedicated economies around their loyal fan base. It also offers new upstart creators a way to earn tokens and generate income even before the creator generates traction on YouTube itself. In addition to helping generate new revenue, XCAD Network fosters deeper engagement through gamification and rewards. Fans benefit monetarily from the growth of their favorite creators, thus strengthening the bonds between creators and their followers. The platform is backed by famous YouTubers such as KSI and Mr. Beast and is home to 100+ celebrity influencers globally with a combined audience of over 800M. The XCAD ecosystem consists of DEXs, a governance portal, a browser plugin with Youtube integration, cross-chain bridges, staking pools, and creator swap, which lets users exchange creator tokens. For more information, please visit: https://xcadnetwork.com/ Contact Roelien Vd Westhuizen Dverse roelien@d-verse.io This story was distributed as a release by Chainwire under HackerNoon’s Business Blogging Program. Learn more about the program here.

XCAD Announces Multiple Governments’ Backing For New Initiative To Expand Web3 Education

XCAD ওয়েব3 শিক্ষা সম্প্রসারণের জন্য নতুন উদ্যোগের জন্য একাধিক সরকারের সমর্থন ঘোষণা করেছে

XCAD gibt die Unterstützung mehrerer Regierungen für eine neue Initiative zur Ausweitung der Web3-Bildung bekannt

XCAD anuncia el respaldo de varios gobiernos a una nueva iniciativa para ampliar la educación Web3

XCAD annonce le soutien de plusieurs gouvernements à une nouvelle initiative visant à étendre l'éducation Web3

XCAD ने Web3 शिक्षा के विस्तार के लिए नई पहल के लिए कई सरकारों के समर्थन की घोषणा की

XCAD、Web3 教育を拡大する新たな取り組みに対する複数政府の支援を発表

XCAD, Web3 교육 확장을 위한 새로운 이니셔티브에 대한 여러 정부의 지원 발표

XCAD anuncia apoio de vários governos para nova iniciativa para expandir a educação Web3

XCAD объявляет о поддержке нескольких правительств новой инициативы по расширению образования Web3

XCAD, Web3 Eğitimini Genişletmeye Yönelik Yeni Girişime Birden Fazla Hükümetin Desteğini Duyurdu

XCAD công bố sự ủng hộ của nhiều chính phủ cho sáng kiến mới nhằm mở rộng giáo dục Web3

XCAD 宣布多个政府支持扩大 Web3 教育的新举措

Today, I am speaking with Reza Bashash, Tech Lead & Co-Creator at Coreum, and we will discuss the importance of a multidisciplinary approach to blockchain education. We will also talk about the wider effects of blockchain education, how important it is for businesses and universities to work together, and the challenges and strategies for integrating blockchain education into university curriculums. Can you explain the importance of a multidisciplinary approach in blockchain education and why Coreum has focused on this? Taking a multidisciplinary approach to blockchain education is crucial because it mirrors the ecosystem’s inherent complexity and diversity. Blockchain encapsulates a vast array of technological components in its operations, and it stretches into multiple sectors with its own learning curves and nuances. Think of it this way: Blockchain technology in the context of cybersecurity or voting requires different background knowledge than its use in tokenizing real-world assets or other use cases. At Coreum, we recognize this diversity as part of why blockchain technology is so revolutionary. By emphasizing a multi-faceted, multidisciplinary approach to workshops and other educational tools, we prepare students and anyone fascinated by blockchain technology to understand the breadth of what it can achieve. Likewise, it helps students prepare for the challenges that may pop up across blockchain technology sectors. How does the program specifically cater to students from non-technical backgrounds, such as business, marketing, and UX/UI design, to get them involved in the blockchain ecosystem? A successful project does not only rely on the underlying technology but the actual product and business around it—which means that our program has to resonate with students who are not in technical programs or have backgrounds in tech. However, just because students might not be explicitly involved in the technical aspects of blockchain technology doesn’t mean they don’t need to understand what happens behind the scenes. Our workshops ensure that the students have a solid understanding of the technical aspects of blockchain. They also highlight how it interacts with UI/UX and other critical business aspects. How does the program encourage collaboration between students of different specialties, and what benefits do you see from such interactions? Through our interdisciplinary workshops and partnership programs with universities, Coreum facilitates an environment where students across faculties and departments can collaborate on blockchain projects and collaborate according to their specialties. By taking a hands-on approach, these programs not only broaden the student’s understanding of the technology but also show how they can contribute by combining valuable skill sets. In the long run, it creates a space where students can interact with each other, which eventually leads to innovative solutions that are technically sound, market-ready, and user-friendly. With the inclusion of compliance in the program, how do you educate students about the legal and ethical considerations of blockchain technology? Coreum’s university partnerships and workshops focus on technical implementations and interactions. We strongly encourage students to educate themselves and conduct thorough research on project specifics from a legal and ethical standpoint. Beyond technology and finance, in what other sectors do you see blockchain education having a significant impact? As I mentioned in the first question, blockchain’s diversity is its strength—which means it has the power to impact nearly any sector through its technological framework. Coreum’s educational initiatives take every measure to emphasize the vast scope of blockchain’s potential to the students taking the program. We do this to ensure that students know the possibilities beyond the finance and tech horizons, which are impressive but greatly reduce the blockchain’s true capabilities. Blockchain education is especially critical now in sectors that its technology can immediately augment, and we hope to inspire students in these areas to understand its capabilities. That includes fields such as humanitarian work and philanthropy, healthcare, supply chain management, and even the education system itself. What role do partnerships between academia and the blockchain industry play in shaping the future of blockchain education? Academia is a nest for innovation. We constantly hear about some of the most innovative technological solutions of our time being sparked by students while they’re still in university. But if students aren’t aware of new technologies and how they can improve so many different sectors, they don’t know how to contribute to building something transformative. Coreum’s aim with its university partnerships is to continue dialogue and collaboration with the academic realm and exemplify how education can evolve through blockchain development. Students are builders of the future, so it makes sense to meet them at their level and educate them in a way that engages them with blockchain technology early on. Could you provide examples of how students from fields like marketing or design can apply their skills in blockchain projects through your program? Coreum’s workshops offer students practical opportunities to use their skills and industry knowledge in a highly collaborative environment. For students in marketing or design, these workshops engage them with blockchain projects, where they can develop branding strategies for startups or design user interfaces and experiences for blockchain applications. These experiences shape their practical abilities and highlight the indispensable role that diverse backgrounds and areas of expertise play in the blockchain ecosystem. What are the biggest challenges in bridging the knowledge gap between traditional education systems and the rapidly evolving blockchain industry? What can often happen in traditional education systems dealing with new technologies is that the technology itself moves faster than educators can catch up to it. When an educator completes a course or workshop, the technology they’re trying to inform and familiarize students with may have already evolved to something new. Our Coreum workshops tackle this issue head-on by continuously updating their curriculum and content. This ensures that educators and students have the most current information and tools to remain at the forefront of blockchain’s consistent innovations and advancements. How can blockchain education be effectively integrated into university curricula without disrupting traditional disciplines? Effectively integrating blockchain into existing university curricula and systems can happen without necessarily upending how students learn now or interfering with their other studies. Coreum advocates for universities and other higher education institutions to offer elective courses, interdisciplinary projects, and extracurricular workshops. Using this multifaceted strategy, students interested in blockchain can pursue education in the field alongside their major, enriching their educational and professional journey without disrupting traditional disciplines. Forcing students to learn about fields that they have no interest in is not conducive to a productive or impactful learning environment. Still, they should be encouraged to be inquisitive throughout their educational tenure. Looking ahead, how do you see the role of multidisciplinary education evolving in the blockchain ecosystem, and what plans does Coreum have to support this approach further? As blockchain technology becomes more integral to various industries and subsectors, we’re likely to witness a heightening demand for educational initiatives for it. That being said, retaining the multidisciplinary approach in any case is important. Coreum continues its commitment to offering workshops and expanding its partnerships with universities and other educational institutions. As we look ahead, we are working to continue fostering inclusive educational environments that encourage collaboration to prepare students for the future of blockchain technology.

Blockchain Beyond Coding: A Multidisciplinary Approach to Education

Austin Native Zak Westphal Finds Success in High-Risk Trading Zak Westphal was born and raised in Austin, Texas. From a young age, he was fascinated by the stock market and dreamed of becoming a trader. After graduating from the University of Texas at Austin with a degree in finance, Westphal moved to New York City to pursue his passion. "Growing up in Austin, I was always interested in business and trying to make money through entrepreneurial ventures," says Westphal. "Moving to New York gave me the opportunity to really dive into the world of trading and finance on Wall Street." Westphal got his start as a proprietary trader at a small brokerage firm. Working long hours analyzing charts and market data, he and developed a knack for identifying lucrative opportunities in volatile sectors like cryptocurrencies and penny stocks. refined his trading strategies Within a few years, Westphal's account had grown significantly through consistently profitable trades. He proved himself as a talented trader capable of producing strong returns despite taking on high risks. His success caught the attention of investment firms looking to bring on young talent. Building a Platform for Other Traders In 2012, Westphal decided to branch out on his own and launch an educational platform called StocksToTrade to help other retail traders navigate risky markets. His goal was to provide the tools and knowledge he wished he had when first starting out. "I saw a need to educate traders and give them a level playing field to implement the same strategies as professionals," explains Westphal. "Too many people were still losing money just learning the basics trial by error." StocksToTrade quickly grew a loyal following with its extensive library of trading courses, real-time market scanning tools, and mentorship programs. Members gained unprecedented access to Westphal's daily insights and strategies. He shared his approach for managing risk, identifying patterns, and exploiting volatility—all skills he had developed over a successful decade trading. Today, StocksToTrade has over 500,000 users in more than 100 countries. It has become one of the most popular online destinations for traders globally. Westphal's engaging educational content and high profile as a top trader have earned him recognition as a leading expert. Applying a Disciplined Mindset Despite the potential for massive rewards in his fields, Westphal acknowledges that trading volatile assets also opens the door to outsized losses if not done responsibly. He credits his success to cultivating an objective, able to withstand emotional swings. data-driven mindset "What separates consistently profitable traders is discipline—having a clear strategy and sticking to it without getting swept up in fear or greed," says Westphal. "You need to look past the noise and focus only on high-probability setups defined by hard numbers, not opinions." Westphal's approach centers on strict risk management, position sizing according to account size, and methodically optimizing strategies based on backtesting. He emphasizes the importance of paper trading to prove out concepts in different market environments before risking capital. This disciplined process has allowed Westphal to profit from speculative sectors that chew up most traders who lack his experience and temperament. It's also what has enabled him to build a profitable business educating others on his framework. Continuing to Evolve Strategies Even after over a decade in the markets, Westphal still devotes considerable time and resources to enhancing his trading system. He recognizes that strategies must evolve along with changing market dynamics to maintain an edge. "Complacency is what kills most traders. You have to constantly challenge your assumptions and analyze what you've been doing right or wrong," says Westphal. Through rigorous backtesting and review of past trades, Westphal looks for subtle shifts in factors like volatility levels, sector rotations, or macroeconomic conditions that may require tweaking indicators. He also experiments with new algorithms and screening methods with the goal of optimizing performance. This is what Westphal believes separates consistently top traders from those who have temporary success. It also drives his mission to provide traders with the latest techniques through StocksToTrade's continuous education offerings. growth mindset Expanding the Platform Globally In recent years, Westphal has focused on expanding StocksToTrade's international reach. He saw an opportunity to help traders worldwide gain the same knowledge and tools available primarily to North Americans. "Markets are global but educational resources weren't always accessible equally everywhere," Westphal notes. "I wanted to level the playing field and connect traders globally to learn from each other." StocksToTrade now provides educational content in over 15 languages. Westphal has also added localized mentoring programs and social communities for international traders. The platform's global analytics and scanning tools give members a unified view into opportunities worldwide. This expansion has paid off, with over half of StocksToTrade's 500,000+ users now based outside of the United States. Westphal is especially passionate about helping traders in developing regions gain skills to find success through responsible volatility trading. Full Circle to Giving Back After achieving great success through trading and his educational business, Westphal has come full circle by focusing on empowering the next generation. He established a nonprofit foundation that provides free trading courses and scholarships specifically for students. "I owe so much of where I am to those who shared their wisdom freely. It's gratifying to help young people from all backgrounds gain practical skills and change their trajectories like this industry did for me," says Westphal. Through passionate dedication to education, Westphal continues cultivating talented new traders worldwide. He hopes his story serves as inspiration that volatile markets can become vehicles for achievement when navigated responsibly. Don’t forget to like and share the story! This author is an independent contributor publishing via our brand-as-author program. Be it through direct compensation, media partnerships, or networking, the author has a vested interest in the company/ies mentioned in this story. HackerNoon has reviewed the report for quality, but the claims herein belong to the author. #DYOR Vested Interest Disclosure:

Revolutionizing Trading Education with Zak Westphal

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We waste of everything we eat. That’s what the United Nations said in 2020 at the peak of the COVID-19 pandemic, at a time when good food management was key to survival. Even after that, though, in 2022, the U.S. let go uneaten or unsold. There’s a lot of money in managing food the smart way, too. Food management and analytics platforms are at a market value of $1 billion, and have the potential to of food per year. Empowering consumers to manage their kitchens well with tech like AI and AR/VR can help by opening a symbiotic relationship between people and their kitchens driven by cooking and ingredient guidance. Join me in exploring this fascinating space. one-third 38% of its 235 million-ton food supply conserve 571,000 tons The days of your parents looking over your shoulder at the stove are over, but who’s going to replace them? A survey conducted by the National Restaurant Association reported only 30% of Americans cook dinner at home daily, down from 50% in the 1970s. People aren’t cooking enough, so there’s not a whole lot helping them get better at it. People need to catch up on essential skills and solutions like ingredient selection, personalized recipe recommendations, and kitchen management tech can help them. Yet the tech market needs to catch up, too. There’s not a lot of opportunity for developing culinary education solutions. The large market gap in funding for immersive cooking experiences limits what developers can build, monetize, and scale for the kitchen. Educational cooking content is what we all need, but not everyone is getting as much as they need, especially on their devices at home. Yet companies developing solutions to this problem now will be market leaders. Companies developing immersive XR and kitchen resource management technology are solving these problems now. By introducing educational, immersive XR technology along with kitchen management analytics to build food efficiency and sustainability into kitchens, Fridgie Smalls turns them into AR/VR cooking schools for everyone. And the time is ripe: according to a , the global market for augmented reality (AR) is expected to reach $71.2 billion by 2028. recent MarketsAndMarkets study Scrappy Meals’ Fridgie Smalls app stands out as a great use case here. Founder Damon Versaggi and his team are working with these immersive technologies in a bid to revolutionize the culinary learning experience. Fridgie Smalls’ Web XR technology integrates AR/VR immersion into kitchens, turning them into schools. Using personalized recipe suggestions based on available ingredients, as well as personalized kitchen resource analytics based on existing kitchen inventory, the app can turn anyone into the creative, expert chef of their kitchen using ingredients already available, with an eye toward culinary sustainability and efficient kitchen use. The sustainable aspect makes food waste almost nonexistent while creating meal variety with less. All of the data is analyzed and recycled to help people find ever-more creative ways to use what they have and build new skills to feed themselves and their loved ones in new and healthy ways. Scrappy Meals XR’s Fridgie Smalls app solves key problems in cooking and education by leveraging analytics and immersive technology to create and democratize technology-driven cooking experiences for everyone. Versaggi and his team’s work is grounded in the belief that integrating AI and analytics into everyday activities like cooking can significantly improve efficiency, creativity, and learning outcomes. As a company, Scrappy Meals brings resource allocation technology into the kitchen in a user-friendly way, reshaping culinary interaction and education through an XR paradigm. It transforms cooking into an interactive, tech-enabled, real-time learning experience that decreases cooking time and aids cooks by showing them creative applications of what they already have, using their ingredients more efficiently and reducing food waste. Anyone who cooks can benefit from the Fridgie Smalls app’s immersive and interactive learning environment, adding a fresh, dynamic approach to their personal home cooking education. Professionals in the culinary and kitchen tech spaces gain a novel application of Web XR and interactive media, merging cutting-edge technology with everyday culinary activities. Fridgie Smalls fulfills the essential need for creative and sustainable cooking solutions, offering users immersive and educational cooking experiences by leveraging technology to improve both cooking and kitchen supply efficiency. Scrappy Meals’ Fridgie Smalls app is the . The culmination of a many-year project past year has been particularly transformative with the addition of Yannick James, a UX expert who took Scrappy Meals to the next iteration of company dynamics and real-world application, developing their first App Fridgie Smalls alongside Grace Olson-Davidson, who brings over 15 years of restaurant consulting and a major presence in the e-commerce space to the team. The company is currently in its growth stage, and is even inviting community members to ! Check out to learn more. get to know the team Scrappy Meals

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