Publications

Publications for year 2024

Publications

• BRZIAK, Matúš - URBAN, Kamila. Self-regulated learning and phenomenology: An integrated model. In XXIII. česko-slovenská konferencia Kvalitatívny prístup a metódy vo vedách o človeku : „Nové horizonty kvalitatívneho výskumu“ (zborník abstraktov). Vydanie prvé. - Bratislava : Univerzita Komenského v Bratislave, Fakulta sociálnych a ekonomických vied, 2024, s. 20. ISBN 978-80-974522-5-4. (VEGA č. 2/0026/21 : Jazykovo-kognitívne dopady sociálno-ekonomických, kultúrnych a vzdelávacích podmienok v predškolskom veku na vývin čitateľskej gramotnosti v primárnom vzdelávaní) Typ: AFH
• PETROVÁ, Zuzana - URBAN, Marek - URBAN, Kamila - ZÁPOTOČNÁ, Oľga. Relationship between children's text comprehension and narrative skills at the end of kindergarten attendance. In Conference on Literacy : Abstract Book. - Chania, Greece : Federation of European Literacy Associations, 2024, s. 93. Dostupné na internete: https://fela-crete2024.com/wp-content/uploads/2024/06/ABSTRACT-BOOK-FINAL_Website.pdf Typ: GII
• ŠEBÁŇ, Peter - URBAN, Kamila. Examining the Utilisation of Learning Techniques and Strategies Among Pedagogy Students: Implications for Self-Regulated Learning. In Journal of Pedagogy, 2024, roč. 15, č. 1, s. 27-49. (2023: 0.179 - SJR, Q4 - SJR). ISSN 1338-1563. Dostupné na: https://doi.org/10.2478/jped-2024-0002 Typ: ADNB
• ŠEBÁŇ, Peter - URBAN, Kamila - ŠIKL, Radovan. Exploring Usage of Learning Techniques and Strategies Among University Students in Slovakia. In JURE 2024 : Book of Abstracts. - Sevilla, Spain : Faculty of Psychology of the University of Sevilla, 2024, s. 65. Dostupné na internete: https://www.earli.org/assets/files/JURE2024-BOA-270624.pdf Typ: GII
• URBAN, Kamila - URBAN, Marek. “I know my idea is original!” Creative metacognitive monitoring and regulation in kindergarten children. In Thinking Skills and Creativity, 2024, vol. 52, art. no. 101541 p. 1-11. (2023: 3.5 - IF, Q1 - JCR, 1.162 - SJR, Q1 - SJR). ISSN 1871-1871. Dostupné na: https://doi.org/10.1016/j.tsc.2024.101541 (VEGA č. 2/0026/21 : Jazykovo-kognitívne dopady sociálno-ekonomických, kultúrnych a vzdelávacích podmienok v predškolskom veku na vývin čitateľskej gramotnosti v primárnom vzdelávaní. APVV-19-0074 : Stratégie efektívneho čitateľského správania a ich skúmanie v kľúčových etapách vývinu gramotnosti) Typ: ADCA
• URBAN, Kamila. Sebeřízené učení při přípravě na maturitu. In Česká televize edu. Dostupné na internete: https://edu.ceskatelevize.cz/pracovni-list/jak-na-maturitu-s-klidem/seberizene-uceni-zorganizuj-si-to.pdf Typ: GII
• URBAN, Kamila - URBAN, Marek - JANČÍK PETROVÁ, Zuzana - ZÁPOTOČNÁ, Oľga. Metacomprehension Accuracy in Preschoolers: The Role of Text Difficulty. In Conference on Literacy : Abstract Book. - Chania, Greece : Federation of European Literacy Associations, 2024, s. 94. Dostupné na internete: https://fela-crete2024.com/wp-content/uploads/2024/06/ABSTRACT-BOOK-FINAL_Website.pdf Typ: GII
• URBAN, Marek - DĚCHTĚRENKO, Filip - LUKAVSKÝ, Jiří - HRABALOVÁ, Veronika - SVACHA, Filip - BROM, Cyril - URBAN, Kamila. ChatGPT improves creative problem-solving performance in university students: An experimental study. In Computers and education, 2024, vol. 215, art. no. 105031. (2023: 8.9 - IF, Q1 - JCR, 3.651 - SJR, Q1 - SJR). ISSN 0360-1315. Dostupné na: https://doi.org/10.1016/j.compedu.2024.105031 (VEGA č. 2/0026/21 : Jazykovo-kognitívne dopady sociálno-ekonomických, kultúrnych a vzdelávacích podmienok v predškolskom veku na vývin čitateľskej gramotnosti v primárnom vzdelávaní) Typ: ADCA
  Citations:

  [1.1] DERAKHSHAN, A. - GHIASVAND, F. Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research-active EFL teachers' perceptions. In INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS. ISSN 0802-6106, 2024 MAY 15 2024. Dostupné na: https://doi.org/10.1111/ijal.12561, Registrované v: WOS
  [1.1] GARCíA-ALONSO, E.M. - LEóN-MEJíA, A.C. - SáNCHEZ-CABRERO, R. - GUZMáN-ORDAZ, R. Training and Technology Acceptance of ChatGPT in University Students of Social Sciences: A Netcoincidental Analysis. In BEHAVIORAL SCIENCES. JUL 2024, vol. 14, no. 7. Dostupné na: https://doi.org/10.3390/bs14070612, Registrované v: WOS
  [1.1] LIN, Y.P. - YU, Z.G. Learner Perceptions of Artificial Intelligence-Generated Pedagogical Agents in Language Learning Videos: Embodiment Effects on Technology Acceptance. In INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION. ISSN 1044-7318, 2024 JUN 6 2024. Dostupné na: https://doi.org/10.1080/10447318.2024.2359222, Registrované v: WOS
  [1.1] SKULMOWSKI, A. Placebo or Assistant? Generative AI Between Externalization and Anthropomorphization. In EDUCATIONAL PSYCHOLOGY REVIEW. ISSN 1040-726X, JUN 2024, vol. 36, no. 2. Dostupné na: https://doi.org/10.1007/s10648-024-09894-x, Registrované v: WOS
  [1.2] CHARBONNEAU-GOWDY, Paula - CUBRIC, Marija - DYER, Ronald - PAGANO, Alessandro - PECHENKINA, Katya - SÖBKE, Heinrich - SPANGENBERGER, Pia. EJEL Editorial 2024: The Allure of AI in Education. In Electronic Journal of e-Learning, 2024-04-25, 22, 5, pp. Dostupné na: https://doi.org/10.34190/ejel.22.5.3629, Registrované v: SCOPUS
  [1.2] SCHENCK, Andrew. Examining Relationships between Technology and Critical Thinking: A Study of South Korean EFL Learners. In Education Sciences, 2024-06-01, 14, 6, pp. Dostupné na: https://doi.org/10.3390/educsci14060652, Registrované v: SCOPUS
  [1.2] YOUNIS, Bilal Khallel. Examining Students’ Self-Regulation Skills, Confidence to Learn Online, and Perception of Satisfaction and Usefulness of Online Classes in Three Suggested Online Learning Environments that Integrates ChatGPT. In Online Learning Journal, 2024-06-01, 28, 2, pp. ISSN 24725749. Dostupné na: https://doi.org/10.24059/olj.v28i2.4397, Registrované v: SCOPUS
  [3.1] BUNN, Benjamin – WRIGHT, Geoff - NOVOA MUÑOZ, Mauricio – HOWELL, Bryan F. Exploring Chatgpt’s Impact on Student Team Ideation Outcomes for New Product Development: A Pilot Study. In 26TH INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION. 5-6 September 2024, Aston University, Birmingham, United Kingdom. p. 1-6, EPDE2024/1271
  [3.1] GONG, Z. - SOOMRO, S. A. - WANG, M. - LATIF, U. K. - GEORGIEV, G. V. Text Stimuli Created by Generative AI in Ideation: An Exploratory Study. In NORDDESIGN CONFERENCE. Reykjavik, Iceland, 12-14 AUGUST 2024, p. 1-8.
  [3.1] Haase, J. S. - HANEL, P. H. P. Artificial muses: Generative Artificial Intelligence Chatbots Have Risen to Human-Level Creativity. In JOURNAL OF CREATIVITY, Vol. 33, No. 3, 2023, article number 100066. Dostupné na: https://doi.org/10.1016/j.yjoc.2023.100066
  [3.1] LAZOVSKY, G. S. - RAZ, T. – KENETT, Y. N. The Art of Creative Inquiry—From Question Asking to Prompt Engineering. In THE JOURNAL OF CREATIVE BEHAVIOR. ISSN 2162-6057, 17 June 2024, Vol. 0, Iss. 0, pp. 1–16. Dostupné na: https://doi.org/10.1002/jocb.671
  [3.1] MENEGHETTI UGULINO DE ARAÚJO, V. - RAMOS PINTO, P. H. - DE SOUZA FERREIRA JUNIOR, C. - FERREIRA MARQUES, M. J. - LIMA GOULART, L. - SILVA AGUIAR, G. - DUARTE DE LIRA, P. - FERNANDES MENDES, S. J. Surveying the Future of Computer and Data Science Education: Prospects and Pitfalls of Generative AI on Pedagogical Approaches. In WORKSHOP ON COMPUTING EDUCATION (WEI), 32., 2024, Brasília/DF. Anais, Porto Alegre: Sociedade Brasileira de Computação, 2024 . p. 501-512. ISSN 2595-6175. Dostupné na: https://doi.org/10.5753/wei.2024.2103
  [3.1] NAULT, Kimberley - NIETO-TABORDA, María Luisa - RUHI, Umar. Guided Exploration of AI Tools for Student Academic Research and Writing: Emergent Research Forum (ERF) Paper. In Americas Conference on Information Systems (AMCIS) 2024 Proceedings. August 2024, pp. 1-5. Dostupné na: https://aisel.aisnet.org/amcis2024/is_education/is_education/5
  [3.1] PONT-NICLÒS, Isabel - ECHEGOYEN-SANZ, Yolanda - OROZCO-GÓMEZ, Patricia - MARTÍN-EXPELETA, Antonio. Creativity and artificial intelligence: A study with prospective teachers. In DIGITAL EDUCATION REVIEW. ISSN 2013-9144, Number 45, June 2024, pp. 91-97. Dostupné na: https://doi.org/10.1344/der.2024.45.91-97
  [3.1] WANG, B. A Proactive System for Supporting Users in Interactions with Large Language Models. In CHIIR ’24: Proceedings of the 2024 ACM SIGIR Conference on Human Information Interaction and Retrieval, 2024, p. 441–444. Dostupné na: https://doi.org/10.1145/3627508.3638325
  [3.1] ZHOU, T. - LI, S. Understanding user switch of information seeking: From search engines to generative AI. In JOURNAL OF LIBRARIANSHIP AND INFORMATION SCIENCE, First published online April 10, 2024. Dostupné na: https://doi.org/10.1177/09610006241244800
• URBAN, Marek - URBAN, Kamila - NIETFELD, John L. Podpora čitateľskej gramotnosti prostredníctvom metakognitívnych stratégií. In Konference Počáteční čtení: čtu a stávám se čtenářem – cesty propojení výzkumu a praxe. - Praha : Pedagogická fakulta Univerzity Karlovy, 2024, s. 4-5. Dostupné na internete: https://pages.pedf.cuni.cz/konference-ctu/program/ Typ: GII
• URBAN, Marek - URBAN, Kamila. Workshop 1: Generatívna AI vo vzdelávaní. In Konference Počáteční čtení: čtu a stávám se čtenářem – cesty propojení výzkumu a praxe. - Praha : Pedagogická fakulta Univerzity Karlovy, 2024, s. 27. Dostupné na internete: https://pages.pedf.cuni.cz/konference-ctu/program/ Typ: GII
• ZÁPOTOČNÁ, Oľga - URBAN, Kamila - URBAN, Marek - PETROVÁ, Zuzana. The story listening comprehension in preschool age as a key to successful reading literacy development. In Conference on Literacy : Abstract Book. - Chania, Greece : Federation of European Literacy Associations, 2024, s. 96. Dostupné na internete: https://fela-crete2024.com/wp-content/uploads/2024/06/ABSTRACT-BOOK-FINAL_Website.pdf Typ: GII