The recent emergence of generative AI (GenAI) tools such as ChatGPT, Midjourney, and Gemini have introduced revolutionary capabilities that are predicted to transform numerous facets of society fundamentally. In higher education (HE), the advent of GenAI presents a pivotal moment that may profoundly alter learning and teaching practices in aspects such as inaccuracy, bias, overreliance on technology and algorithms, and limited access to educational AI resources that require in-depth investigation. To evaluate the implications of adopting GenAI in HE, a team of academics and field experts have co-authored this paper, which analyzes the potential for the responsible integration of GenAI into HE and provides recommendations about this integration. This paper recommends strategies for integrating GenAI into HE to create the following positive outcomes: raise awareness about disruptive change, train faculty, change teaching and assessment practices, partner with students, impart AI learning literacies, bridge the digital divide, and conduct applied research. Finally, we propose four preliminary scale levels of a GenAI adoption for faculty. At each level, we suggest courses of action to facilitate progress to the next stage in the adoption of GenAI. This study offers a valuable set of recommendations to decision-makers and faculty, enabling them to prepare for the responsible and judicious integration of GenAI into HE.

Humanoid robotics is an emerging field striving to deploy technological devices capable of resembling and mimicking the human form. Primarily, the capability of human-like robots to interact with people has proved to be contributory in areas such as education and caretaking, but less so in adult training. In this study, we outline the design and experiment of an escape room training activity facilitated by a humanoid robot (HR), NAO. An escape room is a gamified activity where a team of players must complete a series of challenges to "escape from the room" by opening four locks in a limited amount of time. Opening each lock required the team to find hints and solve problems mediated by NAO. During the activity, NAO provided ongoing feedback on the team's performance. Ten experts evaluated the experience and were asked about their overall assessment of the activity and the added value of NAO as a mediator. The results on the feasibility of NAO's serving as motivating tutor in adults' collaborative game-based learning were very encouraging. We believe this study marks the first step toward developing a generic template for learning and training processes supported by a HR.

Studies have shown that digital game-based learning (DGBL) can stimulate learners and increase motivation. However, in order to accomplish these goals, we must understand the role and impact of the game elements. This study aimed to examine the effects of four-game elements on player performance: Instructions and assistance, narrative, Competition, and Challenge. An additional factor examined was players' age. The data was collected using BIG DATA from the game platform, which recorded the scores of 3,281 users across nine different games, during the period 2015-2020. Users played as part of their visit to 'Musa', a multidisciplinary museum of local cultural materials in Tel-Aviv, either in 'Family' game mode or in 'Group' mode. According to the results of our study, players performed better on 'Group' games. In addition, players' performances improved when narrative depth was significant and the play area was smaller. Separating our data into two groups led to additional results: players in 'Family' mode performed better when the game instructions included a video, while in 'Group' modes participants performed better when a human guide was available to some extent. The results of this study and their implications can assist educators and game designers in planning more accurate and effective learning games.

A large number of students bring laptops and other mobile instruments to their lectures. This chapter presents findings of a study that investigated the habits of mobile technology use in class among students. The study probes relations among four elements: (a) mobile technologies available to students in class; (b) students' use of these mobile technologies in class; (c) students' perceptions of these uses (i.e., how they estimate the contribution or damage of the use of these devices during the lecture); and (d) how intensively lecturers engage students via the mobile devices in the students' possession. The findings indicate that the use of mobile computers promotes learning-supportive activities while the use of smartphones encourages distractive activities. The lecturers might not be fully aware of the new phenomenon and, accordingly, do little for their students.

This study investigates students’ readiness to adopt Generative AI (GenAI) in their learning and their ethical considerations across four countries: the United Kingdom, Germany, Poland and Israel. Data were collected from February to May 2024 from 869 students through a questionnaire addressing GenAI readiness and ethical considerations. The findings reveal marked differences in students’ readiness for GenAI, with Israel and Poland generally leading in most aspects of GenAI readiness, particularly in understanding and practical knowledge, while the UK and Germany often show lower readiness levels, though this varies in specific aspects. A notable finding is the low access to paid and institutional tools across all countries. Ethical perspectives on GenAI usage varied significantly among the four countries, reflecting diverse cultural attitudes toward technology, with Polish and Israeli students generally showing higher awareness of ethical concerns, while UK students appear less concerned about potential ethical issues. German students tend to take a moderate position but show particular concern about unauthorized use. The findings highlight the importance of developing culturally sensitive approaches to GenAI integration in higher education that consider local institutional frameworks and educational traditions. This research contributes to understanding the complex interplay between cultural factors and technology adoption in education, suggesting that successful GenAI implementation requires tailored strategies that account for diverse cultural contexts while addressing universal challenges of accessibility and ethical use.