Αναφορές:
Bai, B., Wang, J., & Zhou, H. (2021). An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong. Computer Assisted Language Learning, 35(9), 2265-2290.
Barton, G., Khosronejad, M., Ryan, M., Kervin, L., & Myhill, D. (2023). Teaching creative writing in primary schools: A systematic review of the literature through the lens of reflexivity. The Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00641-9
Biermann, O. C., Ma, N. F., & Yoon, D. (2022). From Tool to Companion: Storywriters Want AI Writers to Respect Their Personal Values and Writing Strategies. In Proceedings of the 2022 ACM Designing Interactive Systems Conference (DIS '22) (pp. 1-19). Association for Computing Machinery. https://doi.org/10.1145/3532106.3533506
Bolock, El. A., Sabty, C., Awad, N., & Abdennadher, S. (2023). Fact-in-a-Box: Hiding Educational Facts in Short Stories for Implicit Learning. In Proceedings of the 15th International Conference on Computer Supported Education (CSEDU 2023) – V.1 (pp. 330-336). Scite Press. https://doi.org/10.5220/0011985100003470
Booten, K., & Gero, K. I. (2021). Poetry Machines: Eliciting Designs for Interactive Writing Tools from Poets. In C&C ’21 (pp. 1-5). ACM. https://doi.org/10.1145/3450741.3466813
Γραμματάς, Θ. (2017). Θεατρική αγωγή και παιδεία. Διάδραση.
Calderwood, A., Qiu, V., Gero, K., & Chilton, L.B. (2020). How Novelists Use Generative Language Models: An Exploratory User Study. In IUI ’20 Workshops (pp. 1-5). HAI-GEN+user2agent.
Chung, J. J. Y., Kim, W., Yoo, K. M., Lee, H., Adar, E., & Chang, M. (2022). TaleBrush: Sketching Stories with Generative Pretrained Language Models. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems (pp. 1-19). ACM. https://doi.org/10.1145/3491102.3501819
Dawson, P. (2005). Creative writing and the new humanities. Routledge.
Drossinou-Korea, M., & Alexopoulos, P. (2022). Teaching social skills interventions with digital cognitive and language machines to a student with autism. International Journal of Social Science and Human Research, 05(11), 5234-5241. https://doi.org/10.47191/ijsshr/v5-i11-55
Drossinou-Korea, M., & Alexopoulos, P. (2024). Factors arising from the utilization of Artificial Intelligence and Large Language Models in Special Education and Training. European Journal of Special Education Research, 10(2). https://doi.org/10.46827/ejse.v10i2.5209
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion paper: “so what if chatgpt wrote it?” multidisciplinary perspectives on opportunities, challenges and implications of Generative Conversational AI for Research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Essel, H. B., Vlachopoulos, D., Essuman, A. B., & Amankwa, J. O. (2024). CHATGPT effects on cognitive skills of undergraduate students: Receiving instant responses from ai-based conversational large language models (llms). Computers and Education: Artificial Intelligence, 6, 100198. https://doi.org/10.1016/j.caeai.2023.100198
Fang, X., Ng, D. T., Leung, J. K., & Chu, S. K. (2023). A systematic review of Artificial Intelligence Technologies used for story writing. Education and Information Technologies, 28(11), 14361–14397. https://doi.org/10.1007/s10639-023-11741-5
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and Research. Innovations in Education and Teaching International, 1–15. https://doi.org/10.1080/14703297.2023.2195846
Geladari, A., & Mastrothanasis, K. (2014). The Employment of Cognitive and Metacognitive Strategies in Bilingual Pupils’ Creative Writing. In N. Lavidas, T. Alexiou, & A. M. Sougari (Eds.), Major Trends in Theoretical and Applied Linguistics (Vol. 3, pp. 97–113). Versita. https://doi.org/10.2478/9788376560915.p6
Gero, K. I., Long, T., & Chilton, L. (2023). Social Dynamics of AI Support in Creative Writing. In Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems (pp. 1-15). ACM. https://doi.org/10.1145/3544548.3580782
Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of CHATGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), 100089. https://doi.org/10.1016/j.tbench.2023.100089
Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), 464. https://doi.org/10.30935/cedtech/13605
Kladaki, M., & Mastrothanasis, K. (2022). Teacher training in drama education in Finland and Norway. Education & Sciences, 2, 1-6.
Kladaki, M., & Mastrothanasis, K. (2023). Introduction to the convergence of technology and theatre in education. In M. Kladaki & K. Mastrothanasis (Eds.), Emerging technologies in applied theatre and educational drama (pp. 11-22). Gutenberg.
Kmet, L. M., Lee, R. C., & Cook, L. S. (2004). Standard quality assessment criteria for evaluating primary research papers from a variety of fields. Alberta Heritage Foundation for Medical Research.
Liu, C., Hou, J., Tu, Y. F., Wang, Y., & Hwang, G. J. (2021). Incorporating a refective thinking promoting mechanism into artifcial intelligence-supported English writing environments. Interactive Learning Environments, 1–19.
Mastrothanasis, K., & Kladaki, M. (2020). The Involvement of Children in the Arts during Their Leisure Time. Asian Journal of Language, Literature and Culture Studies, 3(2), 10-19.
Mastrothanasis, K., Geladari, A., & Kladaki, M. (2018). Play activities in second language teaching metacognitive writing strategies to struggling bilingual writers: an empirical study. International Journal of Education and Research, 6(6), 279-290.
Mastrothanasis, K., Kladaki, M., & Andreou, A. (2023a). A systematic review and meta-analysis of the readers’ theatre impact on the development of reading skills. International Journal of Educational Research Open, 4, 100243. https://doi.org/10.1016/j.ijedro.2023.100243
Mastrothanasis, K., Zervoudakis, K., Kladaki, M., & Tsafarakis, S. (2023b). A bio-inspired computational classifier system for the evaluation of children’s theatrical anxiety at school. Education and Information Technologies, 28(9), 11027–11050. https://doi.org/10.1007/s10639-023-11645-4
Mastrothanasis, K., Zervoudakis, K., & Kladaki, M. (2024). An application of computational intelligence in group formation for digital drama education. Iran Journal of Computer Science. https://doi.org/10.1007/s42044-024-00186-9
Maxwell, C. (2010). Teaching nineteenth- century aesthetic prose. A writing intensive course. Arts and Humanities in Higher Education, 9, 191-204.
Mirowski, P. W., Mathewson, K. W., Pittman, J., & Evans, R. (2023). Co-Writing Screenplays and Theatre Scripts with Language Models: Evaluation by Industry Professionals. In Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems (pp. 1-34). ACM. https://doi.org/10.1145/3544548.3581225
Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for Automated Essay Scoring. Research Methods in Applied Linguistics, 2(2), 100050. https://doi.org/10.1016/j.rmal.2023.100050
Mori, Y., Yamane, H., Shimizu, R., & Harada, T. (2022). Plug-and-Play Controller for Story Completion: A Pilot Study toward Emotion-aware Story Writing Assistance. In Proceedings of the First Workshop on Intelligent and Interactive Writing Assistants (In2Writing 2022) (pp. 46–57). Association for Computational Linguistics. https://doi.org/10.18653/v1/2022.in2writing-1.6
Orwig, W., Edenbaum, E. R., Greene, J. D., & Schacter, D. L. (2024). The language of creativity: Evidence from humans and large language models. The Journal of Creative Behavior, 58(1), 128–136. https://doi.org/10.1002/jocb.636
Osone, H., Lu, J., & Ochiai, Y. (2021). BunCho: AI Supported Story Co-Creation via Unsupervised Multitask Learning to Increase Writers’ Creativity in Japanese. In CHI ’21 (pp. 1-10). ACM. https://doi.org/10.1145/3411763.3450391
Papakosta, A., Mastrothanasis, K., Andreou, A., & Blouti, I. (2020). Psychometric Evaluation of recall and recognition tasks for the measurement of Young Spectators’ theatrical memory. Journal of Literary Education, (3), 177-199. https://doi.org/10.7203/jle.3.14835
Peng, Z., Wang, X., Han, Q., Zhu, J., Ma, X., & Qu, X. (2023). Storyfier: Exploring Vocabulary Learning Support with Text Generation Models. In Proceedings of the 36th Annual ACM Symposium on User Interface Software and Technology (UIST '23) (pp.1-16). Association for Computing Machinery. https://doi.org/10.1145/3586183.3606786
Roemmele, M. (2021). Inspiration through Observation: Demonstrating the Influence of Automatically Generated Text on Creative Writing. In 12th International Conference on Computational Creativity (pp. 52-61). ICCC ’21.
Rudolph, J., Tan, S., & Tan, S. (2023). Chatgpt: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning & Teaching, 6(1), 342-363. https://doi.org/10.37074/jalt.2023.6.1.9
Schmitt, O., & Buschek, D. (2021). CharacterChat: Supporting the Creation of Fictional Characters through Conversation and Progressive Manifestation with a Chatbot. In C&C ’21 (pp. 1-10). ACM. https://doi.org/10.1145/3450741.3465253
Singh, N., Bernal, G., Savchenko, D., & Glassman, E. L. (2023). Where to hide a stolen elephant: Leaps in creative writing with Multimodal Machine Intelligence. ACM Transactions on Computer-Human Interaction, 30(5), 1–57. https://doi.org/10.1145/3511599
Smith, H. (2020). The writing experiment: Strategies for innovative creative writing. Routledge.
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with CHATGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/10.1016/j.asw.2023.100752
Sun, S., Zhao, W., Manjunatha, V., Jain, R., Morariu, V., Dernoncourt, F., Srinivasan, B. V., & Iyyer, M. (2021). In Proceedings of the 2021 Conference on Empirical Methods in Natural Language Processing (pp. 5972–5985). Association for Computational Linguistics. https://doi.org/10.18653/v1/2021.emnlp-main.483
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefts and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698–739.
Toncic, J. (2020). Teachers, AI Grammar Checkers, and the Newest Literacies: Emending Writing Pedagogy and Assessment. Digital Culture & Education, 12(1), 26-51.
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., ... & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of internal medicine, 169(7), 467–473.
Tu, I. J. (2021). Developing self-directed learning strategies through creative writing: Three case studies of snowball writing practice in a college Chinese language classroom. Thinking Skills and Creativity, 41, 100837. https://doi.org/10.1016/j.tsc.2021.100837
Uslu, A., & Uslu, N. A. (2021). Improving primary school students’ creative writing and social-emotional learning skills through collaborative digital storytelling. Acta Educationis Generalis, 11(2), 1–18. https://doi.org/10.2478/atd-2021-0009
Vygotsky, L. (1978). Mind and society: The development of higher mental processes. Cambridge: Harvard University Press.
Wang, L. (2019). Rethinking the signifcance of creative writing: A neglected art form behind the language learning curriculum. Cambridge Open-Review Educational Research, 6, 110–122.
Watcharapunyawong, S., & Usaha, S. (2013). Thai EFL Students’ Writing Errors in Diferent Text Types: The Interference of the First Language. English Language Teaching, 6(1), 67–78.
Wyse, D., Jones, R., Bradford, H., & Wolpert, M. A. (2013). Teaching English, language and literacy. Routledge.
Yu, M. (2021). The Dilemmas and Reform of Translation Education in the Age of Artifcial Intelligence. In 2021 2nd International Conference on Artifcial Intelligence and Education (ICAIE) (pp. 40–44). IEEE.
Yuan, A., Coenen, A., Reif, E., & Ippolito, D. (2022). Wordcraft: Story Writing With Large Language Models. In Proceedings of the 27th International Conference on Intelligent User Interfaces (pp. 841-852). ACM. https://doi.org/10.1145/3490099.3511105
