teoría sociocultural

Debates about the implications of generative AI in education largely frame AI as a tool—an extension of existing mediational means that support human activity. Drawing on sociocultural theory, we propose the alternate concept of mediational agent to describe a class of systems that not only mediate action but also participate in interaction by generating contingent, responsive contributions. This reconceptualization challenges a foundational distinction between mediation and social interaction and has important implications for educational practice. It calls for the cultivation of durable, human-centered habits of participation that sustain learners’ agency and judgement in AI-mediated activity. We argue that these habits...

Mapping the scaffolding of metacognition and learning by AI tools in STEM classrooms: A bibliometric–systematic review approach (2005–2025)

Maria Tsakeni, Stephen Chinedu Nwafor, Moeketsi Simon Mosia (2025)

Journal of Intelligence

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

This study comprehensively analyses how AI tools scaffold and share metacognitive processes, thereby facilitating students’ learning in STEM classrooms through a mixed-method research synthesis combining bibliometric analysis and systematic review. Using a convergent parallel mixed-methods design, the study draws on 135 peer-reviewed articles published between 2005 and 2025 to map publication trends, author and journal productivity, keyword patterns, and theoretical frameworks. Data were retrieved from Scopus and Web of Science using structured Boolean searches and analysed using Biblioshiny and VOSviewer. Guided by PRISMA 2020 protocols, 24 studies were selected for in-depth qualitative review. Findings show that...

Sociocultural Theory and Second Language Learning

James P. Lantolf (2000)

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Tipo: libro

Temas: teoría sociocultural

Resumen:

Volumen que introdujo la teoría sociocultural de raíz vygotskiana en la investigación sobre segundas lenguas: mediación, andamiaje, zona de desarrollo próximo y lenguaje como herramienta del pensamiento.

Contiene el capítulo de Merrill Swain «The output hypothesis and beyond: mediating acquisition through collaborative dialogue», donde reformula la hipótesis del output en términos de diálogo colaborativo.

From simulation to flight: Simulation-assisted drone learning with teacher-AI co-designed scaffolds for secondary students’ STEM knowledge and competencies

Richard Chung Yiu Yeung, Chi Ho Yeung, Daner Sun (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

A persistent challenge in drone-based STEM education is the scarcity of teacher-verified, interactive simulations that support both conceptual learning and competency development. Generative AI can accelerate content creation, but its outputs frequently lack pedagogical validity and contextual alignment. This study examines whether simulation-assisted drone instruction, anchored by teacher-AI co-designed simulations, yields superior learning outcomes compared to the same hands-on curriculum delivered without simulations. Using a quasi-experimental pretest–posttest design with 30 secondary students (aged 13 to 17), both groups completed identical drone tasks with the same instructor; however...

Investigating the impact of generative AI integration on the sustenance of higher-order thinking skills and understanding of programming logic

Jemimah Nathaniel, Solomon Sunday Oyelere, Jarkko Suhonen (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates how integrating generative AI (GenAI) with instructional scaffolding and prompt engineering supports higher-order thinking skills (HOTS) and programming logic. A mixed-methods design was used, combining quantitative and qualitative data. The intervention followed a one-group pretest-post-test structure over seven weeks with 25 computer science students with no prior C++ experience. The GenAI-Ped framework guided the design. It combines Bloom's taxonomy, Seelf-Regulated Learning, Universal Design for Learning, and Vygotsky's Zone of Proximal Development. Students received scaffolded support across six instructional phases, including prompt training and guided GenAI...

Designing conversational Agents for adaptive instructional support in business simulation gaming

Anna Wenzel, Jan-Martin Geiger, Andreas Liening (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Adaptive instructional support that addresses individual learner differences in learning strengths, challenges, and interests is essential for engaging learners in meaningful cognitive processes and promoting learning. Although business simulation games (BSGs) are widely used for experiential entrepreneurial learning, they often provide limited formative feedback and structured reflection, which can overwhelm novice learners and exacerbate existing educational disparities. While AI-supported conversational agents (CAs) offer potential for scalable adaptive support, theory-driven guidance for their design in digital game-based learning (DGBL) remains scarce, particularly from an ethical and...

Preferred scaffolding does not lead to better learning performance: Empirical evidence from AI-supported mathematical modelling

Wangda Zhu, Yin Yang, Yuqin Yang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Mathematical modelling (MM) is widely recognized as a key competency for addressing complex real-world problems, which requires learners to engage in higher-order processes such as abstraction, representation, and iterative reasoning. However, students often experience difficulties in coordinating these processes within mathematics modelling tasks. While recent advances in artificial intelligence (AI) offer new possibilities for supporting mathematical modelling, limited research has examined how different forms of AI-mediated interaction shape students' learning processes in MM. To address this gap, the present study investigates five AI interaction roles, Tutor, Teaching Assistant, Peer,...

From teachers to chatbots: Scaffolded corrective feedback and student trust in online L2 English classrooms

Ali Soyoof, Barry Lee Reynolds, Ehsan Rassaei (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Teacher corrective feedback (TCF) plays a vital role in second language (L2) learning. Recent studies have examined feedback provided by both human teachers and large language models (LLMs). However, little is known about how students' trust differs toward scaffolded corrective feedback (SCF)—that is, feedback that incrementally progresses from indirect to direct during interaction—when it is provided by an LLM such as ChatGPT versus a language teacher. To address this gap, this study compared the effects of SCF, delivered by language teachers and ChatGPT, on L2 learning outcomes and student trust. Using a mixed-methods design, 40 lower-intermediate Iranian learners of English as a foreign...

The Scaffolded AI literacy (SAIL) framework: Results of a Delphi study for equitable AI literacy framework design in education

Kathryn MacCallum, David Parsons, Mahsa Mohaghegh (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Developments in AI technologies and their increasing use in education have prompted ongoing interest in the development of generally applicable AI literacy frameworks to ensure equity of access to knowledge, skills, and understanding. Researchers have investigated the components of AI literacy, how they can be structured, and how they can be developed in educators and learners. Despite much work in this area, and the opportunities and challenges presented by generative AI technologies, most recent frameworks have been confined to those that simply aggregate older ideas from the literature or those that focus on non-generalisable contexts. Few existing frameworks provide novel perspectives...

AI-Induced guidance: Preserving the optimal Zone of Proximal Development

Chris Ferguson, Egon L. van den Broek, Herre van Oostendorp (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Holding the promise of higher learning outcomes, discovery learning utilizes intrinsic motivation to provide an enjoyable self-directed learning experience. Unfortunately, this approach can also lead to a sub-optimal cognitive load, which hinders learning. To avoid this, players must be in the optimal Zone of Proximal Development (ZPD). A way of accomplishing this is to make use of Artificial Intelligence in a narrative-centered discovery game using adaptive guidance. Textual instructions were automatically adapted in real-time to ensure a personalized challenge for one group of learners, where a control group received static instructions. Compared to the control group, the learners with...