Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Mathematics word problem solving is a critical component of elementary education, yet many students encounter persistent difficulties in this area due to the combined cognitive demands of linguistic comprehension and mathematical reasoning. While previous studies have explored various pedagogical strategies to enhance problem-solving skills, the integration of generative artificial intelligence (GenAI) in this domain remains underexplored. This study introduces the ChatGPT-supported Mathematics Problem-Solving System (ChatGPT-MPS), a GenAI-enabled learning environment designed to support primary students in developing problem-solving strategies and deepening conceptual understanding. To...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Responding to the need for innovative educational environments in higher education, this study presents “Math City”, an immersive Metaverse platform designed to enhance inquiry-based mathematics learning and develop 21st-century skills. Traditional university-level mathematics courses often encounter difficulties in sustaining student engagement and fostering the application of abstract concepts, such as the properties of three-dimensional shapes. To address these challenges, Math City was designed using the Unity game engine, which incorporates the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) alongside gamification elements such as quests, rewards, and badges...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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The integration of generative artificial intelligence (GenAI) into higher education necessitates a reconceptualization of teacher competencies, moving beyond technical proficiency to encompass pedagogical strategies for fostering critical, ethical, and developmentally appropriate student-AI collaboration. Existing competency frameworks, however, exhibit notable limitations in equipping university teachers with actionable guidance for designing GenAI-mediated learning experiences that cultivate their students’ higher-order thinking and subject knowledge. In response, this paper develops and proposes a GenAI-responsive competency framework for university teachers to supplement existing...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The integration of large language models (LLMs) into intelligent tutoring systems promises personalized learning, yet procedural domains such as primary mathematics remain challenging due to inconsistency and pedagogical opacity. LLM tutors may give unsolicited answers or show unstable scaffolding when students vary arithmetic, units, or rounding. This design science research develops and evaluates a rule-guided tutoring system for mathematical word problems in primary schools. We formalize a distinction between rule-guided scaffolding, in which tutoring is governed by a three-layer architecture (diagnosis → intent selection → constrained response generation), and ad-hoc scaffolding, where...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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With the widespread use of Generative AI in education, effectively utilizing and integrating it into teaching have become key focal points and challenges in education. Different subjects and target audiences require varied norms and strategies for implementing Generative AI, such as ChatGPT. These differences directly impact the educational integration of Generative AI in various educational contexts. To address these disparities and establish common ground, we propose the concept of ChatGPT literacy to bridge research gaps. In this study, we tailor the concept of ChatGPT literacy specifically for language teachers, aiming to delineate the essential competencies needed to proficiently and...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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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...

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