Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Self-regulated learning (SRL) encapsulates learners' abilities to control, monitor, and regulate cognitive and metacognitive processes such as motivation, emotion, and learning strategies. A crucial element of SRL proficiency lies in learners' capacity to plan and implement effective learning strategies. As such, extensive academic research has been devoted to understanding the impact of learning strategies on learning performance, and the role of instructional methods (including real-time scaffolding) in amplifying students' ability to adopt effective learning strategies. However, while numerous studies have focused on learning strategies and SRL scaffolding, few have investigated their...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Reflection and goal-setting are interrelated processes in well-established educational theories to promote in-depth self-reflection and self-regulated learning. Prior studies have considered reflection to be an important antecedent for meaningful goal-setting. Yet, there lacks empirical evidence to shed light on how students' abilities to reflect inform their abilities to set goals. Hence, in the present study, we aimed to quantify the connection between students' retrospective reflection and their subsequent goal-setting, and derive more in-depth insights to benefit educators in their teaching to promote deeper reflection, more specific goal-setting and better self-regulation. To this end...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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The rapid advancement of computing technologies has facilitated the implementation of AIED (Artificial Intelligence in Education) applications. AIED refers to the use of AI (Artificial Intelligence) technologies or application programs in educational settings to facilitate teaching, learning, or decision making. With the help of AI technologies, which simulate human intelligence to make inferences, judgments, or predictions, computer systems can provide personalized guidance, supports, or feedback to students as well as assisting teachers or policymakers in making decisions. Although AIED has been identified as the primary research focus in the field of computers and education, the...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Despite significant advancements in AI-driven educational systems and ongoing calls for responsible AI for education, several critical issues remain unresolved—acting as elephant in the room within AI in education, learning analytics, educational data mining, learning sciences, and educational psychology communities. This critical analysis identifies and examines nine persistent challenges across the conceptual, methodological, and ethical dimensions that continue to undermine the fairness, transparency, and effectiveness of current AI methods and applications in education. These include: 1) the lack of clarity around what AI for education truly means—often ignoring the distinct purposes,...

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Metodología: estudio empírico

Temas: inteligencia artificial

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In higher education, delivering effective feedback is pivotal for enhancing student learning but remains challenging due to the scale and diversity of student populations. Learner-centered feedback, a robust approach to effective feedback that tailors to individual student needs, encompasses three key dimensions—Future Impact, Sensemaking, and Agency, which collectively include eight specific components, thereby enhancing its relevance and impact in the learning process. However, providing consistent and effective learner-centered feedback at scale is challenging for educators. This study addresses this challenge by automating the analysis of feedback content to promote effective learner-...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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We present a systematic literature review of data-driven self-regulated learning (SRL) that emphasises the methodological importance of temporality and sequence, as opposed to conventional statistical analysis. Researchers seem unanimous in their view of the importance of SRL in modern online and blended educational settings; this is borne out by number of reviews of literature on the subject. There has, as yet, been no systematic treatment of SRL in the context of its conceptualisation as a phenomenon that unfolds in sequences over time. To address this limitation, this review explores the corpus of work (n = 53) in which SRL and its related dimensions are analysed through the lenses of...

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Metodología: trabajo teórico

Temas: inteligencia artificial

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The Community of Inquiry (CoI) framework is widely used to guide and explain learning in online and blended environments. However, generative artificial intelligence (GenAI) challenges a key assumption in CoI research and practice: that indicators of presence can be attributed primarily to human learners, instructors, and their interactions. GenAI can produce fluent discourse that resembles strong cognitive, social, or teaching presence. Yet such discourse may not reflect learners' thinking, relationships, or regulatory intentions. To date, research often frames GenAI as a tool, a dialogic partner, or a possible fourth presence. These views, however, do not fully capture GenAI's pervasive...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Relational feedback is increasingly recognised for its crucial role in enhancing student-instructor relationships and promoting the assimilation of feedback. Despite its significance, no studies have tried to develop automated methods to analyse written feedback for properties of relational feedback to promote its use at scale and assist feedback providers with their relational feedback practices. This automated analysis of relational feedback can be performed as a classification task. However, traditional machine and deep learning methods for text classification typically require extensive human labelling and pose a significant challenge for educators and researchers lacking machine...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in Education (AIED) offers new scalable, data-intensive systems but raises concerns about data privacy and agency. Excluding stakeholders—like students and teachers—from the design process can potentially lead to mistrust and inadequately aligned tools. Despite a shift towards human-centred design in recent LA and AIED research, there remain gaps in our understanding of the importance of human control, safety, reliability, and trustworthiness in the design and implementation of these systems. We conducted a systematic literature review to explore these concerns and gaps. We analysed 108 papers to provide insights...

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Metodología: trabajo teórico

Temas: inteligencia artificial

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Learning analytics has matured significantly since its early days. The field has rapidly grown in terms of the reputation of its publication venues, established a vibrant community, and has demonstrated an increasing impact on policy and practice. However, the boundaries of the field are still being explored by many researchers in a bid to determine what differentiates a contribution in learning analytics from contributions in related fields, which also center around data in education. In this paper, we propose that instead of emphasizing the examination of differences, a healthy development of the field should focus on collaboration and be informed by the developments in related fields....

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