Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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This systematic review synthesizes 64 empirical studies to examine how Generative AI (GenAI) shapes learning in Computer Science Education (CSE), particularly in programming, debugging, algorithmic reasoning, and computational problem-solving contexts. Grounded in Constructivist, Sociocultural, Cognitive Load, Adaptive Learning, and Metacognitive Learning theories, the review adopts an integrative perspective to analyze how GenAI-driven adaptivity, AI output qualities, hallucination dynamics, and cognitive–affective regulation influence learners’ interpretation, cognitive processing, and learning outcomes. Findings reveal a dual impact of GenAI in CSE. On the negative side, hallucinated or...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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As society deals with the advances and disruptions owing to artificial intelligence, children must understand how it works. Especially that children grow up with these technologies will help them develop into informed citizens and better understand the world around them. While artificial intelligence education has been considered relevant, there is a growing global trend to teach artificial intelligence across K-12 levels. This development has necessitated designing and implementing artificial intelligence curriculum and related resources in schools. Notwithstanding that the developed curriculum may be adopted in another context, unique needs exist that suggest contextual and cultural...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The emergence of artificial intelligence (AI) as a subject to be incorporated into K-12 educational levels places new demand on relevant stakeholders, especially teachers that drive the teaching and learning process. It is therefore important to understand how ready teachers are to teach the emerging subject as the success of AI education would probably be closely dependent on the readiness of teachers. As a result, this study presents an insight into factors influencing the behavioural intention and readiness of Nigerian in-service teachers to teach artificial intelligence. A total of 368 teachers, from elementary to high school participated in the study. We utilised quantitative...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Researchers' efforts to build a knowledge base of how middle school students learn about machine learning (ML) is limited, particularly, considering the African context. Hence, we conducted an experimental classroom study (N = 32) within the context of extracurricular activities in a Nigerian middle school to discern how students engaged with ML activities. Furthermore, we explored whether participation in our intervention program elicit changes in students' ML comprehension, and perceptions. Using multiple qualitative data collection techniques including interviews, pre-post open-ended surveys and written assessments, we uncover evidence that indicated evolution of students’ ML...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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There is a need for teachers who are prepared to teach Artificial Intelligence (AI) across the K-12 learning contexts. Owing to the dearth of teacher education programmes on AI, it is helpful to explore factors to be considered in designing an effective AI programme for future teachers. We posit that understanding how to encourage pre-service teachers to learn AI is thus critical for practitioners and policymakers while designing effective instructional AI teacher education programmes. This exploratory study examined the perceptions of pre-service teachers and their behavioral intention to learn AI, by identifying factors that might affect learning and promoting AI in teacher preparation...

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