Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies. 25 relevant studies were identified by applying the following eligibility criteria: English-written original empirical research on education and AI and reporting AI conceptions in a formal learning context. The review found studies from six continents, with the majority conducted in Europe and North...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study highlights the potential of fine-tuned ChatGPT (GPT-3.5) for automatically scoring student written constructed responses using example assessment tasks in science education. The application of ChatGPT in research and academic fields has greatly enhanced productivity and efficiency. Recent studies on ChatGPT based on OpenAI's generative model GPT-3.5 proved its superiority in predicting the natural language with high accuracy and human-like responses. GPT-3.5 has been trained over enormous online language materials such as journals and Wikipedia; however, direct usage of pre-trained GPT-3.5 is insufficient for automatic scoring as students do not utilize the same language as...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study investigates the application of large language models (LLMs), specifically GPT-3.5 and GPT-4, with Chain-of-Though (CoT) in the automatic scoring of student-written responses to science assessments. We focused on overcoming the challenges of accessibility, technical complexity, and lack of explainability that have previously limited the use of artificial intelligence-based automatic scoring tools among researchers and educators. With a testing dataset comprising six assessment tasks (three binomial and three trinomial) with 1,650 student responses, we employed six prompt engineering strategies to automatically score student responses. The six strategies combined zero-shot or few-...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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As educators begin using Generative AI (GenAI) for lesson planning, they often encounter generated content that fails to consider the classroom's cultural context. In this study, we address this issue by adopting a design science research approach to develop a theory-based prompt grounded in culturally responsive pedagogy (CRP) and using it to customize a Culturally Responsive Lesson Planner (CRLP) GPT. Guided by the CRP framework, the CRLP uses an Interactive Semi-Automated (ISA) prompt architecture that engages teachers in dialogue to collect cultural and contextual details before generating a lesson plan. To evaluate the CRLP's effectiveness, we asked two expert reviewers to compare...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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This systematic review maps the empirical landscape of AI literacy by examining its correlations with a diverse array of affective, behavioral, cognitive and contextual variables. Building on the review of AI literacy scales by Lintner (2024), we analyzed 31 empirical studies that applied six of those AI literacy scales, covering 14 countries and a range of participant groups. Our findings reveal robust correlations of AI literacy with AI self-efficacy, positive AI attitudes, motivation, and digital competencies, and negative correlations with AI anxiety and negative AI attitudes. Personal factors such as age appear largely uncorrelated with AI literacy. The review reveals measurement...

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