Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The rapid development of generative artificial intelligence (GenAI) tools has given rise to a growing discussion of the potential challenges and benefits that the use of these technologies may present in the field of education. This study examines the acceptance of the use of GenAI tools for teaching and learning among primary and secondary school teachers in Hong Kong. It uses an extension of the technology acceptance model (TAM) with a modified framework that incorporates two key factors: self-efficacy and subjective norm. Data were collected from a sample of 367 primary and secondary school teachers in Hong Kong using questionnaires containing items for six constructs: self-efficacy,...

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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: estudio empírico

Temas: inteligencia artificial

Resumen:

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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,...

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