Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots enseñanza/aprendizaje de lenguas

Temas IA: IA y enseñanza-aprendizaje de lenguas chatbots estudio empírico

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Despite the advancement of Chatbot technology, little is known about its affordances for language learning, especially in the context of Malaysian higher education institutions. Adapting the Push-Pull Mooring-Habit (PPMH) theoretical framework, this mixed-methods study examined Malaysian university students' experience in using Chatbots for English language learning, focusing on four main aspects; Performance Expectancy, Effort Expectancy, Social Isolation and Covid-19 Fear. A total of 360 undergraduate students from three public universities in Malaysia completed the questionnaire after being engaged with chatbots for three months. Twenty of them were also interviewed for an in-depth...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots educación superior

Temas IA: chatbots estudio empírico

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With the increasing integration of AI chatbots into education, understanding the factors that influence students' adoption intentions offers an empirical basis for further research in educational technology. However, empirical studies integrating multiple analytical approaches remain limited, particularly in China context. This study investigated Chinese university students' intention to adopt AI chatbots for learning by examining six individual-level predictors: performance expectancy (PE), effort expectancy (EE), social influence (SI), perceived trust (PT), personal innovativeness (PI), and perceived enjoyment (PEN). Survey data from 635 Chinese university students were analyzed using an...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje chatbots

Temas IA: modelos de lenguaje (LLM) chatbots IA y aprendizaje

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Despite the development of various AI systems to support learning in various domains, AI assistance for art appreciation education has not been extensively explored. Art appreciation, often perceived as an unfamiliar and challenging endeavor for most students, can be more accessible with a generative AI enabled conversation partner that provides tailored questions and encourages the audience to deeply appreciate artwork. This study explores the application of multimodal large language models (MLLMs) in art appreciation education, with a focus on developing LLaVA-Docent, a model designed to serve as a personal tutor for art appreciation. Our approach involved design and development research...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación infantil chatbots

Temas IA: IA y aprendizaje chatbots estudio empírico

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Educational technology research has found that parents of young children widely share concerns about extended screen time, lack of physical activity, and lack of social interaction. Kid Space was developed to address these concerns by enabling multi-modal and immersive collaborative play-based learning. Kid Space utilizes multiple sensing technologies with an immersive physical space through a human-scale wall projection and incorporates a conversational AI agent to interact with children, understand individual progress, and personalize learning experiences in a blended physical and digital environment. To evaluate Kid Space in the wild, we conducted a multi-method user study involving a...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots grandes modelos de lenguaje

Temas IA: chatbots IA y aprendizaje estudio empírico

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Student engagement, widely recognised as a key determinant of learning outcomes, warrants greater attention to its antecedent mechanisms for effective learning design. As LLM-based chatbots (hereafter chatbot) are increasingly used to support student learning, understanding what drives student engagement in such environments becomes especially important. Guided by appraisal theory, this study proposes a theoretically grounded model of students' engagement in chatbot-supported learning. Unlike prior studies that focus on isolated antecedents, the model integrates learners’ capacity appraisals, including technology-related (GenAI competency) and task-related (academic self-efficacy)...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots evaluación

Temas IA: IA y evaluación chatbots IA y educación

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Conversational agents such as chatbots have recently gained a lot of traction in various industries, including education, marketing, and healthcare. In K–12 and higher education, conversational agents have been used to boost student learning and motivation. Recently, new applications of conversational agents, such as conversation-based assessments, have emerged in the context of educational assessments. Such applications aim to enhance students' assessment experiences through the use of conversational agents in administering items (or tasks) and providing feedback to students. To discuss the utility of conversational agents in assessments, this paper puts a special emphasis on test-...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT chatbots

Temas IA: chatGPT chatbots estudio empírico

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This study explores the perception of artificial intelligence (AI)-based Chatbots, specifically Open AI's ChatGPT use, among physics students in four universities in Ghana, Jordan, and the United States. We utilized a survey instrument adapted from the Technology Acceptance Model (TAM) to elicit responses from 804 students. TAM constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEU), Subjective Norms (SN), Attitude Towards Technology Use (ATU), Behavioral Intention (BI), and User Behavior (UB) were assessed. We also assessed perceptions of ethical use (EU) and student learning outcomes (SLO) using a Structural Equation Model (SEM) approach. A measurement model had good fit...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial chatbots realidad virtual

Temas IA: chatbots chatGPT IA y ELE

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Este artículo explora el uso de la Inteligencia Artificial (IA), incluyendo chatbots como ChatGPT, y la Realidad Aumentada (RA) en la enseñanza del español como Lengua Extranjera (ELE) para atender eficazmente a estudiantes con dislexia y Dificultades Específicas de Aprendizaje (DEA). La enseñanza formal de Lenguas Extranjeras a menudo es un desafío para estudiantes con dislexia. Defendemos que la implementación de tecnologías avanzadas como la Realidad Aumentada y los chatbots basados en IA pueden ayudar a superar las barreras cognitivas, conductuales y emocionales de los estudiantes con dislexia, proporcionando un apoyo integral y personalizado. Esto facilita un proceso de...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial ChatGPT

Temas IA: chatGPT chatbots IA y enseñanza-aprendizaje de lenguas

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This study explores how 30 Korean English as a foreign language (EFL) learners at three proficiency levels (CEFR A2, B1, and B2) manage third position repair during voice-based role-play tasks with ChatGPT-4. Over 12 hours and 30 minutes of recorded interactions were analyzed using conversation analysis, complemented by retrospective verbal reports (RVRs) to capture both interactional patterns and learner perceptions. The findings show clear proficiency-related differences. A2 learners (n = 10) consistently abandoned repair, either by switching to their first language or abruptly terminating the conversation, and none of their TPR sequences resulted in successful repair. B1 learners (n = 10) managed repair partially through simple repetition or confirmation checks but often prioritized progressivity over intersubjectivity;...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial pragmática

Temas IA: IA y enseñanza-aprendizaje de lenguas chatbots estudio empírico

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Effective academic communication in multilingual higher education requires pragmatic competence, yet this dimension of language ability is often overlooked in instruction and insufficiently supported through feedback or authentic practice. Grounded in instructed pragmatics and technology-mediated learning frameworks, this study reports on the design, implementation, and empirical evaluation of an artificial intelligence (AI)-mediated multimodal platform developed to scaffold pragmatic competence in Indonesian within digital academic contexts. The platform integrates five interdependent features: automated text analysis to identify speech acts, politeness strategies, and violations of conversational principles; video analysis with multilingual transcription and theory-based annotation; conversation simulations providing context-...

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