chatGPT

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial integridad académica ChatGPT

Temas IA: chatGPT ética de la IA IA y evaluación

Resumen:

The rapid adoption of generative AI tools such as ChatGPT by students has the potential to disrupt the higher education sector, with concerns being raised by academics about potential threats to academic integrity. This paper contributes to the pressing discussion about responses to AI tools by examining students' perceptions and the use of generative AI to assist them with assessments. Based on a survey among 337 Australian university students, this study found that more than a third of students have used a chatbot for assistance with an assessment, and do not necessarily perceive this as a breach of academic integrity. The study further investigated to what extent different psychosocial...

Students’ use of large language models in engineering education: A case study on technology acceptance, perceptions, efficacy, and detection chances

Margherita Bernabei, Silvia Colabianchi, Andrea Falegnami (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje ChatGPT

Temas IA: chatGPT modelos de lenguaje (LLM) estudio empírico

Resumen:

The accessibility of advanced Artificial Intelligence-based tools, like ChatGPT, has made Large Language Models (LLMs) readily available to students. These LLMs can generate original written content to assist students in their academic assessments. With the rapid adoption of LLMs, exemplified by the popularity of OpenAI's ChatGPT, there is a growing need to explore their application in education. Few studies examine students' use of LLMs as learning tools. This paper focuses on the application of ChatGPT in engineering higher education through an in-depth case study. It investigates whether engineering students can generate high-quality university essays with LLMs assistance, whether...

Implementing generative AI (GenAI) in higher education: A systematic review of case studies

Marina Belkina, Scott Daniel, Sasha Nikolic (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial educación superior ChatGPT

Temas IA: IA y educación chatGPT revisión de bibliografía

Resumen:

The introduction of Generative Artificial Intelligence (GenAI) tools, like ChatGPT, into higher education heralds a transformative era, reshaping instructional methods, enhancing student support systems, and redefining the educational landscape. Recent literature reviews on GenAI highlight a lack of focus on how these tools are being practically implemented in educational settings. Addressing this gap, the present study systematically examines empirical case studies that demonstrate the integration of GenAI into teaching and learning in higher education, offering actionable insights and guidance for academic practice.We conducted a search of relevant databases and identified 21 empirical...

Artificial intelligence in higher education: Modelling students’ motivation for continuous use of ChatGPT based on a modified self-determination theory

Nagaletchimee Annamalai, Brandford Bervell, Dickson Okoree Mireku (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT motivación

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

Resumen:

The purpose of this study was to investigate the determinants of higher education students' motivation towards continuous usage of ChatGPT for English language learning, based on a modified Self-Determination Theory (SDT). A quantitative approach hinged on a cross-sectional survey design was adopted, and an online questionnaire used to collect data from 324 students studying English as Foreign Language (EFL) and English as a Second Language (ESL). The data were analyzed using a Partial Least Squares-Structural Equation Modelling (PLS-SEM) technique. This study established that initial ChatGPT usage determined students' perceived autonomy, competence, relatedness and challenges in ChatGPT...

Reinventing assessments with ChatGPT and other online tools: Opportunities for GenAI-empowered assessment practices

Dennis Foung, Linda Lin, Julia Chen (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación ChatGPT

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

Resumen:

The recent emergence of generative artificial intelligence (GenAI) tools, such as ChatGPT, has brought profound changes to higher education. While many studies have examined the potential use of ChatGPT in teaching and learning, few have explored the opportunities to develop assessments that facilitate the use of multiple technological innovations (i.e. traditional AI and GenAI tools). We conducted qualitative research to address this gap. The assessments of an elective English course in Hong Kong were re-designed to incorporate GenAI and other tools. Students were asked to employ and reflect on their use of these tools for their writing assessments. We analyzed the written reflections of...

Assessing ChatGPT-generated comments for video-based learning content to enhance knowledge and emotional support based on scaffolding theory

Jiaqi Wang, Yegang Du, Qun Jin (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT materiales audiovisuales

Temas IA: análisis de producción de IA chatGPT prompts

Resumen:

With the rise of Generative Artificial Intelligence (GenAI), tools such as ChatGPT have shown great potential in enhancing online learning. However, existing applications in video-based learning remain limited, as they typically require learners to pause or switch interfaces to access AI support, disrupting learning continuity. To address this challenge, this study proposes a framework that utilizes ChatGPT to generate comments for an individual learner (i-Comments), displayed as scrolling text over educational videos, providing both knowledge and emotional support based on scaffolding theory. The present study evaluates the framework's generation capabilities to gain empirical insight that...

Fine-tuning ChatGPT for automatic scoring

Ehsan Latif, Xiaoming Zhai (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación ChatGPT

Temas IA: IA y evaluación modelos de lenguaje (LLM) chatGPT

Resumen:

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...

Is ChatGPT a good study companion? The role of AI-generated summaries and reflective prompts in learning from educational videos

Ayşe Candan Şimşek, Gerrit Anders, Jonathan Göth (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT materiales audiovisuales

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

Online videos have become a central tool in modern education. Alongside this shift, Artificial Intelligence (AI) is reshaping personalized learning experiences, with generative large language models like ChatGPT offering new ways to tailor information to individual learners. Based on the Cognitive Theory of Multimedia Learning (CTML), which proposes two principles that relate to the interaction with the learning material (segmenting and generative activity), we conducted two experiments in which participants were asked to pause an educational video at times of comprehension difficulty. In Experiment 1 (N = 101), we examined whether GPT-generated summaries -introduced at self-paced pause...

Examining the effect of ChatGPT usage on students’ academic learning and achievement: A survey-based study in Ajman, UAE

Enaam Youssef, Mervat Medhat, Soumaya Abdellatif (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

This research examines the use of ChatGPT among university-level students in the United Arab Emirates (UAE) and its effects on their learning experiences. The precise focus remains on the effects of ChatGPT usage on Student Engagement, Critical Thinking Abilities, and Academic Achievement. Using the cross-sectional design, the Constructivism Learning Theory supports this research. Data gathered using 353 structured questionnaires is analyzed using Partial Least Square-Structural Equation Modelling (PLS-SEM). Results showed that ChatGPT usage positively affects student engagement in the learning process. The effect of ChatGPT usage on Critical Thinking Abilities also remained significant....

Teachers' and students' perceptions of AI-generated concept explanations: Implications for integrating generative AI in computer science education

Soohwan Lee, Ki-Sang Song (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT pensamiento computacional

Temas IA: análisis de producción de IA IA y creación de materiales chatGPT

Resumen:

The educational application of Generative AI (GAI) has garnered significant interest, sparking discussions about the pedagogical value of GAI-generated content. This study investigates the perceived effectiveness of concept explanations produced by GAI compared to those created by human teachers, focusing on programming concepts of sequence, selection, and iteration. The research also explores teachers' and students' ability to discern the source of these explanations. Participants included 11 teachers and 70 sixth-grade students who were presented with concept explanations created or generated by teachers and ChatGPT. They were asked to evaluate the helpfulness of the explanations and...