Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT herramientas

Temas IA: IA y aprendizaje IA y evaluación chatGPT

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How much have students’ ordinary learning processes shifted in response to generative AI, and how does that affect their durable learning outcomes? Self-report surveys show little change, while small-scale behavioral studies report widespread AI use without the scale or duration to measure learning consequences. We address both questions using a ten-year panel of 3.2 million ALEKS learning interactions for the time-on-task analysis, complemented by ALEKS PPL placement-assessment data for the proctoring and retention analyses, with a quasi-experimental design exploiting within-curriculum variation in AI susceptibility: text-based word problems transcribable into AI prompts serve as the treated group; graph-based problems...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje motivación

Temas IA: IA y aprendizaje estudio empírico

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People often optimize for long-term goals in collaboration: A mentor or companion doesn't just answer questions, but also scaffolds learning, tracks progress, and prioritizes the other person's growth over immediate results. In contrast, current AI systems are fundamentally short-sighted collaborators - optimized for providing instant and complete responses, without ever saying no (unless for safety reasons). What are the consequences of this dynamic? Here, through a series of randomized controlled trials on human-AI interactions (N = 1,222), we provide causal evidence for two key consequences of AI assistance: reduced persistence and impairment of unassisted performance. Across a variety of tasks, including mathematical...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior expresión escrita

Temas IA: IA y aprendizaje estudio empírico

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We study how generative AI affects student learning in a randomized experiment. In proctored, in-person sessions, undergraduates learn about an unfamiliar topic and write an analytical essay with or without access to off-the-shelf generative AI, then complete unaided assessments immediately and one week later. We measure learning with knowledge tests (factual and conceptual understanding) and open-ended essays (higher-order skills). AI access raises immediate test scores by 0.27 standard deviations. These gains persist one week later. Essay quality, by contrast, changes little while students have AI access but improves in style and relevance one week later, when students write unaided. These delayed gains are larger among...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial integridad académica evaluación

Temas IA: IA y evaluación análisis de producción de IA ética de la IA

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GPT detectors frequently misclassify non-native English writing as AI generated, raising concerns about fairness and robustness. Addressing the biases in these detectors is crucial to prevent the marginalization of non-native English speakers in evaluative and educational settings and to create a more equitable digital landscape.

El estudio comparó siete detectores de texto generado por IA con redacciones de estudiantes nativos y no nativos de inglés. Los detectores clasificaron como generadas por máquina más de la mitad de las redacciones del TOEFL escritas por estudiantes no nativos, mientras que acertaron casi siempre con las de estudiantes nativos. La causa es la menor «...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT expresión escrita

Temas IA: chatGPT IA y aprendizaje estudio empírico

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This study explores the neural and behavioral consequences of LLM-assisted essay writing. Participants were divided into three groups: LLM, Search Engine, and Brain-only (no tools). Each completed three sessions under the same condition. In a fourth session, LLM users were reassigned to Brain-only group (LLM-to-Brain), and Brain-only users were reassigned to LLM condition (Brain-to-LLM). A total of 54 participants took part in Sessions 1-3, with 18 completing session 4. We used electroencephalography (EEG) to assess cognitive load during essay writing, and analyzed essays using NLP, as well as scoring essays with the help from human teachers and an AI judge. Across groups, NERs, n-gram patterns, and topic ontology showed...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial integridad académica evaluación

Temas IA: IA y evaluación análisis de producción de IA estudio empírico

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This study investigates the efficacy of six major Generative AI (GenAI) text detectors when confronted with machine-generated content that has been modified using techniques designed to evade detection by these tools (n=805). The results demonstrate that the detectors' already low accuracy rates (39.5%) show major reductions in accuracy (17.4%) when faced with manipulated content, with some techniques proving more effective than others in evading detection. The accuracy limitations and the potential for false accusations demonstrate that these tools cannot currently be recommended for determining whether violations of academic integrity have occurred, underscoring the challenges educators face in maintaining inclusive and...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética inclusión y equidad

Temas IA: ética de la IA IA y educación estudio empírico

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While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things and doing things ethically, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first...

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Tipo: capítulo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación metacognición

Temas IA: IA y evaluación IA y aprendizaje estudio empírico

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Providing personalized, detailed feedback at scale in large undergraduate STEM courses remains a persistent challenge. We present an empirically evaluated practice exam system that integrates AI generated feedback with targeted textbook references, deployed in a large introductory biology course. Our system specifically aims to encourage metacognitive behavior by asking students to explain their answers and declare their confidence. It uses OpenAI's GPT-4o to generate personalized feedback based on this information, while directing them to relevant textbook sections. Through detailed interaction logs from consenting participants across three midterms (541, 342, and 413 students respectively), totaling 28,313 question-student...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial formación de profesores creencias y actitudes de los profesores

Temas IA: IA y educación estudio empírico

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The release of ChatGPT in November 2022 has sparked discussions about integrating Generative Artificial Intelligence (GenAI) into teacher education. Teacher educators, as key facilitators of pre-service teachers, play a critical role in determining the successful adoption of GenAI. Their perceptions guide curriculum redesign, define best practices, and shape pre-service teachers’ experiences with GenAI, potentially multiplying its impact across future classrooms. This mixed-methods study explored Danish teacher educators’ perceptions of GenAI (n = 91), focusing on its transformative potential, challenges, and the knowledge pre-service teachers need to acquire. The study employed innovative methods, including GenAI-enhanced...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética creencias y actitudes de los profesores

Temas IA: ética de la IA estudio empírico

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This study explores university educators’ perspectives on their alignment with artificial intelligence (AI) ethics, considering activity theory (AT), which forms the theoretical underpinning of this study. To do so, 37 educators from a higher education institution were selected to write their metaphors about AI ethics alignment, out of which 11 attended semi-structured interviews, in which they answered some questions about their AI ethics alignment and narrated some experiences. The study reveals diverse and often contradictory perspectives on AI ethics, highlighting a general lack of awareness and inconsistent application of ethical principles. Some educators...

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