estudio empírico

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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

Resumen:

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 teacher learning, play a critical role in shaping the successful adoption of GenAI. Their perceptions guide curriculum redesign, define promoted practices, and shape how pre-service teachers experience educational uses of GenAI tools, 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 and the knowledge pre-service teachers need to acquire. Innovative...

FermBench: A new benchmark for measuring the capabilities of LLMs on fermentation knowledge

Fiammetta Caccavale, Adem R.N. Aouichaoui, Ulrich Krühne (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje chatbots

Temas IA: análisis de producción de IA modelos de lenguaje (LLM) estudio empírico

Resumen:

Generative Artificial Intelligence (GenAI) chatbots continue to amaze users worldwide with their rapid improvements. These tools possess vast general knowledge and can thus be used in various fields, including education. However, before rolling out these models in pedagogical applications, it is fundamental to understand whether the information provided is reliable and if any of the currently available chatbots are best suited for domain-specific tasks. The objective of this study is to thoroughly investigate these aspects in a specific domain, fermentation, with the overarching goal of providing guidelines to students and teachers to select the best GenAI assistant. To achieve this goal,...

A mixed-methods analysis of AI scaffolding patterns and student inquiry profiles in a middle-school agriculture-STEM classroom

Selcuk Kilinc, Tugce Aldemir, Kamila Misiejuk (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial andamiaje/scaffolding chatbots

Temas IA: chatbots IA y aprendizaje estudio empírico

Resumen:

This study examines how generative AI can support middle school scientific inquiry in a rural agriculture-STEM classroom. Using a mixed-methods design with concurrent data collection and sequential analytic integration, we analyzed 42 eighth-grade students, organized into 12 groups, as they used Aspen, a custom AI chatbot, to revise scientific research questions and hypotheses around a sustainable agriculture problem. Data sources included group project journals, AI interaction logs, and peer discussion transcripts. First, a two-dimensional profiling method categorized the 12 groups into four analytic profiles: Struggling, Most Improved, Perfectionists, and High Achievers, based on initial...

A conceptual framework for determining metaverse adoption in higher institutions of gulf area: An empirical study using hybrid SEM-ANN approach

Iman A. Akour, Rana Saeed Al-Maroof, Raghad Alfaisal (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial realidad virtual educación superior

Temas IA: IA y educación estudio empírico

Resumen:

The metaverse is a kind of imagined world with immersive digital spaces that increase, allowing a more interactive environment in educational settings. The metaverse is an expansion of the synchronous communication that embraces an effective number of users to share different experiences. The study aims to investigate the students' perceptions towards metaverse system for educational purposes in the Gulf area. The conceptual model comprises the adoption properties, namely trialability, observability, compatibility, and complexity, users' satisfaction, personal innovativeness, and Technology Acceptance Model (TAM) constructs. The novelty of the paper lies in its conceptual model that...

Why do students use ChatGPT? Answering through a triangulation approach

Ahnaf Chowdhury Niloy, Md Ashraful Bari, Jakia Sultana (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT creencias y actitudes de los estudiantes

Temas IA: chatGPT estudio empírico

Resumen:

ChatGPT has been a revolutionizing AI Chatbot, that has impacted academia significantly. Although there has been a number of studies over the influence of AI and education, a focus towards why students use it is minimal. This study explores factors affecting student use of ChatGPT through a triangulation approach, blending exploratory, qualitative, and quantitative analyses. Through exploration of factors via prior literature and analysis of narratives by the respondents of qualitative analysis to measuring their relationships quantitatively using SEM techniques, the study identifies core reasons to use ChatGPT by students of higher education. The findings highlight the significance of six...

Strengthening students’ research efficacy in higher institutions. A joint mediating effect of the impact of Artificial intelligence using Partial Least Squares Structural Equation Modelling (PLS-SEM)

Usani Joseph Ofem, Ene I. Ene, Eunice Ngozi Ajuluchukwu (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior metodología de investigación

Temas IA: IA y educación estudio empírico

Resumen:

Research efficacy is a vital contributor to enhancing research productivity within higher education institutions. Despite its importance, there has been limited focus on understanding this construct and its enablers. This study addresses this gap by exploring research efficacy through the lens of artificial intelligence (AI) utilization among students. The findings reveal that AI utilization has a significant positive impact on various dimensions of research efficacy, including background, review, methodological, analytical, and reporting efficacy. Additionally, review efficacy is shown to significantly influence background, methodological, and reporting efficacy, while it does not impact...

Adapting teaching and learning with existing generative AI by higher education Students: Comparative study of Zayed University and King Abdulaziz University

Dina Tbaishat, Ghada Amoudi, Maha Elfadel (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior creencias y actitudes de los estudiantes

Temas IA: IA y educación estudio empírico

Resumen:

This study examines the role of higher education students’ perceptions in adapting Generative AI (GenAI) tools for teaching and learning, with a particular focus on the factors that influence student satisfaction and engagement. A comparative approach is adopted, exploring student experiences at Zayed University (ZU) in the UAE and King Abdulaziz University (KAU) in Saudi Arabia. The principal variables of interest, including Expected Benefits (EB), University Support (US), Ethical Awareness (EA), and Technology Self-Efficacy (TSE), are examined, with particular attention to their direct and mediated influences through Behavioral Intention (BI) on student satisfaction (SS). Data were...

Promoting pre-service music teachers’ TPACK with generative AI: an intervention through designing with AI

Haiying Li, Ching Sing Chai, Xinlei Wang (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial formación de profesores competencia digital

Temas IA: IA y educación IA y creación de materiales estudio empírico

Resumen:

Generative artificial intelligence (GenAI) presents transformative opportunities for education, yet its integration into music teacher preparation remains underdeveloped. Two critical gaps exist: (1) scant empirical studies on how pre-service music teachers can leverage GenAI to develop their expertise; and (2) the potential of designing with AI to develop technological pedagogical content knowledge (TPACK) in music education is unexplored, despite evidence of the effectiveness of learning by design in other disciplines. This study implemented a six-week designing with AI intervention grounded in TPACK framework, engaging 59 pre-service music teachers in collaborative GenAI-assisted lesson...

Effects of an AI-supported inquiry model on AI literacy and authentic performance: A quasi-experimental study with preservice teachers

Dongyun Cao, Yuting Yan, Anyuan Xiong (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial formación de profesores alfabetización en IA

Temas IA: IA y educación IA y aprendizaje estudio empírico

Resumen:

As generative AI becomes more common in teacher education, programs need instructional models that help preservice teachers use AI purposefully, critically, and productively in authentic academic work. However, evidence on how structured AI-supported inquiry improves both AI literacy and performance remains limited. Grounded in Deweyan Inquiry and the Practical Inquiry model, this quasi-experimental study examined the effects of QUEST + AI, an AI-supported inquiry model built around five phases: Question, Understand, Engage, Solve, and Teach. Ninety-five preservice teachers in an educational research methods course participated in a 10-week study using two intact classes (experimental n =...

English grammar multiple-choice question generation using Text-to-Text Transfer Transformer

Peerawat Chomphooyod, Atiwong Suchato, Nuengwong Tuaycharoen (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza/aprendizaje de la gramática creación de materiales

Temas IA: IA y enseñanza-aprendizaje de lenguas IA y creación de materiales IA y evaluación

Resumen:

English grammar multiple-choice questions (MCQs) can be automatically generated to reduce preparation time. Previous studies have focused on semiautomated methods based on the transformation of human-made sentences/articles into MCQs, owing to which the number of generated questions is dependent on the size of a given text corpus. This study proposes an artificial intelligence-assisted MCQ generation system that increases the number of generable questions using controllable text generation techniques. In this system, the questions for MCQs are generated using a text generation model trained using the Text-to-Text Transfer Transformer (T5) architecture, a powerful deep learning model for...