estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT creencias y actitudes de los profesores

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

Resumen:

Artificial intelligence-based educational technologies, especially ChatGPT-4o, have the potential to revolutionize education, and the adoption of these technologies is closely related to perceptual and emotional status of the users. The present study investigated the factors affecting the adoption of ChatGPT-4o by English language instructors in Turkey using Extended Technology Acceptance Model. Stratified sampling was used to select 30 universities in the “Social Sciences and Humanities-Language and Literature” category, with quality scores between 20 and 60. A total of 480 English Language Instructors employed at the Schools of Foreign Languages at these universities participated in the...

Artificial intelligence in history education. Linguistic content and complexity analyses of student writings in the CAHisT project (Computational assessment of historical thinking)

Christiane Bertram, Zarah Weiss, Lisa Zachrich (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación expresión escrita

Temas IA: IA y evaluación estudio empírico

Resumen:

The use of standardized test formats in the assessment of historical competencies has recently come under severe criticism, especially in the United States, where standardized tests are particularly common. History researchers have argued that open-ended items are more appropriate for assessment. However, providing largescale evaluations of open-ended answers is time consuming and poses challenges regarding the objectivity, validity, and replicability of ratings. To address this issue, we investigated the extent to which computer-based evaluation methods are suitable for evaluating student answers by combining qualitative methods from history education research with quantitative, computer-...

Engagement in LLM chatbot-supported learning: The pivotal roles of GenAI competency and emotion

Xianhan Huang, Shiyu Zhang (2026)

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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

Resumen:

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)...

Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions

Jennifer Meyer, Thorben Jansen, Ronja Schiller (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación expresión escrita

Temas IA: IA y enseñanza-aprendizaje de lenguas IA y evaluación modelos de lenguaje (LLM)

Resumen:

Writing proficiency is an essential skill for upper secondary students that can be enhanced through effective feedback. Creating feedback on writing tasks, however, is time-intensive and presents a challenge for educators, often resulting in students receiving insufficient or no feedback. The advent of text-generating large language models (LLMs) offers a promising solution, namely, automated evidence-based feedback generation. Yet, empirical evidence from randomized controlled studies about the effectiveness of LLM-generated feedback is missing. To address this issue, the current study compared the effectiveness of LLM-generated feedback to no feedback. A sample of N = 459 upper secondary...

LLMs do not grade essays like humans

Jerin George Mathew, Sumayya Taher, Anindita Kundu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita evaluación

Temas IA: IA y enseñanza-aprendizaje de lenguas IA y evaluación modelos de lenguaje (LLM)

Resumen:

Large language models have recently been proposed as tools for automated essay scoring, but their agreement with human grading remains unclear. In this work, we evaluate how LLM-generated scores compare with human grades and analyze the grading behavior of several models from the GPT and Llama families in an out-of-the-box setting, without task-specific training. Our results show that agreement between LLM and human scores remains relatively weak and varies with essay characteristics. In particular, compared to human raters, LLMs tend to assign higher scores to short or underdeveloped essays, while assigning lower scores to longer essays that contain minor grammatical or spelling errors. We...

The effects of chatbot use on foreign language reading anxiety and reading performance among Chinese secondary school students

Shuyan Zheng (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots comprensión lectora

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

Resumen:

The present study investigates the effectiveness of a GenAI-based chatbot, “Reading Bot,” in reducing foreign language reading anxiety (FLRA) and improving foreign language reading performance (FLRP) among Chinese secondary school students learning English as a foreign language (EFL). To do so, a mixed-methods quasi-experimental pre-test/post-test design with qualitative interviews was employed. After ensuring homogeneity between the two groups, one class was designated as the experimental group (n = 42), utilizing a chatbot as a treatment, while the other class served as the comparison group (n = 42), receiving traditional teacher support. Both groups participated in five 45-min reading...

Assessing how accurately large language models encode and apply the common European framework of reference for languages

Luca Benedetto, Gabrielle Gaudeau, Andrew Caines (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial MCER grandes modelos de lenguaje

Temas IA: IA y enseñanza-aprendizaje de lenguas modelos de lenguaje (LLM) análisis de producción de IA

Resumen:

Large Language Models (LLMs) can have a transformative effect on a variety of domains, including education, and it is therefore pressing to understand whether these models have knowledge of – or, in other words, how they have encoded – the specific pedagogical requirements of different educational domains, and whether they use this when performing educational tasks. In this work, we propose an approach to evaluate the knowledge – or encoding – that the LLMs have of the Common European Framework of Reference for Languages (CEFR), and use it to evaluate five modern LLMs. Our study shows that the suite of tasks we propose is quite challenging for all the LLMs, and they often provide results...

Understanding of ChatGPT adoption among business school students

Manaf Al-Okaily, Wasef Mater, Nasim Matar (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT estudio empírico

Resumen:

OpenAI's latest version of Generative Pre-Trained Transformer, GPT-3, has caused a lot of debates and controversies worldwide concerning its deployment and possible uses. Therefore, the current research objective is to develop a proposed model based on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) with other much-related factors to examine the role of ChatGPT adoption services in enhancing student communication and collaboration skills in developing countries (e.g., Jordan). This study also investigates the mediating role of performance expectancy and the moderating role of innovativeness toward these services. The online questionnaire was used as an instrument to...

How are faculty and college students embracing AI? — A multi-informant mixed method study

Lindai Xie, Yingying Jiang, Chi-Ning Chang (2025)

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Tipo: artículo

Metodología: estudio empírico

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

Temas IA: IA y educación estudio empírico

Resumen:

This multi-informant mixed-methods study uses a concurrent parallel sampling approach to investigate undergraduate students' and faculty's perceptions of utilizing AI in teaching and learning at U.S. universities. A survey developed based on the Technology Acceptance Model, Social Influence Theory, and existing literature was implemented to collect undergraduate students' data regarding students' perceived AI learning environment, perceived others' attitudes toward AI, and personal attitudes toward AI. Faculty's opinions were collected through semi-structured interviews in accordance with the survey variables. Quantitative findings indicated that the effect of the AI learning environment on...

Using chatbots for English language learning in higher education

Nagaletchimee Annamalai, Radzuwan Ab Rashid, Umair Munir Hashmi (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots enseñanza/aprendizaje de lenguas

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

Resumen:

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...