Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial tecnología educativa

Temas IA: IA y aprendizaje estudio empírico

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Generating personalized learning paths (PLP) tailored to each student's characteristics and abilities is challenging, especially when using multiple-choice test scores to predict knowledge levels, which can be affected by guessing. We combined the ant colony algorithm (ACO) with Item Response Theory (IRT) to address this issue. This method models the relationship between student responses and their latent abilities, to improve the prediction of knowledge levels resulting in more accurate personalized learning paths (PLP). The parameters used to create the PLP include the initial module, targeted module, knowledge level, pretest score, and difficulty level. The difficulty level is required...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética educación primaria y secundaria

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

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In recent years, the design of AI-based tools for educational spaces have been largely driven by researchers who impart their past expertises, experiences, and perspectives in the design process. While this typically leads to technically feasible designs and are often well-grounded in theories of learning, youth agency is typically limited in this process. In this paper, we argue that designers have a significant ethical responsibility to incorporate youth voices – in particular, their dreams and concerns – into the design of AI tools starting from conception. This need is particularly important as new applications for AI, such as AI-supported collaboration, introduce new surveillance...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita feedback/retroalimentación

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

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Generative AI (GAI) is transforming education, despite its widespread use, its role in supporting student learning remains underexplored, and how to effectively leverage GAI for educational purposes is still unclear. This study focuses on enhancing language learning through GAI, specifically in picture-cued writing tasks, where students describe life scenarios depicted in pictures through text. A Generative AI-assisted language learning system was developed, powered by fine-tuned multimodal Large Language Models (LLMs), designed to evaluate students' textual descriptions in relation to corresponding images and provide adaptive feedback. A lot of middle school students participated in the...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial profesorado formación de profesores

Temas IA: IA y educación estudio empírico

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Teachers play a vital role in driving successful artificial intelligence (AI) education. Research on teachers' competency to teach AI (TCAI) is still limited. This study investigated the progression of in-service teachers' AI competency with the Technological Pedagogical Content Knowledge (TPACK) framework using Epistemic Network Analysis (ENA). Seven secondary school teachers who engaged in an AI education project were interviewed over a three-year period of curriculum development and implementation. The differences in ENA patterns in various stages indicated an evolution of teachers’ TPACK over the years. The ENA results also revealed different patterns between experienced and less...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial comprensión lectora evaluación

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

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The widespread usage of computer-based assessments and individualized learning platforms has increased demand for the rapid production of high-quality items. Automated item generation (AIG), the process of using item models to generate new items with the help of computer technology, was proposed to reduce reliance on human subject experts. While AIG has been used in test development, recent advances in machine learning algorithms offer the potential to enhance its efficiency further. This paper presents an innovative approach utilizing OpenAI's latest transformer-based language model, GPT-3, to generate reading passages. Existing reading passages were used in carefully engineered prompts to...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA aprendizaje basado en proyectos

Temas IA: IA y educación estudio empírico

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The use of the project-based learning (PBL) approach in developing AI literacy is widely adopted. However, student satisfaction with AI literacy courses has not been thoroughly explored. This study addresses this gap by examining the associations between students’ perceived PBL, empowerment in using AI for problem-solving, AI ethical awareness, and satisfaction with AI literacy courses. A total of 1,027 secondary and university students from 102 secondary schools and a university in Hong Kong participated in an AI literacy course, among whom 446 provided complete data for the structural equation modelling (SEM) analysis. We developed a context-grounded scale to measure students’ perceptions...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT estudio empírico

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The advent of generative artificial intelligence (AI) applications, such as ChatGPT, has significantly impacted various aspects of human life, including higher education. This study explores university students' attitudes toward ChatGPT, focusing on the cognitive, affective, and behavioral components of attitudes, on the basis of Mitcham's philosophical framework of attitudes toward technology. A total of 595 university students from six public and private universities in northern Peru participated in an online survey. The results of the structural equation modeling (SEM) analysis revealed that the affective component (β = 0.672∗∗∗) and the cognitive component (β = 0.260∗∗) positively...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial motivación educación superior

Temas IA: IA y educación estudio empírico

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This study builds on the recent interest in AI adoption research in academic settings by highlighting the need for culturally sensitive AI educational tools. The study achieved this by demonstrating how cultural differences shape students' motivation and AI use. This study adopts a cross-country comparative analytical approach to explore postgraduate students’ motivation to continue using AI tools in the context of higher education. The study developed a theoretical model based on Self-Determination Theory (SDT) and Expectation Disconfirmation Theory (EDT) to explore how perceived competence, perceived relatedness and perceived autonomy influence the continuance use intention of AI tools in...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita CALL/ELAO

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

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The increasing use of English as a Lingua Franca (ELF) worldwide has brought attention to tools that can assist English as a Foreign Language (EFL) learners in their journey to fluency. Much research has shown that EFL learners often do not have sufficient latitude to output at a satisfactory level when writing in a second language. In addition, cognitive (working memory) resources are spent on low-level writing tasks (word production, translation) at the expense of time being allocated to higher-level writing tasks such as organization and revision. The researcher's laboratory developed an AI-based web application called “AI KAKU” to assist EFL learners in reducing the cognitive barriers...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación grandes modelos de lenguaje

Temas IA: IA y evaluación modelos de lenguaje (LLM) estudio empírico

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The rapid integration of Generative AI (GenAI) into higher education presents both opportunities and systemic challenges, particularly in domains where feedback is central to learning. This study investigates the capacity of a large language model to generate formative feedback for student-created UML diagrams in a university software engineering course. Across two cohorts (N = 262), AI-generated, teacher-generated, and no-feedback conditions were compared, analyzing student perceptions, learning outcomes, and grading reliability. Results show that while students rated GenAI feedback as beneficial and often comparable to human comments, teacher feedback remained more effective in supporting...

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