estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje andamiaje/scaffolding

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

Resumen:

Large Language Models (LLMs) offer scalable educational support, but face barriers regarding accuracy, cost, and learning depth. To interrogate these limitations, we developed the Teaching Assistant for Specialized Knowledge (TAsk), a retrieval-augmented generation enabled and educator curated pipeline. In this nine-week pilot study (N = 33 participants), we deployed TAsk in a graduate-level biological chemistry course. We compared TAsk against human expert teaching assistants (TAs) using blinded review process and analyzed inquiry depth. We observed three major findings related to potential pedagogical decisions and educational theory. First, TAsk delivered effective feedback that was...

Artificial intelligence in higher education: Modelling the antecedents of artificial intelligence usage and effects on 21st century employability skills among postgraduate students in Ghana

Moses Segbenya, Brandford Bervell, Evans Frimpong-Manso (2023)

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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:

The utilisation of Artificial Intelligence (AI) in higher education has been a contemporary issue attracting varied perspectives. However, the nuances among the antecedents of AI usage among postgraduate students and the acquisition of 21st-century employability skills are under-researched. This study sought to fill the chasm by adopting a concurrent integrated mixed method to collect data using a questionnaire with closed-ended and open-ended items from 294 postgraduate students in Ghana. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) techniques were employed for the quantitative data analyses while thematic pattern matching was used to analyse the...

Artificial intelligence ethical awareness of university students in Ghana: A network and latent profile analyses

Bernard Yaw Sekyi Acquah, Iddrisu Salifu, Francis Arthur (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética educación superior

Temas IA: ética de la IA estudio empírico

Resumen:

Artificial intelligence is becoming increasingly integrated into students’ academic lives in Ghana, making it crucial to examine their perspectives on ethical dimensions. Against this backdrop, this study assesses the artificial intelligence ethical awareness (AIEA) among 509 Ghanaian university students across the dimensions of human autonomy, beneficence, and fairness, based on AIEA scale originally developed and validated in Hong Kong. The confirmatory factor analysis supported the scale’s three-factor structure within this setting. The network analysis also demonstrated meaningful interconnection among the dimensions, with select items serving as conceptual links, most prominently tying...

A case study of using Alexa for out-of-class, self-directed Japanese language learning

Gilbert Dizon, Daniel Tang, Yumi Yamamoto (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza/aprendizaje de lenguas aprendizaje autónomo

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

Resumen:

Intelligent personal assistants, otherwise known as virtual assistants, are artificial intelligence-powered conversational agents that utilize machine learning to understand and appropriately respond to user requests. In recent years, research interest on the use of this emerging technology for foreign language learning has increased. Several studies have examined the use of intelligent personal assistants for English as a foreign language learning. However, no study has studied intelligent personal assistants in the context of a non-English foreign language. Thus, this case study addressed this gap in the research by investigating the out-of-class, self-directed use of the intelligent...

Teacher feedback and ChatGPT feedback on Chinese university EFL learners’ English essay revision: A mixed-methods study

Feifei Han, Zehua Wang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación ChatGPT

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

Resumen:

Adopting mixed methods, the study compared teacher feedback and ChatGPT feedback on 35 Chinese university EFL learners’ essay revision, their Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) and their perceived benefits and drawbacks of the feedback. Students wrote two English essays and received writing feedback from their English teacher and ChatGPT respectively. They revised one essay using teacher feedback and another using ChatGPT feedback. Upon revision, students responded to a 5-point Likert-scale questionnaire regarding PU and PEOU of the two types of feedback. The results showed that students obtained significantly higher scores on the revised essays using ChatGPT...

Teachers’ motivation and engagement to harness generative AI for teaching and learning: The role of contextual, occupational, and background factors

Rebecca J. Collie, Andrew J. Martin (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial profesorado creencias y actitudes de los profesores

Temas IA: IA y educación estudio empírico

Resumen:

Since their release in late 2022, generative AI (genAI) tools have led to widespread use, including among teachers. The aim of our study is to examine several factors that may be implicated in teachers' motivation and engagement to harness genAI in teaching and learning. We examined contextual (i.e., autonomy-supportive leadership, autonomy-thwarting leadership), occupational experience (i.e., professional growth striving, change-related stress), and background factors (i.e., gender, age, teaching experience, contract length, class size, school level) as predictors of motivation (i.e., genAI valuing) and, in turn, engagement (i.e., integration in teaching-related work and student learning...

Large language models meet user interfaces: The case of provisioning feedback

Stanislav Pozdniakov, Jonathan Brazil, Solmaz Abdi (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación grandes modelos de lenguaje

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

Resumen:

Incorporating Generative Artificial Intelligence (GenAI), especially Large Language Models (LLMs), into educational settings presents valuable opportunities to boost the efficiency of educators and enrich the learning experiences of students. A significant portion of the current use of LLMs by educators has involved using conversational user interfaces (CUIs), such as chat windows, for functions like generating educational materials or offering feedback to learners. The ability to engage in real-time conversations with LLMs, which can enhance educators' domain knowledge across various subjects, has been of high value. However, it also presents challenges to LLMs' widespread, ethical, and...

Asking generative artificial intelligence the right questions improves writing performance

Yixin Cheng, Yizhou Fan, Xinyu Li (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita ChatGPT

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

Resumen:

Generative Artificial Intelligence (GenAI) tools are widely used by learners and this trend is poised to continue. However, little is known about whether and how GenAI use impacts learning and performance. This study aimed to investigate the effect of GenAI on performance by examining a key affordance of GenAI—seeking help via question asking. We compared the questions that learners asked GenAI versus a human tutor online during a writing task. Using quantitative ethnographic methods, we found that: (a) participants in the GenAI condition asked significantly more questions compared to those in the Tutor condition; (b) GenAI participants tended to ask one-off questions, while Tutor...

Mechanisms of enhancing learning with unequal preparation: An experimental study on generative artificial intelligence use and proficiency in programming learning

Yuan Jin, Wei He, Jun Shen (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional inclusión y equidad

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Prior learning preparation, encompassing learners' prior knowledge, resources, and readiness for learning new material, plays a critical role in a new learning process. Unequal learning preparation commonly exists among learners with varying socioeconomic and academic backgrounds, and can further exacerbate the educational divide. By reducing learning cost and providing less prepared learners with personalized delivery of information and knowledge, Generative Artificial Intelligence (GenAI) may help mitigate disparities in learning preparation. In this study, we investigate the roles of learners' use of GenAI in their learning processes, considering varying levels of learners’ prior...

The effect of generative artificial intelligence (AI)-based tool use on students' computational thinking skills, programming self-efficacy and motivation

Ramazan Yilmaz, Fatma Gizem Karaoglan Yilmaz (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional ChatGPT

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

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ChatGPT (generative pre-trained transformer) is one of the artificial intelligence (AI) technologies that have started to be used in programming education. However, the effect of using ChatGPT in programming education on learning processes and outcomes is not yet known. This study investigated the effect of programming education using the ChatGPT on students' computational thinking skills, programming self-efficacy, and motivation toward the lesson. The research was conducted on 45 undergraduate students who took a university-level programming course. The research was carried out according to the experimental design with the pretest-posttest control group. Students were randomly...