estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots formación de profesores

Temas IA: chatbots IA y educación estudio empírico

Resumen:

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Chatbots provide unique interactions with compatible learning system features, improving the limitations of current learning systems. Educational chatbots are seen as the future of technology integration in the field of education. The success and usefulness of chatbots in the educational setting are highly dependent on teachers' beliefs regarding their efficacy, yet most research focuses on the effects on students' learning. Only a few studies have investigated teachers’ beliefs regarding the use of chatbots, which is considered an important issue. Owning to teachers' beliefs having been transformed from their pre-service teacher training, this study used quantitative (i.e.,...

What do university students know about Artificial Intelligence? Development and validation of an AI literacy test

Marie Hornberger, Arne Bewersdorff, Claudia Nerdel (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación superior

Temas IA: IA y educación estudio empírico

Resumen:

Artificial Intelligence (AI) strongly influences our daily lives and work environments. To deal with the challenges as well as to pick up on the opportunities associated with AI, university students need to acquire a basic understanding of AI (so-called AI literacy). To design effective study programs that foster AI competencies, it is necessary to assess the state of students' AI literacy. While there already are some AI literacy tests available, many instruments focus on specific AI courses, rely primarily on self-assessment, or do not provide detailed psychometric information. This study aims to develop and validate an AI literacy test and to provide initial insights into the current...

Enhancing teachers’ AI competency: A professional development intervention study based on intelligent-TPACK framework

Xiao Tan, Gary Cheng, Man Ho Ling (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial formación de profesores profesorado

Temas IA: IA y educación estudio empírico

Resumen:

With the rapid penetration of generative artificial intelligence (AI) in higher education, university teachers' AI competency has become a critical determinant of effective technology integration in teaching. However, systematic and empirically validated intervention frameworks to support the development of this competency remain scarce. To address this gap, this study implemented a six-month professional development (PD) programme grounded in the Intelligent-TPACK framework and evaluated its effectiveness using a quasi-experimental pre-test-post-test design. A total of 64 teachers participated in the PD programme (experimental group), while pre- and post-test data were also collected from...

Human-AI collaboration in higher education: Exploring the impact of technology expectations and distrust

Liana Razmerita, Xiaojiang Zheng, Jonathan P. Allen (2026)

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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:

Drawing on expectation confirmation theory (ECT), this study explores the factors that impact Human-Artificial Intelligence (AI) collaboration and investigates the effect of students' distrust towards GenAI. An online survey was administered to students in higher education using GenAI (N = 245). This study found positive and significant relationships between effort expectation and performance expectation, as predicted by ECT, with positive confirmation of GenAI collaboration significantly influencing intentions and positively impacting student behavior. This study further revealed that GenAI distrust negatively moderates the relationships between (1) effort expectation and performance...

The rapid rise of generative AI and its implications for academic integrity: Students’ perceptions and use of chatbots for assistance with assessments

Jan Henrik Gruenhagen, Peter M. Sinclair, Julie-Anne Carroll (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial integridad académica ChatGPT

Temas IA: chatGPT ética de la IA IA y evaluación

Resumen:

The rapid adoption of generative AI tools such as ChatGPT by students has the potential to disrupt the higher education sector, with concerns being raised by academics about potential threats to academic integrity. This paper contributes to the pressing discussion about responses to AI tools by examining students' perceptions and the use of generative AI to assist them with assessments. Based on a survey among 337 Australian university students, this study found that more than a third of students have used a chatbot for assistance with an assessment, and do not necessarily perceive this as a breach of academic integrity. The study further investigated to what extent different psychosocial...

AI-assisted audio-learning improves academic achievement through motivation and reading engagement

Nanda R. Jafarian, Anne-Wil Kramer (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial motivación estudiantes con discapacidad

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

Resumen:

Artificial intelligence (AI) is transforming education by enabling the creation of innovative learning resources that may cater to diverse learning needs. Students with common forms of neurodiversity, such as ADHD, often face unique challenges in higher education that are not adequately addressed by current educational resources. One potentially helpful resource is audio content, which provides a flexible and accessible supplement to traditional educational materials. While audio content, such as podcasts, is widely popular, its effect on academic achievement remains underexplored. This pre-registered randomized controlled trial investigated the impact of AI-assisted audio-learning modules...

A study of developing administrative Staff's conceptual understanding of generative artificial intelligence through professional Development: Evaluation of a course using tests, surveys and thematic analysis of reflective writings

Siu-Cheung Kong, Wenxi Hu (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA diseño curricular

Temas IA: IA y educación estudio empírico

Resumen:

Emerging research underscores the growing importance of artificial intelligence (AI) literacy for administrative staff as AI technologies continue to reshape the labor market. However, there remains a limited study about the curriculum components of AI literacy for administrative staff. This study aims to bridge this gap by designing and evaluating a professional development programme for administrative staff grounded in a four-dimensional AI literacy framework. A total of 62 administrative staff from diverse professional backgrounds participated in a 30-h course on understanding Generative Artificial Intelligence (GenAI) and its applications. Pre- and post-course conceptual tests and...

Developing a weather prediction project-based machine learning course in facilitating AI learning among high school students

Wen-Yen Lu, Szu-Chun Fan (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

Temas IA: IA y educación estudio empírico

Resumen:

The rapid growth of artificial intelligence (AI) technology has changed lifestyles, work patterns, and educational approaches. However, courses that can guide students through the practical applications of AI technology are still scarce in K-12 education. This study aimed to develop a project-based machine learning (ML) course for the implementation of AI technology. The core idea of this course, which focused on the supervised learning of AI ML technology, was designed based on the project of weather prediction. Furthermore, data collection and status display were realized using various hardware devices such as Arduino and sensors, whereas ML algorithms were implemented in Python...

Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT

Victor R. Lee, Denise Pope, Sarah Miles (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial integridad académica ChatGPT

Temas IA: chatGPT ética de la IA estudio empírico

Resumen:

The public release of ChatGPT and other generative AI chatbot technologies has been accompanied by questions about how academic integrity and student cheating behaviors will be impacted. We analyzed anonymous survey data from three high schools to see if self-reported cheating numbers changed following the introduction of ChatGPT and similar technologies. This survey data set is unique in that data on cheating had been collected with this set of schools both before and after November 2022, when ChatGPT was publicly released and drew attention to these educational concerns. The results suggested that cheating behaviors remained relatively stable after the introduction of this current...

Impact of AI-generated storytelling vs. gamified learning on vocabulary retention and engagement in CALL environments

Ehsan Namaziandost, Fidel Çakmak (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza/aprendizaje de vocabulario storytelling/narración

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

Resumen:

Artificial Intelligence (AI) and gamified learning have attracted interest from language educators and researchers in the field of teaching English as a Foreign Language (EFL) for their potential to enhance vocabulary acquisition outcomes. However, the relative effectiveness of AI-generated storytelling and gamified learning in EFL vocabulary acquisition has been underexplored. This study examines the influence of AI-generated storytelling and gamified learning on the vocabulary retention and engagement of intermediate-level EFL learners. Ninety participants were allocated among three groups: a control group that employed conventional vocabulary methods (e.g., rote memorization using...