estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT estudio empírico

Resumen:

This study examined and categorized the views of students and teachers in Philippine Higher Education Institutions (HEIs) and correlated those with similar patterns of views regarding ChatGPT usage. While previous studies explored ChatGPT's risks and benefits, a significant gap remains in understanding how college students and educators perceive this technology for its culturally relevant and equitable integration into teaching and learning. Using Q-Methodology, 27 participants (15 students and 12 professors) were surveyed, interviewed, and invited to rank-order 36 statements about using ChatGPT. Three factors emerged from using factor analysis: Ethical Tech Guardians, Balanced Pedagogy...

Generative AI in higher education: A global perspective of institutional adoption policies and guidelines

Yueqiao Jin, Lixiang Yan, Vanessa Echeverria (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior innovación educativa

Temas IA: IA y educación estudio empírico

Resumen:

Integrating generative AI (GAI) into higher education is crucial for preparing a future generation of GAI-literate students. However, a comprehensive understanding of global institutional adoption policies remains absent, with most prior studies focusing on the Global North and lacking a theoretical lens. This study utilizes the Diffusion of Innovations Theory to examine GAI adoption strategies in higher education across 40 universities from six global regions. It explores the characteristics of GAI innovation, including compatibility, trialability, and observability, and analyses the communication channels and roles and responsibilities outlined in university policies and guidelines. The...

GLAT: The generative AI literacy assessment test

Yueqiao Jin, Roberto Martinez-Maldonado, Dragan Gašević (2025)

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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:

The rapid integration of generative artificial intelligence (GenAI) technology into education requires precise measurement of GenAI literacy to ensure that learners and educators possess the skills to engage with and critically evaluate this transformative technology effectively. Existing instruments often rely on self-reports, which may be biased. In this study, we present the GenAI Literacy Assessment Test (GLAT), a 20-item multiple-choice instrument developed following established procedures in psychological and educational measurement. Structural validity and reliability were confirmed with responses from 355 higher education students using classical test theory and item response theory...

From intuition to action: Exploring teachers’ ethical awareness in the use of AI tools in education

Chun Sing Maxwell Ho, John Chi-Kin Lee (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética creencias y actitudes de los profesores

Temas IA: ética de la IA estudio empírico

Resumen:

This study investigates how teachers perceive and understand ethical issues arising from the use of artificial intelligence (AI) in education, and identifies the factors influencing their ethical awareness. Grounded in the Social Intuitionist Model (SIM), which emphasizes intuitive and emotionally driven moral judgments, the research explores teachers’ ethical perceptions as shaped by classroom experiences (micro/meso contexts) and broader social, cultural, and institutional influences (macro contexts) surrounding AI integration. Using a case study approach, data were collected through semi-structured interviews with 26 teachers from primary and secondary schools, selected for their...

AI-based multidisciplinary framework to assess the impact of gamified video-based learning through schema and emotion analysis

Anjana Junius Vidanaralage, Anuja Thimali Dharmaratne, Shamsul Haque (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial gamificación materiales audiovisuales

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Background: As a natural and continual process, the initial learning stages encompass mastering and recalling basic facts. The process proves effective with the integration of new information with pre-existing knowledge characterised as schema to facilitate memory encoding. Additionally, emotions also have the ability to modulate human cognition in terms of learning and memory. The recent advent of gamification in e-learning, which has garnered much scholarly and industrial interest, necessitates a thorough examination between video-based learning and its subsequent implications on schema, emotions, and gamification. Objectives: The current multidisciplinary research triangulated cognitive...

Generative AI interactive textbook in electrotechnics: A four-year comparative study on student performance and inclusion

Branislav Fecko, Jozef Dziak, Tibor Vince (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial materiales didácticos grandes modelos de lenguaje

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

Resumen:

This study presents the results of the implementation of Generative-AI Interactive Textbook, an intelligent textbook built on a large language model based on GPT-4, which is directly integrated into the subject of Electrical Engineering course and provides interactive, adaptive teaching functions. The textbook was deployed in the 2024/2025 academic year, and the data was compared with the summary results from 2021 to 2024. The sample consisted of 736 students. The results suggest that the effects associated with the introduction of GenAI-T vary depending on the type of assessment and the analytical context. In multi-year analyses, a statistically significant improvement in mid-term...

Using convolutional neural networks to automatically score eight TIMSS 2019 graphical response items

Lillian Tyack, Lale Khorramdel, Matthias von Davier (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación educación primaria y secundaria

Temas IA: IA y evaluación estudio empírico

Resumen:

International large-scale assessments (ILSAs) have used graphical response-based items to measure student ability for decades, but they have yet to implement automated scoring of these responses and instead rely on human scoring alone. To investigate how scores provided by machine algorithms compare to those provided by human raters, we applied convolutional neural networks (CNNs) to classify image-based responses from eight Timss 2019 items. Our results show that the most accurate CNN models classified over 99% of the image responses into the appropriate scoring category for dichotomous items and almost 98% for one trichotomous item. Additionally, during the modeling process, the CNNs...

Preservice teachers’ behavioural intention to use artificial intelligence in lesson planning: A dual-staged PLS-SEM-ANN approach

Bernard Yaw Sekyi Acquah, Francis Arthur, Iddrisu Salifu (2024)

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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:

In the ever-changing landscape of education, the integration of technology has become an inevitable force that reshapes the foundations of teaching and learning. Amidst this transformative wave, the concept of Artificial Intelligence (AI) has taken center stage, promising innovative approaches, and increased efficiency. Within this context, the exploration of preservice teachers' behavioural intention to employ AI in lesson planning has emerged as a critical issue for examination. This study used a descriptive cross-sectional survey design and employed a purposive sampling technique to recruit 783 preservice teachers. By employing a cutting-edge dual-staged partial least squares structural...

Optimising team dynamics: The role of AI in enhancing challenge-based learning participation experience and outcomes

Athina Georgara, Marc Santolini, Olga Kokshagina (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje colaborativo educación superior

Temas IA: IA y aprendizaje estudio empírico

Resumen:

The approach of engaging students with real-world challenges to enhance collaboration and problem-solving has attracted significant interest from scholars and practitioners across diverse disciplines. Often called Challenge-Based Learning (CBL), this educational approach emphasises developing collaborative and problem-solving skills, with significant learning occurring within team settings. Prior studies highlight the influence of team composition on the efficacy of learning outcomes, pointing out that factors such as gender diversity, personality trait diversity, and a wide range of skills affect team dynamics and performance. Despite these insights, the practical organisation of these...

Developing generative AI literacies through self-regulated learning: A human-centered approach

Abram D. Anders, Emily Dux Speltz (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA aprendizaje autónomo

Temas IA: IA y educación IA y aprendizaje estudio empírico

Resumen:

Generative artificial intelligence (AI) creates both opportunities for enhanced learning and risks of skill erosion and dependency. This exploratory, mixed-methods study investigated how to design AI learning experiences using a human-centered approach that promotes student agency. We developed and investigated an integrated framework combining comprehensive generative AI literacies—functional, critical and ethical, and creative—with self-regulated learning (SRL) processes operationalized as a human-centered Plan, Iterate, Evaluate cycle. Thirty-eight undergraduate students enrolled in an “Artificial Intelligence and Writing” course completed scaffolded experiential challenges followed by...