estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

Although ChatGPT, a state-of-the-art, large language model, seems to be a disruptive technology in higher education, it is unclear to what extent students rely on this tool for completing different tasks. To address this gap, we asked university students (N = 490) recruited via CloudResearch to rate the extent to which they rely on ChatGPT for completing 13 tasks identified in a previous pilot study. Five distinct profiles emerged: ‘Versatile low reliers’ (38.2%) were characterised by low overall self-reported reliance across the tasks, while ‘all-rounders’ (10.4%) had high overall self-reported reliance. The ‘knowledge seekers’ (16.5%) scored particularly high on tasks such as content...

Unmasking the impacts of self-evaluation in AI-supported writing instruction on EFL learners’ emotion regulation, self-competence, motivation, and writing achievement

Tahereh Heydarnejad (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial autoevaluación expresión escrita

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

Resumen:

This study explores the impact of embedding self-evaluation within AI-supported writing instruction on learners’ cognitive emotion regulation, self-competence, motivation, and writing achievement. Conducted at a high school in Iran, the research utilized a quantitative quasi-experimental pretest-posttest design involving two intact pre-intermediate writing classes randomly assigned to an experimental group and a control group. The experimental group received instruction that combined AI tools with structured self-evaluation activities, whereas the control group followed a traditional teaching approach without AI integration or self-evaluation. Data were collected using the Cognitive Emotion...

AI-assisted writing and the impact of ChatGPT on Greek-speaking students with and without learning disabilities. Outcomes from a repeated measures design

Elena C. Papanastasiou, Evdokia Pittas, Marina Rodosthenous-Balafa (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura académica expresión escrita

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

Resumen:

This study examines the impact of structured instruction on artificial intelligence (AI) use for improving academic writing in a non-English context. Participants included first-year students enrolled in a teacher education program, including some with disabilities. Three writing tasks were designed: typed essay, AI-based essay, and a critical AI use essay. The repeated measures analyses revealed that targeted AI integration supported overall writing quality, as indicated by improvements in language use, structure, and content. Additionally, students felt more confident when familiarizing themselves with effective prompt strategies. Students with learning difficulties exhibited the most...

Teachers’ generative AI self-efficacy, valuing, and integration at work: Examining job resources and demands

Rebecca J. Collie, Andrew J. Martin, Dragan Gašević (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:

Generative AI (genAI) tools have involved rapid and broad uptake since their wide release in late 2022, including among teachers. We investigated several factors that play a role in teachers’ motivation and engagement to harness genAI in teaching and learning. We examined contextual factors (in-school support to apply genAI, time pressure, disruptive student behavior) as predictors of motivation (genAI self-efficacy and genAI valuing) and, in turn, engagement (i.e., genAI integration in teaching-related work and student learning activities) over the course of one school term. Among 368 Australian primary and secondary school teachers, our findings revealed that genAI support was associated...

Enhancing students performance through dynamic personalized learning path using ant colony and item response theory (ACOIRT)

Imamah, Umi Laili Yuhana, Arif Djunaidy (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial tecnología educativa

Temas IA: IA y aprendizaje estudio empírico

Resumen:

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...

Co-designing AI with youth partners: Enabling ideal classroom relationships through a novel AI relational privacy ethical framework

Michael Alan Chang, Mike Tissenbaum, Thomas M. Philip (2025)

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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

Resumen:

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...

Enhancing language learning through generative AI feedback on picture-cued writing tasks

Yipeng Zhuang, Ruibin Zhao, ZhiWei Xie (2025)

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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)

Resumen:

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...

The use of a personalized learning approach to implementing self-regulated online learning

Thanyaluck Ingkavara, Patcharin Panjaburee, Niwat Srisawasdi (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje autónomo enseñanza en línea e híbrida

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Nowadays, students are encouraged to learn via online learning systems to promote students' autonomy. Scholars have found that students' self-regulated actions impact their academic success in an online learning environment. However, because traditional online learning systems cannot personalize feedback to the student's personality, most students have less chance to obtain helpful suggestions for enhancing their knowledge linked to their learning problems. This paper incorporated self-regulated online learning in the Physics classroom and used a personalized learning approach to help students receive proper learning paths and material corresponding to their learning preferences. This study...

Improving EFL students’ cultural awareness: Reframing moral dilemmatic stories with ChatGPT

Yangsheng (Danson) Zheng, Nicola Stewart (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial competencia intercultural creación de materiales

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

Resumen:

Classroom teachers are usually responsible for creating materials to meet students' needs and course requirements. The arrival of generative AI, such as ChatGPT, offers EFL teachers an opportunity to regularly collaborate with AI chatbots to create new source materials. The writing experiments in this study considered how to effectively and ethically work with generative AI to produce culturally appropriate EFL teaching materials. The experiments involved co-producing moral dilemmatic stories with ChatGPT to support a new Chinese EFL curriculum unit on “Morals and Virtues”. We draw on Lo's (2023a, 2023b) CLEAR framework for prompt engineering to generate appropriate stimulus materials. We...

Taming the black box: Design principles for rule-integrated LLM tutoring systems in primary school mathematical problem solving

Chee-Kit Looi, Zhaolong Liu, Daner Sun (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje andamiaje/scaffolding

Temas IA: modelos de lenguaje (LLM) prompts IA y aprendizaje

Resumen:

The integration of large language models (LLMs) into intelligent tutoring systems promises personalized learning, yet procedural domains such as primary mathematics remain challenging due to inconsistency and pedagogical opacity. LLM tutors may give unsolicited answers or show unstable scaffolding when students vary arithmetic, units, or rounding. This design science research develops and evaluates a rule-guided tutoring system for mathematical word problems in primary schools. We formalize a distinction between rule-guided scaffolding, in which tutoring is governed by a three-layer architecture (diagnosis → intent selection → constrained response generation), and ad-hoc scaffolding, where...