estudio empírico

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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:

Given the risks and ethical concerns of integrating generative artificial intelligence (GenAI) into education, scholars have argued for a critical-reflective education approach that addresses the long-term implications of GenAI. However, empirical research on GenAI education approaches is scarce. This study investigates the prevalence of protective-preventive, critical-reflective, and creative-productive GenAI education approaches in highly digitized Swiss upper secondary schools and how students' experiences of these approaches relate to two aspects of their digital agency: GenAI confidence and GenAI responsibility. Using data from 2357 students, the results showed that the critical-...

Modeling the sustainability perspectives on personalized digital games for digital citizenship education: A PLS-SEM approach

Patcharin Panjaburee, Gwo-Jen Hwang, Ungsinun Intarakamhang (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial juegos competencia digital

Temas IA: IA y aprendizaje estudio empírico

Resumen:

As digital citizenship becomes an essential educational priority in the digital age, there is a growing need for sustainable and engaging instructional designs that foster students' ethical and responsible use of technology. Addressing this gap, this study modeled the sustainability perspectives underlying personalized digital game-based learning through a partial least squares structural equation modeling (PLS-SEM) approach. A longitudinal repeated-measures design was conducted with 372 lower secondary students in Thailand, using fuzzy logic and decision tree algorithms to personalize ethical digital scenarios. The proposed model examined how pedagogical design, content quality, usability...

Learning pattern classification using moodle logs and the visualization of browsing processes by time-series cross-section

Konomu Dobashi, Curtis P. Ho, Catherine P. Fulford (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial analítica del aprendizaje enseñanza en línea e híbrida

Temas IA: IA y educación estudio empírico

Resumen:

In recent years, distance learning using learning management and e-book systems has been actively conducted in higher education institutions and various other organizations. It is possible to collect and analyze learning logs even in classes with many learners, including clickstreams and quiz scores in detail for each individual. This research proposes using Moodle's learning logs to classify learning patterns and outliers in order to identify struggling learners. The proposed method uses the descriptive statistics between the learner's teaching material clickstream and the final test score accumulated in Moodle, and students can be classified into four learning patterns. The frequency of...

Students’ engagement with generative AI in academic learning: A self-determination theory and epistemic network analysis study

Razia Isaeva, H. Nuran Caner, Mustafa Caner (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial motivación educación superior

Temas IA: IA y aprendizaje estudio empírico

Resumen:

This qualitative case study examines undergraduate students’ engagement with generative artificial intelligence (GenAI) in academic learning in an English-medium university setting. This study employs self-determination theory (SDT) as the primary interpretive framework, treating technology acceptance perceptions (e.g., usefulness and ease of use) as descriptive cues rather than explanatory constructs. Data from 23 semi-structured interviews were analyzed using reflexive thematic analysis, complemented by epistemic network analysis (ENA) to examine the structural relationships among themes in students’ discourse, with automated coding validated against a manually coded subset. Students...

A Bayesian active learning approach to comparative judgement within education assessment

Andy Gray, Alma Rahat, Tom Crick (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación

Temas IA: IA y evaluación estudio empírico

Resumen:

Assessment is a crucial part of education. Traditional marking is a source of inconsistencies and unconscious bias, placing a high cognitive load on the assessors. One approach to address these issues is comparative judgement (CJ). In CJ, the assessor is presented with a pair of items of work, and asked to select the better one. Following a series of comparisons, a rank for any item may be derived using a ranking model, for example, the Bradley-Terry model, based on the pairwise comparisons. While CJ is considered to be a reliable method for conducting marking, there are concerns surrounding its transparency, and the ideal number of pairwise comparisons to generate a reliable estimation of...

AI-based prediction of academic success: Support for many, disadvantage for some?

Lisa Herrmann, Jonas Weigert (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética inclusión y equidad

Temas IA: ética de la IA estudio empírico

Resumen:

The use of computational tools to predict academic success has become increasingly popular. Machine learning algorithms, trained on past study histories, have been shown to provide valid predictions. However, knowing about biases and unfairness in algorithms, one should take a closer look at these predictions. This paper explores the extent to which the predictive accuracy of academic success varies between specific groups of students, focusing on traditional and non-traditional students (NTS), who have not acquired a higher education entrance qualification at school. In a case study the study compares several popular algorithms and their prediction quality, and investigates whether...

Investigating the tripartite interaction among teachers, students, and generative AI in EFL education: A mixed-methods study

Lihang Guan, John Chi-Kin Lee, Yue Zhang (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza/aprendizaje de lenguas interacción

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

Resumen:

This study explores the holistic integration of artificial intelligence (AI) in English as a Foreign Language (EFL) education, addressing significant gaps in empirical research on AI and EFL. Drawing on existing literature on the ecological views of AI in education, the study conceptualizes holistic integration as a balanced interaction among teachers, students, and AI technologies, enhancing rather than replacing traditional human interactions in pedagogy through mediating teacher-student interactions. The research utilized a mixed-method approach to investigate AI's impact on EFL students' proficiency and perceptions in teacher-led classrooms. 66 Participants from an eastern Chinese city...

Identifying active ingredients and uptake patterns in the implementation of an AI-based writing support tool: Insights from a randomized controlled trial

Yue Huang, Corey Palermo, Joshua Wilson (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 estudio empírico

Resumen:

While AI-based educational technologies offer many features designed to support learning, it remains unclear which specific components actually contribute to improved student outcomes. Identifying these active ingredients—the subset of an intervention's core components that are demonstrably associated with learning gains—is essential. Yet, evidence from experimental studies remains limited. To address this gap, we conducted a secondary analysis of data from the treatment group of a randomized controlled trial involving 902 middle school students across three U.S. school districts who used MI Write, an automated writing evaluation (AWE) system. Drawing on implementation science, we examined...

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...