estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje creación de materiales

Temas IA: IA y creación de materiales modelos de lenguaje (LLM) prompts

Resumen:

In the realm of education, crafting appropriate questions for examinations is a meticulous and time-consuming task that is crucial for assessing students' understanding of the subject matter. This paper explores the potential of leveraging large language models (LLMs) to automate question generation in the educational domain. Specifically, we focus on generating educational questions from contexts extracted from school-level textbooks. Our study aims to prompt LLMs such as GPT-4 Turbo, GPT-3.5 Turbo, Llama-2-70B, Llama-3.1-405B, and Gemini Pro to generate a complete set of questions for each context, potentially streamlining the question generation process for educators. We performed a...

Investigating the impact of generative AI integration on the sustenance of higher-order thinking skills and understanding of programming logic

Jemimah Nathaniel, Solomon Sunday Oyelere, Jarkko Suhonen (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional pensamiento crítico

Temas IA: IA y aprendizaje prompts estudio empírico

Resumen:

This study investigates how integrating generative AI (GenAI) with instructional scaffolding and prompt engineering supports higher-order thinking skills (HOTS) and programming logic. A mixed-methods design was used, combining quantitative and qualitative data. The intervention followed a one-group pretest-post-test structure over seven weeks with 25 computer science students with no prior C++ experience. The GenAI-Ped framework guided the design. It combines Bloom's taxonomy, Seelf-Regulated Learning, Universal Design for Learning, and Vygotsky's Zone of Proximal Development. Students received scaffolded support across six instructional phases, including prompt training and guided GenAI...

Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic?

José Luis Martín-Núñez, Anil Yasin Ar, Rodrigo Pérez Fernández (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional motivación

Temas IA: IA y aprendizaje estudio empírico

Resumen:

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The concept of Artificial Intelligence (AI), born as the possibility of simulating the human brain's learning capabilities, quickly evolves into one of the educational technology concepts that provide tools for students to better themselves in a plethora of areas. Unlike the previous educational technology iterations, which are limited to instrumental use for providing platforms to build learning applications, AI has proposed a unique education laboratory by enabling students to explore an instrument that functions as a dynamic system of computational concepts. However, the extent of the implications of AI adaptation in modern education is yet to be explored. Motivated to fill the...

The effectiveness of an AI-integrated VR oral training application in reducing public speaking anxiety and interview anxiety

Peiwen Huang, Yanling Hwang, Jui Ling Hsu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión oral factores afectivos

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

Resumen:

Despite the growing importance of English oral communication skills, traditional language learning approaches show limited effectiveness in simultaneously addressing psychological barriers and speaking proficiency among college students. While previous studies have explored anxiety reduction or speaking enhancement separately, a significant gap exists in research examining integrated approaches that tackle Public Speaking Anxiety (PSA), Interview Anxiety, and English-speaking proficiency improvement simultaneously. This study investigated whether an AI-integrated VR oral training application could effectively address these interconnected challenges. A quasi-experimental design was employed...

Exploring the potential of AI-Chatbots in organic chemistry: An assessment of ChatGPT and Bard

Kassem Hallal, Rasha Hamdan, Sami Tlais (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT Google Bard

Temas IA: análisis de producción de IA chatGPT chatbots

Resumen:

The invention of AI-Chatbot is undeniably one of the most remarkable achievements by humanity, harnessing an unparalleled level of power and potential. In the near future, AI-chatbots are expected to become valuable tools in education, aiding students in their learning journeys. This study aims to explore the performance and accuracy of two chatbots, ChatGPT and Bard in understanding text-based structural notations such as, condensed structures, InChi and SMILES and answering organic chemistry related questions. Their ability to perform tasks such as converting IUPAC names, InChi, and SMILES notations into condensed forms and vice versa, identifying functional groups, generating molecular...

Conversational AI as a catalyst for informal learning: An empirical large-scale study on LLM use in everyday learning

Nađa Terzimehić, Babette Bühler, Enkelejda Kasneci (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje informal grandes modelos de lenguaje

Temas IA: chatbots IA y aprendizaje estudio empírico

Resumen:

Large language models have not only captivated the public imagination but have also sparked a profound rethinking of how we learn. In the third year following the breakthrough launch of ChatGPT, everyday informal learning has been transformed as these novel tools become easily and widely available. Who is embracing LLMs for self-directed learning, and who remains hesitant? What are their reasons for adoption or avoidance? What learning patterns emerge with this novel technological landscape? We present an in-depth analysis from a large-scale survey of 776 German participants, showcasing that 88% of our respondents already incorporate LLMs into their everyday learning routines for a wide...

Examining teachers’ behavioural intention of using generative artificial intelligence tools for teaching and learning based on the extended technology acceptance model

Siu-Cheung Kong, Yin Yang, Chunyu Hou (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

Temas IA: IA y educación estudio empírico

Resumen:

The rapid development of generative artificial intelligence (GenAI) tools has given rise to a growing discussion of the potential challenges and benefits that the use of these technologies may present in the field of education. This study examines the acceptance of the use of GenAI tools for teaching and learning among primary and secondary school teachers in Hong Kong. It uses an extension of the technology acceptance model (TAM) with a modified framework that incorporates two key factors: self-efficacy and subjective norm. Data were collected from a sample of 367 primary and secondary school teachers in Hong Kong using questionnaires containing items for six constructs: self-efficacy,...

Attitudes, perceptions and AI self-efficacy in K-12 education

Nina Bergdahl, Jeanette Sjöberg (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

Temas IA: chatbots IA y educación estudio empírico

Resumen:

Access to AI-driven chatbots is triggering schools to transform. Easy access and questions of cheating are balanced against potential upsides of individual support, time savings, and the risk of falling behind. Therefore, insights into teachers’ AI self-efficacy and attitudes towards the integration of AI-driven chatbots in education necessitate research. This study approaches teachers' readiness to use AI-driven chatbots. A survey and poll questions were administered, yielding 312 and 406 responses respectively, focusing on AI self-efficacy, attitudes, and perceived usefulness in education. Preliminary findings show that while teachers are generally positive about the potential of AI in...

Integrating flipped learning in AI-enhanced language learning: Mapping the effects on metacognitive awareness, writing development, and foreign language learning boredom

Ehsan Namaziandost (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aula invertida/flipped learning metacognición

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

Resumen:

The increasing integration of Artificial Intelligence (AI) within educational contexts is fostering significant pedagogical shifts, with flipped learning concurrently gaining prominence as a dynamic, student-centered instructional model. Despite their individual merits, there remains a paucity of empirical research on the synergistic effects when AI enhances flipped learning, particularly concerning crucial EFL learner variables such as metacognitive awareness, writing development, and foreign language boredom. This study, therefore, aimed to address this gap by examining the impact of an AI-enhanced flipped learning environment. To this end, a quasi-experimental design was implemented...

Is ChatGPT a good study companion? The role of AI-generated summaries and reflective prompts in learning from educational videos

Ayşe Candan Şimşek, Gerrit Anders, Jonathan Göth (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT materiales audiovisuales

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

Online videos have become a central tool in modern education. Alongside this shift, Artificial Intelligence (AI) is reshaping personalized learning experiences, with generative large language models like ChatGPT offering new ways to tailor information to individual learners. Based on the Cognitive Theory of Multimedia Learning (CTML), which proposes two principles that relate to the interaction with the learning material (segmenting and generative activity), we conducted two experiments in which participants were asked to pause an educational video at times of comprehension difficulty. In Experiment 1 (N = 101), we examined whether GPT-generated summaries -introduced at self-paced pause...