Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación superior

Temas IA: IA y educación prompts estudio empírico

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This study addresses the gap between the theoretical framework of Generative Artificial Intelligence (GenAI) literacy and its practical development, by investigating how university students in the humanities acquire and refine GenAI-related knowledge, skills, and attitudes. Through a 16-week intervention structured into three progressive phases, 16 students engaged with multiple GenAI tools while developing competencies in research and academic writing. The data collection included structured GenAI dialogues, periodic questionnaires, reflective assignments, and in-depth interviews. The findings revealed three interconnected dimensions of GenAI literacy development. Students internalized and...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

Temas IA: conceptos básicos IA y educación estudio empírico

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With machine learning becoming more and more prevalent in society, it also becomes a topic that is relevant for general K12 education. At the same time, modern machine learning is relying heavily on mathematics, requiring novel approaches to teaching it in settings where a full coverage is not possible. In this context the study presented here investigates the conceptions that students have about the workings of a particular type of machine learning system before and after a short workshop. Students (N = 57) gave open ended answers that were analyzed qualitatively, following the approach of phenomenography. The resulting model was then validated with semi-structured interviews with...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación andamiaje/scaffolding

Temas IA: IA y enseñanza-aprendizaje de lenguas chatGPT IA y evaluación

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Teacher corrective feedback (TCF) plays a vital role in second language (L2) learning. Recent studies have examined feedback provided by both human teachers and large language models (LLMs). However, little is known about how students' trust differs toward scaffolded corrective feedback (SCF)—that is, feedback that incrementally progresses from indirect to direct during interaction—when it is provided by an LLM such as ChatGPT versus a language teacher. To address this gap, this study compared the effects of SCF, delivered by language teachers and ChatGPT, on L2 learning outcomes and student trust. Using a mixed-methods design, 40 lower-intermediate Iranian learners of English as a foreign...

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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

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Artificial intelligence (AI) literacy is widely recognized as a new set of competencies that people use AI effectively and ethically in everyday life. In K-12 education, educators have started to employ different pedagogical strategies to foster students' AI literacy. Using digital story writing (DSW) in the classroom is an effective inquiry-based pedagogical approach to address literacy development by improving language and technological abilities across disciplines. This study recruited 82 primary students in Hong Kong to attend a three-month DSW journey to learn AI and completed a knowledge test at the end of the program. Among the students, 16 best-achieving students were further...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación infantil

Temas IA: IA y educación estudio empírico

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This paper reports on the design, implementation, and refinement of Play with AI (PL-AI), a developmentally appropriate curriculum designed to introduce foundational artificial intelligence (AI) concepts to pre-kindergarten and kindergarten children. Using a design-based research (DBR) approach, two pre-K and two kindergarten teachers co-designed, piloted, and refined seven sequenced activities integrating unplugged play (e.g., children composing and testing “how-to” algorithms), tangible coding (e.g., programming Bee-Bot or Ozobot to follow paths), and guided dialogue with a social AI robot (e.g., comparing children's story endings with the robot's). The study addressed two research...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial integridad académica evaluación

Temas IA: IA y enseñanza-aprendizaje de lenguas análisis de producción de IA IA y evaluación

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The potential application of generative artificial intelligence (AI) in schools and universities poses great challenges, especially for the assessment of students’ texts. Previous research has shown that people generally have difficulty distinguishing AI-generated from human-written texts; however, the ability of teachers to identify an AI-generated text among student essays has not yet been investigated. Here we show in two experimental studies that novice (N = 89) and experienced teachers (N = 200) could not identify texts generated by ChatGPT among student-written texts. However, there are some indications that more experienced teachers made more differentiated and more accurate...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT materiales audiovisuales

Temas IA: análisis de producción de IA chatGPT prompts

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With the rise of Generative Artificial Intelligence (GenAI), tools such as ChatGPT have shown great potential in enhancing online learning. However, existing applications in video-based learning remain limited, as they typically require learners to pause or switch interfaces to access AI support, disrupting learning continuity. To address this challenge, this study proposes a framework that utilizes ChatGPT to generate comments for an individual learner (i-Comments), displayed as scrolling text over educational videos, providing both knowledge and emotional support based on scaffolding theory. The present study evaluates the framework's generation capabilities to gain empirical insight that...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura académica ChatGPT

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

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The rapid development of generative artificial intelligence (GenAI) tools (e.g. ChatGPT) has elicited mixed reactions among English language instructors and learners. This study explores how first-year students in an English for Academic Purposes (EAP) course at a Hong Kong university perceive GenAI and traditional grammar-checking tools (e.g. Grammarly, MS Word). We employed a qualitative methodology grounded in the interpretivist paradigm, conducting semi-structured interviews with 14 students. The findings revealed the students perceived GenAI tools to be more comprehensive and authoritative, as they provide detailed explanations and contextual insights that enhance language proficiency...

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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

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Despite the growing body of research on developing K-12 teachers' generative AI (GenAI) knowledge and skills, its integration into daily teaching practices remains underexplored. Using a snowball sampling method, this study examined the preparedness, practices, and barriers encountered by 89 U.S. teachers in the state of Idaho. Participants were predominantly White, female teachers serving in rural schools. A mixed-methods analysis of survey responses revealed that teachers were generally underprepared for integrating GenAI, with fewer than half incorporating it into their educational practices. Unlike the widespread classroom integration patterns observed with general educational...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita evaluación

Temas IA: IA y enseñanza-aprendizaje de lenguas IA y evaluación modelos de lenguaje (LLM)

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This research assesses the effectiveness of state-of-the-art large language models (LLMs), including ChatGPT, Llama, Aya, Jais, and ACEGPT, in the task of Arabic automated essay scoring (AES) using the AR-AES dataset. It explores various evaluation methodologies, including zero-shot, few-shot in context learning, and fine-tuning, and examines the influence of instruction-following capabilities through the inclusion of marking guidelines within the prompts. A mixed-language prompting strategy, integrating English prompts with Arabic content, was implemented to improve model comprehension and performance. Among the models tested, ACEGPT demonstrated the strongest performance across the...

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