estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje autónomo expresión escrita

Temas IA: IA y educación estudio empírico

Resumen:

Reflection and goal-setting are interrelated processes in well-established educational theories to promote in-depth self-reflection and self-regulated learning. Prior studies have considered reflection to be an important antecedent for meaningful goal-setting. Yet, there lacks empirical evidence to shed light on how students' abilities to reflect inform their abilities to set goals. Hence, in the present study, we aimed to quantify the connection between students' retrospective reflection and their subsequent goal-setting, and derive more in-depth insights to benefit educators in their teaching to promote deeper reflection, more specific goal-setting and better self-regulation. To this end...

From AI anxiety to strategic regulation: How university students transform generative AI into a strategic learning resource

Eunjeo Kim (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura académica factores afectivos

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

Resumen:

This study examined how university students engaged with generative AI as a strategic learning resource in academic writing tasks, with particular attention to the role of AI anxiety. Using an explanatory sequential mixed-methods design, survey data and post-task written reflections were collected from 107 university students. The quantitative analysis examined the relationships among AI anxiety, evaluative capacity, ethical awareness, and regulatory engagement, while the qualitative analysis explored how students described verifying, revising, selectively adopting, or rejecting AI-generated content during actual academic writing tasks. The findings showed that AI anxiety was positively...

Examining the effect of ChatGPT usage on students’ academic learning and achievement: A survey-based study in Ajman, UAE

Enaam Youssef, Mervat Medhat, Soumaya Abdellatif (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

This research examines the use of ChatGPT among university-level students in the United Arab Emirates (UAE) and its effects on their learning experiences. The precise focus remains on the effects of ChatGPT usage on Student Engagement, Critical Thinking Abilities, and Academic Achievement. Using the cross-sectional design, the Constructivism Learning Theory supports this research. Data gathered using 353 structured questionnaires is analyzed using Partial Least Square-Structural Equation Modelling (PLS-SEM). Results showed that ChatGPT usage positively affects student engagement in the learning process. The effect of ChatGPT usage on Critical Thinking Abilities also remained significant....

Preparing future educators for AI-enhanced classrooms: Insights into AI literacy and integration

Lucas Kohnke, Di Zou, Amy Wanyu Ou (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial formación de profesores alfabetización en IA

Temas IA: IA y educación estudio empírico

Resumen:

The rapid transformation of educational practice by artificial intelligence (AI) requires that teacher-education programmes prepare pre-service teachers to integrate AI into their teaching. This qualitative study explores pre-service teachers' perceptions of AI integration in education and identifies the support they need to develop AI literacy. We conducted semi-structured interviews with 15 pre-service teachers and used thematic analysis to interpret the data. Our findings revealed that these future educators recognised AI's potential to enhance personalised learning and increase classroom efficiency but worried about relying on AI too much and losing the human element in teaching. The...

An exploration of the role of generative AI in fostering creativity in architectural learning environments

Carlos Medel-Vera, Sandy Britton, William Francis Gates (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior creencias y actitudes de los estudiantes

Temas IA: prompts IA y educación estudio empírico

Resumen:

This paper explores the role of generative AI (GenAI) in supporting creativity within architectural education through the lens of a student-led AI drawing competition. The research addresses two questions: (1) how creative are students' text prompts and the resulting AI-generated images, and is there a relationship between them? and (2) to what extent do students perceive GenAI as a supportive tool in their creative process? Drawing on a mixed-methods approach, the study combines semantic analysis of text prompts, aesthetic evaluation of AI-generated images, and a Creativity Support Index (CSI) survey, complemented by sentiment analysis of student feedback. The semantic analysis reveals...

Predictive learning analytics in online education: A deeper understanding through explaining algorithmic errors

Martin Hlosta, Christothea Herodotou, Tina Papathoma (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:

Existing Predictive Learning Analytics (PLA) systems utilising machine learning models show they can improve teacher practice and, at the same time, student outcomes. The accuracy, and related errors, of these systems can negatively influence their adoption. However, little effort has been made to investigate the errors made by the underlying models. This study focused on errors of models predicting students at risk of not submitting their assignments. We analysed two groups of error when the model was confident about the prediction: (a) students predicted to submit their assignment, yet they did not (False Negative; FN), and (b) students predicted not to submit their assignment yet they...

Face value: How avatar identity shapes epistemic trust in AI-mediated learning

Zach Anthis, Avgousta Kyriakidou-Zacharoudiou (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial inclusión y equidad creencias y actitudes de los estudiantes

Temas IA: ética de la IA IA y aprendizaje estudio empírico

Resumen:

AI tutors are becoming the new faces of digital classrooms, but these faces may determine who is trusted and who is ignored. Anthropomorphic avatars designed to increase engagement, may also activate social heuristics that reproduce offline patterns of bias. Yet little empirical research has examined how these identity cues shape epistemic trust and enacted reliance in AI-mediated learning. This study addresses this gap by systematically isolating their effects on learners' evaluative judgments and behavioral uptake in diverse learning contexts. Two experiments examined how avatar race, gender, and age shape trust in AI-mediated education. Study 1 (N = 102) used a within-subjects laboratory...

Understanding self-directed learning in AI-Assisted writing: A mixed methods study of postsecondary learners

Chaoran Wang, Zixi Li, Curtis Bonk (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita aprendizaje autónomo

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

Resumen:

This study investigates how postsecondary learners employ generative AI, specifically ChatGPT, to support their self-directed learning (SDL) for writing purposes. Following a sequential mixed methods design, we analyzed 384 survey responses and 10 semi-structured interviews with postsecondary writers. Findings suggest that the major learning task that the learners used ChatGPT for writing is brainstorming and seeking inspiration for ideas. While the entering motivation for using ChatGPT varies from curiosity about innovative technologies to fulfilling academic requirements, such entering motivation transformed into task motivation when the learners perceived the potential benefits of...

Diverging perceptions of artificial intelligence in higher education: A comparison of student and public assessments on risks and damages of academic performance prediction in Germany

Marco Lünich, Birte Keller, Frank Marcinkowski (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial analítica del aprendizaje ética

Temas IA: ética de la IA estudio empírico

Resumen:

The integration of Artificial Intelligence (AI) into higher education, particularly through Academic Performance Prediction (APP), promises enhanced educational outcomes. However, it simultaneously raises concerns regarding data privacy, potential biases, and broader socio-technical implications. Our study, focusing on Germany–a pivotal player in shaping the European Union's AI policies–seeks to understand prevailing perceptions of APP among students and the general public. Initial findings of a large standardized online survey suggest a divergence in perceptions: While students, in comparison to the general population, do not attribute a higher risk to APP in a general risk assessment,...

Beyond accuracy: Multimodal modeling of structured speaking skill indices in young adolescents

Candy Olivia Mawalim, Chee Wee Leong, Guy Sivan (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión oral evaluación

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

Resumen:

This study introduces a novel method for explainable speaking skill assessment that utilizes a unique dataset featuring video recordings of conversational interviews for high-stakes outcomes (i.e., admission to high schools and universities). Unlike traditional automated speaking assessments that prioritize accuracy at the expense of interpretability, our approach employs a new multimodal dataset that integrates acoustic and linguistic features, visual cues, turn-taking patterns, and expert-derived scores quantifying various speaking skill aspects observed during interviews with young adolescents. This dataset is distinguished by its open-ended question format, which allows for varied...