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:

The rapid growth of artificial intelligence (AI) technology has changed lifestyles, work patterns, and educational approaches. However, courses that can guide students through the practical applications of AI technology are still scarce in K-12 education. This study aimed to develop a project-based machine learning (ML) course for the implementation of AI technology. The core idea of this course, which focused on the supervised learning of AI ML technology, was designed based on the project of weather prediction. Furthermore, data collection and status display were realized using various hardware devices such as Arduino and sensors, whereas ML algorithms were implemented in Python...

Preparing pre-service teachers for responsible generative AI use: Curriculum implications for ethics, privacy, and AI literacy

Lucas Kohnke, Di Zou, Chun Lai (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial formación de profesores ética

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

Resumen:

This study investigated what pre-service teachers should learn about generative artificial intelligence (GenAI) by backtracking from anticipated classroom dilemmas to teacher-education design needs. Through qualitative interviews with 17 pre-service teachers at a Hong Kong university, the research explored perspectives on integrating AI into education, focusing on ethical concerns and pedagogical strategies. Grounded in the interpretivist paradigm, it revealed concerns about academic integrity, privacy and the challenge of maintaining essential human skills in a GenAI-driven educational environment. Although pre-service teachers recognised GenAI's potential to enhance teaching and learning...

Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT

Victor R. Lee, Denise Pope, Sarah Miles (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial integridad académica ChatGPT

Temas IA: chatGPT ética de la IA estudio empírico

Resumen:

The public release of ChatGPT and other generative AI chatbot technologies has been accompanied by questions about how academic integrity and student cheating behaviors will be impacted. We analyzed anonymous survey data from three high schools to see if self-reported cheating numbers changed following the introduction of ChatGPT and similar technologies. This survey data set is unique in that data on cheating had been collected with this set of schools both before and after November 2022, when ChatGPT was publicly released and drew attention to these educational concerns. The results suggested that cheating behaviors remained relatively stable after the introduction of this current...

Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam

Joel C. Meniado, Duong Thi Thu Huyen, Nopparat Panyadilokpong (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT expresión escrita

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

Resumen:

This study explored the experiences and perceptions of Thai and Vietnamese EFL learners regarding the use of ChatGPT for second language (L2) writing. It aimed to contribute to the ongoing discourse on using generative Artificial Intelligence (GAI) tools to enhance L2 writing skills. Utilizing a mixed-methods research design with quantitative data gathered from 357 survey respondents from three educational institutions in Thailand and Vietnam and qualitative data from 16 interviewees from the same group of respondents, this study found that ChatGPT was perceived positively for L2 writing. Participants in the study found it a valuable tool for L2 writing, where its ability to generate ideas...

The shifting landscape of student engagement: A pre-post semester analysis in AI-enhanced classrooms

László Bognár, Myint Swe Khine (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial motivación aprendizaje autónomo

Temas IA: IA y aprendizaje chatbots estudio empírico

Resumen:

The rapid integration of AI-based tools in education calls for a critical assessment of how these technologies impact student engagement. This study explores the perceived effects of AI chat tools by analyzing pre- and post-semester survey data from 724 to 642 students, respectively, across diverse disciplines and demographic groups. Initially, students reported high levels of engagement in key areas such as academic self-efficacy, autonomy, interest, and self-regulation. However, by the semester's end, all these areas showed a noticeable decline. This suggests that while AI tools offer initial benefits, their long-term effectiveness in maintaining engagement may be limited due to...

Trajectories of AI policy in higher education: Interpretations, discourses, and enactments of students and teachers

Jack Tsao (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior integridad académica

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

Resumen:

Generative artificial intelligence (GenAI) in higher education has introduced a spectrum of ethical challenges, significantly impacting learning outcomes, pedagogies, and assessments. Based on the experiences and perspectives of students and teachers at a research-intensive university in Hong Kong, the study draws on qualitative interview data with 58 undergraduate and graduate students and 12 teachers conducted in early 2025. Through the concept of policy trajectories (Ball, 1993; Ball et al., 2012), the research analyses the interconnections between material contexts and discursive constructions in how AI policies (and their absence) are framed, interpreted, enacted, and resisted. The...

Adaptive formative assessment system based on computerized adaptive testing and the learning memory cycle for personalized learning

Albert C.M. Yang, Brendan Flanagan, Hiroaki Ogata (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación tecnología educativa

Temas IA: IA y evaluación IA y aprendizaje estudio empírico

Resumen:

Computerized adaptive testing (CAT) can effectively facilitate student assessment by dynamically selecting questions on the basis of learner knowledge and item difficulty. However, most CAT models are designed for one-time evaluation rather than improving learning through formative assessment. Since students cannot remember everything, encouraging them to repeatedly evaluate their knowledge state and identify their weaknesses is critical when developing an adaptive formative assessment system in real educational contexts. This study aims to achieve this goal by proposing an adaptive formative assessment system based on CAT and the learning memory cycle to enable the repeated evaluation of...

AI literacy in secondary education: framework, assessment, and professional development in the Ukrainian context

Maiia V. Marienko, Oksana M. Markova, Serhiy O. Semerikov (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA profesorado

Temas IA: IA y educación estudio empírico

Resumen:

The rapid proliferation of artificial intelligence tools in educational settings has created an urgent demand for AI literacy among secondary educators, yet empirical research examining this phenomenon in non-Western and crisis-affected contexts remains limited. This multi-study investigation employs a sequential explanatory mixed-methods design to examine AI literacy among Ukrainian secondary educators through national survey analysis ( n = 2018), targeted educator surveys ( n = 116), professional development evaluation ( n = 1130), and systematic mapping of European Open Science Cloud (EOSC) services. Findings reveal that while 84% of surveyed educators report AI use in professional...

University students’ self-reported reliance on ChatGPT for learning: A latent profile analysis

Ana Stojanov, Qian Liu, Joyce Hwee Ling Koh (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:

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...

Examining the relationship between the L2 motivational self system and technology acceptance model post ChatGPT introduction and utilization

Jerry Huang, Atsushi Mizumoto (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial motivación ChatGPT

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

Resumen:

Since the introduction of the L2 Motivational Self System (L2MSS), numerous studies worldwide have highlighted its effectiveness in elucidating Second Language Acquisition. However, the influence of generative artificial intelligence (GenAI) technology on this model remains largely unexplored. The Technology Acceptance Model (TAM) is a widely employed framework for examining the impact of a new technology, and this study explores the intercorrelation when these two models are considered together. Conducted with 35 s-year university English as a foreign language (EFL) students in humanities, the study involved two sessions of instructor-led ChatGPT usage writing workshops, followed by the...