estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional feedback/retroalimentación

Temas IA: modelos de lenguaje (LLM) IA y aprendizaje estudio empírico

Resumen:

This paper introduces the design and development of a framework that integrates a large language model (LLM) with a retrieval-augmented generation (RAG) approach leveraging both a knowledge graph and user interaction history. The framework is incorporated into a previously developed adaptive learning support system to assess learners’ code, generate formative feedback, and recommend exercises. Moreover, this study examines learner preferences across three instructional modes: adaptive, Generative AI (GenAI), and hybrid GenAI–adaptive. An experimental study was conducted to compare the learning performance and perception of the learners, and the effectiveness of these three modes using four...

Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong Kong

Eric Chi Keung Cheng, Tianchong Wang (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial profesorado educación primaria y secundaria

Temas IA: IA y educación estudio empírico

Resumen:

Artificial Intelligence (AI) has rapidly emerged as a transformative force across diverse sectors worldwide, with policy initiatives signalling its rising prominence. In the realm of education, AI holds promise for revolutionising learning and teaching. However, the incorporation of AI in basic education faces significant challenges for many schools, particularly when explicit curriculum guidelines are absent, and teachers have limited exposure to AI technologies. This study delves into the importance of integrating Artificial Intelligence in Education (AIED), particularly in primary and secondary school settings, with a specific emphasis on the obstacles and facilitators. The research...

Students’ multimodal prompting practices as epistemic work in AI literacy development

Sylvana Sofkova Hashemi (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA multimodalidad

Temas IA: prompts IA y educación estudio empírico

Resumen:

: As generative artificial intelligence (GenAI) rapidly transforms higher education, critical questions arise about how students engage with these open-ended tools and the implications for learning. This study provides empirical insight into this research gap investigating (1) the prompting strategies students develop when interacting with a university-provided GenAI tool and (2) how engagement in prompt engineering activities shapes their understanding of GenAI and AI literacy. Data were collected in an exploratory workshop with 28 postgraduate students engaged in collaborative multimodal prompting tasks, including the creation of short stories or poems and corresponding images. Students’...

Exploring the paradoxical use of ChatGPT in education: Analyzing benefits, risks, and coping strategies through integrated UTAUT and PMT theories using a hybrid approach of SEM and fsQCA

Wen-Ling Hsu, Andri Dayarana K. Silalahi (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT estudio empírico

Resumen:

ChatGPT's impact on education is both significant and inevitable, presenting a paradox of threats and benefits. While studies have explored ChatGPT's usage, intention, and motivation, few have addressed its paradoxical use from a benefit-risk-coping perspective, leaving gaps in practical and theoretical solutions. This study integrates the Unified Theory of Acceptance and Use of Technology (UTAUT) and Protection Motivation Theory (PMT) to elucidate ChatGPT's paradoxical use in education. Using Structural Equation Modeling (SEM) and fuzzy sets Qualitative Comparative Analysis (fsQCA), it aims to provide insights and solutions for managing the benefits, risks, and coping mechanisms associated...

Artificial intelligence, job seeker, and career trajectory: How AI-based learning experiences affect commitment of fresh graduates to be an accountant?

Agung Maulana, Rakotoarisoa Maminirina Fenitra, Slamet Sutrisno (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior alfabetización en IA

Temas IA: IA y educación estudio empírico

Resumen:

Integrating Artificial Intelligence (AI) into the accounting professions is reshaping traditional roles and skill requirements, prompting a reassessment of how graduates are prepared for these changes. However, a significant gap exists in understanding how AI-based learning in higher education curricula influences graduates' readiness and commitment to be accountants. Addressing this gap, this study aims to answer two pivotal questions: how do AI learning experiences affect AI self-efficacy and career commitment, and how do literacy, motivations, and competency factors mediate this relationship? This study grounds in Self-determination Theory (SDT) and Social Cognitive Career Theory (SCCT)...

Machine learning based feedback on textual student answers in large courses

Jan Philip Bernius, Stephan Krusche, Bernd Bruegge (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación evaluación

Temas IA: IA y evaluación estudio empírico

Resumen:

Many engineering disciplines require problem-solving skills, which cannot be learned by memorization alone. Open-ended textual exercises allow students to acquire these skills. Students can learn from their mistakes when instructors provide individual feedback. However, grading these exercises is often a manual, repetitive, and time-consuming activity. The number of computer science students graduating per year has steadily increased over the last decade. This rise has led to large courses that cause a heavy workload for instructors, especially if they provide individual feedback to students. This article presents CoFee, a framework to generate and suggest computer-aided feedback for...

Taming the black box: Design principles for rule-integrated LLM tutoring systems in primary school mathematical problem solving

Chee-Kit Looi, Zhaolong Liu, Daner Sun (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje andamiaje/scaffolding

Temas IA: modelos de lenguaje (LLM) prompts IA y aprendizaje

Resumen:

The integration of large language models (LLMs) into intelligent tutoring systems promises personalized learning, yet procedural domains such as primary mathematics remain challenging due to inconsistency and pedagogical opacity. LLM tutors may give unsolicited answers or show unstable scaffolding when students vary arithmetic, units, or rounding. This design science research develops and evaluates a rule-guided tutoring system for mathematical word problems in primary schools. We formalize a distinction between rule-guided scaffolding, in which tutoring is governed by a three-layer architecture (diagnosis → intent selection → constrained response generation), and ad-hoc scaffolding, where...

Immersive multi-modal pedagogical conversational artificial intelligence for early childhood education: An exploratory case study in the wild

Sinem Aslan, Lenitra M. Durham, Nese Alyuz (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación infantil chatbots

Temas IA: IA y aprendizaje chatbots estudio empírico

Resumen:

Educational technology research has found that parents of young children widely share concerns about extended screen time, lack of physical activity, and lack of social interaction. Kid Space was developed to address these concerns by enabling multi-modal and immersive collaborative play-based learning. Kid Space utilizes multiple sensing technologies with an immersive physical space through a human-scale wall projection and incorporates a conversational AI agent to interact with children, understand individual progress, and personalize learning experiences in a blended physical and digital environment. To evaluate Kid Space in the wild, we conducted a multi-method user study involving a...

The effect of student acceptance on learning outcomes: AI-generated short videos versus paper materials

Yidi Zhang, Margarida Lucas, Pedro Bem-haja (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial materiales audiovisuales materiales didácticos

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

Resumen:

The use of video and paper-based materials is commonly widespread in foreign language learning (FLL). It is well established that the level of acceptance of these materials influences learning outcomes, but there is lack of evidence regarding the use and related impact of videos generated by artificial intelligence (AI) on these aspects. This paper used linear mixed models and path analysis to investigate the influence of student acceptance of AI-generated short videos on learning outcomes compared to paper-based materials. Student acceptance was assessed based on perceived ease of use (PEU), perceived usefulness (PU), attitude (A), intentions (I), and concentration (C). The results...

Exploring the potential of GenAI for personalised English teaching: Learners' experiences and perceptions

Lucas Kohnke, Di Zou, Fan Su (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT escritura académica

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

Resumen:

Artificial intelligence has become seamlessly integrated into personal, professional, and educational spheres. Generative AI (GenAI), in particular, is revolutionising content creation in second language (L2) writing instruction through advanced machine learning models. This study examines the influence of GenAI on L2 learners' language competencies, focusing on tools commonly used by first-year English for Academic Purposes students. Through qualitative and quantitative analysis, including surveys and interviews, this research explored students’ experiences and perceptions of GenAI tools, including Grammarly and Quillbot. The findings revealed that two-thirds of the students (66.7%)...