estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje ética

Temas IA: análisis de producción de IA ética de la IA modelos de lenguaje (LLM)

Resumen:

As AI enters schools, the staff it affects are increasingly urged to consult conversational AI about whether to adopt it—yet that AI is built by organizations with a commercial stake in adoption, raising the possibility that systems consulted by skeptical users are predisposed to encourage it. We test this with a fixed prompt in which a rural Montana K–12 school administrative aide voices two concerns: that AI may threaten her job, and that AI companies do not have people like her in mind. Ten frontier models from ten laboratories are each sampled 500 times at temperature 0.7. The 5000 responses are scored by a blind three-model AI panel (three model families, two openness regimes) on a...

Large language models meet user interfaces: The case of provisioning feedback

Stanislav Pozdniakov, Jonathan Brazil, Solmaz Abdi (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación grandes modelos de lenguaje

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

Resumen:

Incorporating Generative Artificial Intelligence (GenAI), especially Large Language Models (LLMs), into educational settings presents valuable opportunities to boost the efficiency of educators and enrich the learning experiences of students. A significant portion of the current use of LLMs by educators has involved using conversational user interfaces (CUIs), such as chat windows, for functions like generating educational materials or offering feedback to learners. The ability to engage in real-time conversations with LLMs, which can enhance educators' domain knowledge across various subjects, has been of high value. However, it also presents challenges to LLMs' widespread, ethical, and...

Asking generative artificial intelligence the right questions improves writing performance

Yixin Cheng, Yizhou Fan, Xinyu Li (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita ChatGPT

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

Resumen:

Generative Artificial Intelligence (GenAI) tools are widely used by learners and this trend is poised to continue. However, little is known about whether and how GenAI use impacts learning and performance. This study aimed to investigate the effect of GenAI on performance by examining a key affordance of GenAI—seeking help via question asking. We compared the questions that learners asked GenAI versus a human tutor online during a writing task. Using quantitative ethnographic methods, we found that: (a) participants in the GenAI condition asked significantly more questions compared to those in the Tutor condition; (b) GenAI participants tended to ask one-off questions, while Tutor...

Exploring non-traditional learner motivations and characteristics in online learning: A learner profile study

Andrew Zamecnik, Vitomir Kovanović, Srecko Joksimovic (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza en línea e híbrida analítica del aprendizaje

Temas IA: IA y educación estudio empírico

Resumen:

The growth and uptake of educational technology has significantly reshaped the delivery of distance and online learning. With an unprecedented number of learners engaging with online modes of education, there is a growing need to understand the underlying student enrolment motivations, goals and learning behaviours evolving from a highly diverse student population. Research in learning analytics has advanced the use of digital data to understand student learning processes. However, there remains a limited understanding of how non-traditional learner characteristics, needs and motivational factors influence their learning behaviour and engagement strategies. Survey data from 232 students...

Mechanisms of enhancing learning with unequal preparation: An experimental study on generative artificial intelligence use and proficiency in programming learning

Yuan Jin, Wei He, Jun Shen (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional inclusión y equidad

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Prior learning preparation, encompassing learners' prior knowledge, resources, and readiness for learning new material, plays a critical role in a new learning process. Unequal learning preparation commonly exists among learners with varying socioeconomic and academic backgrounds, and can further exacerbate the educational divide. By reducing learning cost and providing less prepared learners with personalized delivery of information and knowledge, Generative Artificial Intelligence (GenAI) may help mitigate disparities in learning preparation. In this study, we investigate the roles of learners' use of GenAI in their learning processes, considering varying levels of learners’ prior...

Investigating the affordances of OpenAI's large language model in developing listening assessments

Vahid Aryadoust, Azrifah Zakaria, Yichen Jia (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial comprensión oral evaluación

Temas IA: IA y enseñanza-aprendizaje de lenguas IA y evaluación IA y creación de materiales

Resumen:

To address the complexity and high costs of developing listening tests for test-takers of varying proficiency levels, this study investigates the capabilities of an OpenAI's large language model, ChatGPT 4, in developing listening assessments. Employing prompt engineering and fine-tuning of prompts, the study specifically focuses on creating listening scripts and test items using ChatGPT 4 for test-takers across a spectrum of proficiency levels (academic, low, intermediate, and advanced). For comparability, the 24 topics of these scripts were selected from topics found in academic listening tests. We conducted two types of analyses to evaluate the quality of the output. First, we performed...

From intuition to action: Exploring teachers’ ethical awareness in the use of AI tools in education

Chun Sing Maxwell Ho, John Chi-Kin Lee (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética creencias y actitudes de los profesores

Temas IA: ética de la IA estudio empírico

Resumen:

This study investigates how teachers perceive and understand ethical issues arising from the use of artificial intelligence (AI) in education, and identifies the factors influencing their ethical awareness. Grounded in the Social Intuitionist Model (SIM), which emphasizes intuitive and emotionally driven moral judgments, the research explores teachers’ ethical perceptions as shaped by classroom experiences (micro/meso contexts) and broader social, cultural, and institutional influences (macro contexts) surrounding AI integration. Using a case study approach, data were collected through semi-structured interviews with 26 teachers from primary and secondary schools, selected for their...

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...

A LLM-based pedagogical framework for active, inquiry-based and adaptive learning in L2 writing

Ruonan Wang, Yan Yin, Yongbo Cao (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita ChatGPT

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

Resumen:

Traditional L2 writing instruction often struggles to provide personalized, process-oriented feedback and engage student motivation. While generative AI like ChatGPT offers a potential solution, its application lacks a robust pedagogical foundation. This study proposes an innovative framework that integrates ChatGPT into L2 writing through a synthesis of active, inquiry-based, and adaptive learning principles. Within the framework, learners occupy the central position, undergoing the teaching implementation of LLM-based six-step writing instruction process to inquisitively learn, experiencing the teaching assessment of three-dimensional writing evaluation to actively acquire, and benefiting...

In the AI era: A project-based digital storytelling framework for art and design education

Tian Yali, Tang Mengxiao, Li Gengrui (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje basado en proyectos storytelling/narración

Temas IA: IA y educación estudio empírico

Resumen:

The ascent of generative artificial intelligence (AI) challenges art and design education to reaffirm the value of human creativity. This study proposes and examines a pedagogical response: a project-based learning (PBL) model with digital storytelling (DS) at its core, designed to cultivate the emotional, cultural, and narrative capacities that AI lacks. Conducted through an embedded case study of the 15-week “Creative Shanzhou” project with 426 Chinese undergraduate students, the research implemented a theoretically-grounded PBL-DS framework. Digital storytelling served as the primary methodology for students to translate local cultural heritage into emotionally resonant, multimodal...