estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial profesorado formación de profesores

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

Resumen:

Design thinking (DT) is one of the critical 21st-century digital skills that allows individuals to solve real-world problems by redesigning their problem procedure to achieve the desired outcome. Nowadays, cultivating DT within any educational program is becoming increasingly important for teachers since Artificial Intelligence (AI) and chatbots are available to all students. However, teachers themselves need to possess DT competency to effectively cultivate it in their students, particularly in humanistic fields like applied linguistics, Computer Assisted Language Learning (CALL), and Artificial Intelligence Language Teaching (AILT). For this reason, the researcher in the current study...

LLM sentiment quantification reveals selective alignment with human course-evaluation raters

Joyce W. Lacy, Chi Nnoka, Zachary Jock (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje procesamiento del lenguaje natural

Temas IA: modelos de lenguaje (LLM) análisis de producción de IA estudio empírico

Resumen:

Student course evaluations contain rich qualitative feedback in the form of comments written in response to open-ended questions. However, this qualitative data, which may be more nuanced and detailed than quantitative ratings, is often unexamined in both administrative and research settings due to the labor-intensive nature of manual analysis. We investigate whether large language models (LLMs), including BERT, RoBERTa, and OpenAI model variants, can accurately replicate human judgments of sentiment in these comments. We compare masked and generative language models, using both naïve and fine-tuned approaches, to analyze a curated dataset of 1000 de-identified course evaluation responses....

Exploring factors influencing preschool teachers’ behavioral intention to use AI technologies in early childhood settings

Ziyang Duan, Yingfan Shan, Yue Gong (2026)

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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

Resumen:

With the rapid advancement of artificial intelligence (AI) and its increasing integration into education, the early childhood education sector has begun to explore the potential of AI integration. As key agents in the classroom integration of technology, preschool teachers' willingness to use AI directly impacts the effectiveness of AI implementation in early childhood education. Grounded in an extended framework of the Technology Acceptance Model, this study investigates the mechanisms through which perceived usefulness (PU), perceived ease of use (PEOU), subjective norm (SN), AI anxiety (AIA), and AI self-efficacy (AISE) influence preschool teachers' behavioral intention (BI) to use AI. A...

Lower secondary students’ poetry writing with the AI-based Poetry Machine

Arja Kangasharju, Liisa Ilomäki, Minna Lakkala (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura creativa expresión escrita

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

Resumen:

Despite poetry’s important role in improving linguistic skills and creative thinking, students often find poetry writing to be difficult and boring. This study is an investigation of how the digital Poetry Machine influences students’ poetry writing by applying AI techniques. It uses qualitative and quantitative analysis of the log data of poems that the seventh graders wrote with the Poetry Machine. The results show that the draft poems functioned as affordances, which the students followed as models. The drafts encouraged students to experiment with several different poetic features. The data suggest an association between the number of edited versions and the quality of the final poem....

Investigating undergraduate students' perceptions and awareness of using ChatGPT as a regular assistance tool: A user acceptance perspective study

Hayder Albayati (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT estudio empírico

Resumen:

This study examines the factors influencing user acceptance of ChatGPT as a daily reference tool and assesses varying levels of user awareness. It aims to offer valuable insights into the potential benefits and challenges of implementing ChatGPT in an educational context. To achieve this objective, we employ an integrated model comprising the Technology Acceptance Model (TAM) and four novel external constructs: Privacy, Security, Social Influence, and Trust. This proposed model delivers an in-depth understanding of user acceptance by simultaneously measuring diverse user perspectives. Adopting a quantitative research approach, the study surveys undergraduate students regarding their use of...

Getting to know ChatGPT: How business students feel, what they think about personal morality, and how their academic outcomes affect Oman's higher education

Ahmed Mohamed Elbaz, Islam Elbayoumi Salem, Alyaa Darwish (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT estudio empírico

Resumen:

The present study develops an integrative framework that investigates the relationship between the acceptability of ChatGPT among business students and their attitude, intention to adopt, and performance. This is achieved by examining the moderating role of business students' moral values and religious ethics. Using data collected from 312 university business students in Oman, we show that perceived usefulness (PU), perceived ease of use (PEOU), and perceived convenience (PC) have a positive effect on their attitudes toward ChatGPT. Business students' attitudes toward ChatGPT have a strong positive influence on their adoption intentions. Notably, university business students’ ChatGPT...

Empowering preservice teachers’ AI literacy: Current understanding, influential factors, and strategies for improvement

Bo Pei, Jie Lu, Xilong Jing (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:

Artificial Intelligence (AI) holds significant potential in transforming future educational practices by enhancing teaching and learning. However, its full realization heavily depends on teachers' AI literacy, which significantly influences their engagement levels with AI technologies and their abilities to adopt AI technologies effectively in similar settings. In this study, we conduct a holistic analysis examining pre-service teachers' AI literacy for providing insights about current understanding of AI technologies, perceptions of the applications of AI in education, ethical issues and strategies for effectively enhancing AI literacy. Guided by Bloom's Taxonomy, a comprehensive, layered...

From teachers to chatbots: Scaffolded corrective feedback and student trust in online L2 English classrooms

Ali Soyoof, Barry Lee Reynolds, Ehsan Rassaei (2026)

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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

Resumen:

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...

GenAI as a runaway object in higher education: A socio-cultural view on AI-influenced academic practice in mathematics

Dionysia Bakogianni, Yvonne Liljekvist, Phuong Bui (2026)

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Tipo: artículo

Metodología: estudio empírico

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

Temas IA: IA y educación estudio empírico

Resumen:

This study explores how generative AI (GenAI) technologies are reshaping research and teaching practices at the university level. Drawing on Cultural-Historical Activity Theory (CHAT) (Engeström, 1987), we examine the interrelated activity systems of teaching and research through the lens of GenAI as a “runaway object”, a concept describing technologies that evolve unpredictably, disrupt boundaries, and reconfigure roles, tools, and epistemic norms. Based on qualitative data from ten academics in a mathematics department at a Swedish university, the analysis identifies five dominant themes that characterize emerging changes across both activity systems: boundary fluidity, shifting objects,...

Exploring generative artificial intelligence preparedness among university language instructors: A case study

Lucas Kohnke, Benjamin Luke Moorhouse, Di Zou (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

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

Resumen:

The integration of generative artificial intelligence (AI) in English language teaching presents opportunities and challenges for instructors. This study explores the attitudes of higher education English language instructors towards generative AI tools, their intentions to use them and the institutional support and professional development necessary to teach and learn with them. As the field continues to evolve rapidly, it is essential to comprehend the readiness of front-line language instructors. This qualitative interpretive study seeks to identify the digital competencies and pedagogical knowledge required to implement generative AI in education and provide guidance for the design of...