estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial analítica del aprendizaje educación superior

Temas IA: IA y educación estudio empírico

Resumen:

Despite the growing global adoption of AI-powered academic advice, its impact remains underexplored. This study addresses this gap by evaluating the academic performance of at-risk students who receive AI-driven joint support. We proposed a practical framework for assessing academic outcomes by leveraging AI as a decision-making tool for advisors. Our study employs a quasi-experimental difference-in-differences (DID) methodology over three semesters. We compare the academic outcomes of at-risk students in pilot departments who received the intervention (treatment group, N = 516) with all other students in the analytic sample (control group, N = 12,004), supplemented with robustness checks....

How to train your dragon: Evaluating prompting and fine-tuning for GPT-based item generation in L2 listening assessment

Vahid Aryadoust, Joann Wong (2026)

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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:

Recent advances in large language models (LLMs), notably GPT models, have introduced new possibilities for automatic item generation (AIG) through prompt engineering. Although iterative prompt refinement can yield measurable improvements, this process eventually plateaus, as outputs remain inconsistent or misaligned with assessment constructs. This study reports an experimental comparison of prompting and fine-tuning to advance AIG for L2 listening assessment. First, we employed prompting and refined the instruction design over three successive iterations to determine an optimized prompt. We then fine-tuned GPT-4.1 using the same optimized prompt, holding prompt design constant to isolate...

Acceptance of artificial intelligence in teaching science: Science teachers' perspective

Abdulla Al Darayseh (2023)

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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:

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Over the last few decades, there has been growing interest in artificial intelligence (AI) and how to apply it effectively in the educational process. The behavioural intention and attitudes of teachers play an important role in this regard. The technology acceptance model (TAM) has been shown to be effective in predicting factors that may positively or negatively influence behavioural intentions to use technology. The current study therefore aims to use this model to reveal teachers’ perceptions of the factors that influence the use of AI applications in science education. This research uses the descriptive method where a 6-dimensional scale is designed based on the components of...

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...

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...

Exploring the potential of generative AI in democratizing English language education

Dara Tafazoli (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT creencias y actitudes de los profesores

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

Resumen:

This study investigates the transformative potential of Generative Artificial Intelligence (GenAI), particularly ChatGPT, in addressing educational challenges faced by Iranian English language teachers (N = 23). Drawing on qualitative data from focus group sessions, semi-structured interviews, and reflective essays, the study reveals five key themes: accessible learning materials, personalized learning experiences, addressing ideological influences, overcoming technological barriers, and combating isolation from global trends. The findings highlight GenAI’s capacity to provide diverse and up-to-date learning materials tailored to individual learners' needs, address ideological biases, and...

Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students

Siu-Cheung Kong, Jinyu Zhu, Yin Nicole Yang (2025)

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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:

Empowerment enables students to be psychologically and affectively ready to leverage the benefits of artificial intelligence (AI). However, a theory-driven scale to extend empowerment into the use of AI for problem-solving is lacking. This study developed and validated an 11-item scale of empowerment in using AI for problem-solving (EUAIPS) based on a proposed conceptual framework that synthesises empowerment and AI-related literature. The EUAIPS scale encompasses impact, self-efficacy, and meaningfulness in using AI for problem-solving. We collected data from a diverse sample of Hong Kong senior secondary and university students before (N = 477) and after the course (N = 409). Results...

Developing and validating an artificial intelligence ethical awareness scale for secondary and university students: Cultivating ethical awareness through problem-solving with artificial intelligence tools

Siu-Cheung Kong, Jinyu Zhu (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética alfabetización en IA

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

Resumen:

Although there is growing attention to artificial intelligence (AI) ethics education with the rapid surge of AI technology, little research has explored the use of problem-solving to cultivate students' AI ethical awareness. To address this gap, this study developed a scale to multidimensionally measure AI ethical awareness and cultivated students' AI ethical awareness through problem-solving using AI tools within an AI literacy course. A total of 573 Hong Kong secondary and university students participated in a 14-h course. Data was collected through the AI Ethical Awareness Scale (AIEAS) questionnaire and students' self-reflective writings. The AIEAS framework, encompassing three...

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...

Generative AI interactive textbook in electrotechnics: A four-year comparative study on student performance and inclusion

Branislav Fecko, Jozef Dziak, Tibor Vince (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial materiales didácticos grandes modelos de lenguaje

Temas IA: IA y creación de materiales IA y aprendizaje estudio empírico

Resumen:

This study presents the results of the implementation of Generative-AI Interactive Textbook, an intelligent textbook built on a large language model based on GPT-4, which is directly integrated into the subject of Electrical Engineering course and provides interactive, adaptive teaching functions. The textbook was deployed in the 2024/2025 academic year, and the data was compared with the summary results from 2021 to 2024. The sample consisted of 736 students. The results suggest that the effects associated with the introduction of GenAI-T vary depending on the type of assessment and the analytical context. In multi-year analyses, a statistically significant improvement in mid-term...