IA y aprendizaje

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial feedback/retroalimentación enseñanza en línea e híbrida

Temas IA: IA y educación IA y aprendizaje revisión de bibliografía

Resumen:

Feedback is an essential component of scaffolding for learning. Feedback provides insights into the assistance of learners in terms of achieving learning goals and improving self-regulated skills. In online courses, feedback becomes even more critical since instructors and students are separated geographically and physically. In this context, feedback allows the instructor to customize learning content according to the students' needs. However, giving feedback is a challenging task for instructors, especially in contexts of large cohorts. As a result, several automatic feedback systems have been proposed to reduce the workload on the part of the instructor. Although these systems have...

Seeking knowledge or efficiency: Profiling students’ AI-use through survey-based latent class analysis

Mattias W. Hugerth, Luisa W. Hugerth (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación primaria y secundaria creencias y actitudes de los estudiantes

Temas IA: chatbots IA y aprendizaje estudio empírico

Resumen:

The spread of easily accessible generative AI in the form of chatbots has impacted secondary education, but the effects of this are largely unknown. Previous studies have shown that using chatbots in a learning context can be both harmful or helpful depending on how they are used. While students are undoubtedly utilising this technology, there is scarce data on the extent, intention, or approach to its use, or what drives it. The present study builds upon the findings of a previous qualitative study, aiming to investigate and quantify students' use of generative AI for schoolwork. Through a survey sent to multiple upper secondary schools, we collected 1266 responses to analyse upper...

AI-assisted audio-learning improves academic achievement through motivation and reading engagement

Nanda R. Jafarian, Anne-Wil Kramer (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial motivación estudiantes con discapacidad

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

Resumen:

Artificial intelligence (AI) is transforming education by enabling the creation of innovative learning resources that may cater to diverse learning needs. Students with common forms of neurodiversity, such as ADHD, often face unique challenges in higher education that are not adequately addressed by current educational resources. One potentially helpful resource is audio content, which provides a flexible and accessible supplement to traditional educational materials. While audio content, such as podcasts, is widely popular, its effect on academic achievement remains underexplored. This pre-registered randomized controlled trial investigated the impact of AI-assisted audio-learning modules...

Preferred scaffolding does not lead to better learning performance: Empirical evidence from AI-supported mathematical modelling

Wangda Zhu, Yin Yang, Yuqin Yang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial andamiaje/scaffolding aprendizaje colaborativo

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Mathematical modelling (MM) is widely recognized as a key competency for addressing complex real-world problems, which requires learners to engage in higher-order processes such as abstraction, representation, and iterative reasoning. However, students often experience difficulties in coordinating these processes within mathematics modelling tasks. While recent advances in artificial intelligence (AI) offer new possibilities for supporting mathematical modelling, limited research has examined how different forms of AI-mediated interaction shape students' learning processes in MM. To address this gap, the present study investigates five AI interaction roles, Tutor, Teaching Assistant, Peer,...

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...

Generative AI (GenAI) as a mindtool that supports generative learning (GL)

Nada Dabbagh, Helen Fake (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial teorías de aprendizaje cognición y procesamiento

Temas IA: IA y aprendizaje

Resumen:

Grounded in the learning sciences, Generative Learning (GL), is a learning method or process that encourages students to actively generate information and make connections between new and existing knowledge. This active participation in the learning process promotes a deeper understanding of the instructional material, fosters long-term retention of knowledge, and cultivates critical thinking skills and problem-solving abilities. The magic lies in the “generation” process, where learners actively make sense of the material rather than passively receiving information. In this paper, we argue that Generative Artificial Intelligence (GenAI) can be used as a Mindtool (knowledge representation...

The effect of generative artificial intelligence (AI)-based tool use on students' computational thinking skills, programming self-efficacy and motivation

Ramazan Yilmaz, Fatma Gizem Karaoglan Yilmaz (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional ChatGPT

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

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ChatGPT (generative pre-trained transformer) is one of the artificial intelligence (AI) technologies that have started to be used in programming education. However, the effect of using ChatGPT in programming education on learning processes and outcomes is not yet known. This study investigated the effect of programming education using the ChatGPT on students' computational thinking skills, programming self-efficacy, and motivation toward the lesson. The research was conducted on 45 undergraduate students who took a university-level programming course. The research was carried out according to the experimental design with the pretest-posttest control group. Students were randomly...

AI tools and POE model in educational technology Learning: Exploring participant experiences using thematic analysis

Sandy I-Ching Wang, Eric Zhi-Feng Liu (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior alfabetización en IA

Temas IA: IA y educación IA y aprendizaje estudio empírico

Resumen:

In an era where international education trends increasingly prioritize the integration of artificial intelligence (AI), there is a critical need to understand how students effectively use these tools to foster innovative and deep learning. This study addresses this gap by investigating higher education students’ experiences with advanced AI tools within a nine-week instructional experiment structured by the Predict-Observe-Explain (POE) model. Our primary motivation was to explore how a structured, inquiry-based framework could scaffold the development of sophisticated AI literacy, guiding students toward strategic human-AI partnerships. We employed a qualitative case study design,...

Enhancing traditional ITS architectures with large language models for generating motivational feedback

Angelo Gaeta, Francesco Orciuoli, Antonella Pascuzzo (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje feedback/retroalimentación

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

Resumen:

Large Language Models (LLMs) have emerged as powerful computational tools with significant potential across various fields, particularly education. Previous research demonstrated that LLMs can be effectively integrated into the Tutoring Model of Intelligent Tutoring Systems (ITS) to generate motivational feedback within learning environments. To further explore this area, the authors define an ITS architecture that integrates an LLM (referred to as the ITS-LLM architecture) and validates this architecture by implementing a prototype using Llama 3.2 model. Moreover, the prototype aims to evaluate the impact of LLM-generated motivational feedback on student motivation and their learning...

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...