IA y aprendizaje

Detalles Cerrar ✕

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)

Detalles Cerrar ✕

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...

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)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional ChatGPT

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

Texto completo en HTML

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)

Detalles Cerrar ✕

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,...

Understanding self-directed learning in AI-Assisted writing: A mixed methods study of postsecondary learners

Chaoran Wang, Zixi Li, Curtis Bonk (2024)

Detalles Cerrar ✕

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)

Detalles Cerrar ✕

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...

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)

Detalles Cerrar ✕

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...

Generative AI in high school English career preparation units: Student interactions, perceptions, and ethical concerns

Kyungbin Kwon, Sohheon Yang, Ugur Kale (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita educación primaria y secundaria

Temas IA: IA y enseñanza-aprendizaje de lenguas IA y aprendizaje ética de la IA

Resumen:

The rapid integration of generative AI into K–12 education presents both opportunities and challenges for supporting students’ learning. This mixed-methods case study examined how high school students interacted with an AI-enhanced resume writing unit and a text-based mock interview unit within an English Language Arts course. Quantitative results indicated students’ positive perceptions of AI utility across constructs of awareness, usage, evaluation, and ethics. Qualitative analysis revealed that students used AI to explore career information, generate and refine resume content, and iteratively revise and refine interview responses. While many students engaged critically—questioning,...

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

Angelo Gaeta, Francesco Orciuoli, Antonella Pascuzzo (2025)

Detalles Cerrar ✕

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...

An early investigation of collaborative problem solving in conversational AI-mediated learning environments

Sinem Aslan, Nese Alyuz, Belle Li (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación infantil aprendizaje colaborativo

Temas IA: chatbots IA y aprendizaje estudio empírico

Resumen:

Collaborative problem solving (CPS) encourages children to communicate effectively and fosters creativity and critical thinking. New digital technologies can potentially provide opportunities for innovative ways to promote CPS at an early age. However, one key challenge of such technologies is to be engaging and effective while also pedagogically adapting to developmental needs of young learners. In this paper, we propose that a multimodal conversational AI system, Kid Space, providing interactive learning experiences could enrich CPS and promote positive educational outcomes. Kid Space combines multimodal classroom sensing with a projected 3D virtual environment and an animated...