IA y aprendizaje

Artificial intelligence (AI) chatbots are gaining increasing popularity in education. The proliferation of experimental studies has highlighted the need to summarize and synthesize the inconsistent findings about the effects of AI chatbots on students' learning outcomes. The present study performed a meta-analysis of 24 randomized studies. The main goal was to meta-analytically examine the effects of AI chatbots on students' learning outcomes and the moderating effects of educational levels and intervention duration. The results indicated that AI chatbots had a large effect on students' learning outcomes. Moreover, AI chatbots had a greater effect on students in...

Exploring AI in Applied Linguistics

Carol A. Chapelle, Gulbahar H. Beckett, Jim Ranalli (2024)

Detalles Cerrar ✕

Tipo: libro

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza/aprendizaje de lenguas evaluación

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

Resumen:

The TSLL2023 event contributed to the launch of what promises to be an extensive program of research exploring AI in applied linguistics. The chapters in this volume were developed from selected conference presentations reporting on investigations of the potential, uses, and implications of AI technologies for language learning, teaching, assessment, and research. Responding to the conference theme, “Advancing Technologies – Expanding Research,” the papers in this volume illustrate some of the responses mounted by applied linguists in response to the unprecedented public display of language generation capacities observed in open AI over the previous eleven months.

Quince capítulos, agrupados en cuatro bloques:...

Writing in the AI era: rethinking writing, research and teaching

Ken Hyland (2026)

Journal of Second Language Writing

Detalles Cerrar ✕

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial expresión escrita escritura académica

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

Resumen:

Artículo de posición sobre el efecto de la IA generativa en la escritura en segundas lenguas.

Hyland sostiene que la IA no es ni el final de la disciplina ni una solución pedagógica, sino un factor que obliga a repensar qué es escribir, cómo se enseña y cómo se evalúa. Reconoce ventajas —andamiaje lingüístico, acceso a los géneros del discurso académico— junto a riesgos como la pérdida de destrezas del escritor y la homogeneización de la voz autorial, y defiende una posición intermedia entre la prohibición y la adopción acrítica.

La IA como herramienta para potenciar el rendimiento estudiantil en presentaciones orales de español al final del curso

Carlos Naranjo, Yesenia Chávez (2025)

Decires

Detalles Cerrar ✕

Tipo: artículo

Metodología: experiencia práctica

Temas: inteligencia artificial ChatGPT expresión oral

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

Resumen:

El avance de la inteligencia artificial (IA) en la educación ha abierto nuevas oportunidades para mejorar el aprendizaje del alumnado en cursos de español como segunda lengua (L2). Este artículo explora la integración de herramientas de IA, como ChatGPT, dentro de un curso universitario de español en Texas, EE. UU. A través de un enfoque basado en multiliteracidad, el grupo de estudiantes utilizó IA para redactar, refinar y mejorar sus presentaciones orales finales, incorporando también elementos multimedia como animaciones y videos.

El estudio adopta un marco metodológico que combina retroalimentación instantánea y prácticas innovadoras de aprendizaje digital. Se examinan los...

The shifting landscape of student engagement: A pre-post semester analysis in AI-enhanced classrooms

László Bognár, Myint Swe Khine (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial motivación aprendizaje autónomo

Temas IA: IA y aprendizaje chatbots estudio empírico

Resumen:

The rapid integration of AI-based tools in education calls for a critical assessment of how these technologies impact student engagement. This study explores the perceived effects of AI chat tools by analyzing pre- and post-semester survey data from 724 to 642 students, respectively, across diverse disciplines and demographic groups. Initially, students reported high levels of engagement in key areas such as academic self-efficacy, autonomy, interest, and self-regulation. However, by the semester's end, all these areas showed a noticeable decline. This suggests that while AI tools offer initial benefits, their long-term effectiveness in maintaining engagement may be limited due to...

The concept of hybrid human-AI regulation: Exemplifying how to support young learners’ self-regulated learning

Inge Molenaar (2022)

Detalles Cerrar ✕

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial aprendizaje autónomo tecnología educativa

Temas IA: IA y aprendizaje

Resumen:

Hybrid systems combining artificial and human intelligence hold great promise for training human skills. In this paper, I position the concept of Hybrid Human-AI Regulation and illustrate this with an example of a first prototype of a Hybrid Human-AI Regulation (HHAIR) system. HHAIR supports self-regulated learning (SRL) in the context of adaptive learning technologies (ALTs) with the aim to develop learners' self-regulated learning skills. This prototype targets young learners (10–14 years) for whom SRL skills are critical in today's society. Many of these learners use ALTs to learn mathematics and languages every day in school. ALTs optimize learning based on learners' performance data,...

Engagement in LLM chatbot-supported learning: The pivotal roles of GenAI competency and emotion

Xianhan Huang, Shiyu Zhang (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots grandes modelos de lenguaje

Temas IA: chatbots IA y aprendizaje estudio empírico

Resumen:

Student engagement, widely recognised as a key determinant of learning outcomes, warrants greater attention to its antecedent mechanisms for effective learning design. As LLM-based chatbots (hereafter chatbot) are increasingly used to support student learning, understanding what drives student engagement in such environments becomes especially important. Guided by appraisal theory, this study proposes a theoretically grounded model of students' engagement in chatbot-supported learning. Unlike prior studies that focus on isolated antecedents, the model integrates learners’ capacity appraisals, including technology-related (GenAI competency) and task-related (academic self-efficacy)...

From simulation to flight: Simulation-assisted drone learning with teacher-AI co-designed scaffolds for secondary students’ STEM knowledge and competencies

Richard Chung Yiu Yeung, Chi Ho Yeung, Daner Sun (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación primaria y secundaria andamiaje/scaffolding

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

Resumen:

A persistent challenge in drone-based STEM education is the scarcity of teacher-verified, interactive simulations that support both conceptual learning and competency development. Generative AI can accelerate content creation, but its outputs frequently lack pedagogical validity and contextual alignment. This study examines whether simulation-assisted drone instruction, anchored by teacher-AI co-designed simulations, yields superior learning outcomes compared to the same hands-on curriculum delivered without simulations. Using a quasi-experimental pretest–posttest design with 30 secondary students (aged 13 to 17), both groups completed identical drone tasks with the same instructor; however...

AI-enabled adaptive learning systems: A systematic mapping of the literature

Tumaini Kabudi, Ilias Pappas, Dag Håkon Olsen (2021)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa

Temas IA: IA y aprendizaje revisión de bibliografía

Resumen:

Mobile internet, cloud computing, big data technologies, and significant breakthroughs in Artificial Intelligence (AI) have all transformed education. In recent years, there has been an emergence of more advanced AI-enabled learning systems, which are gaining traction due to their ability to deliver learning content and adapt to the individual needs of students. Yet, even though these contemporary learning systems are useful educational platforms that meet students’ needs, there is still a low number of implemented systems designed to address the concerns and problems faced by many students. Based on this perspective, a systematic mapping of the literature on AI-enabled adaptive learning...

Towards contextual-based AI: A scoping review of artificial intelligence in X reality for personalized learning

Zifeng Liu, Serene Cheon, Austin Stanbury (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial realidad virtual tecnología educativa

Temas IA: IA y aprendizaje revisión de bibliografía

Resumen:

This systematic review synthesizes 54 peer-reviewed studies published between 2019 and 2025 that examine how artificial intelligence (AI) and extended reality (XR) technologies are integrated to support adaptive and personalized learning. The studies were analyzed across multiple dimensions, including learning contexts, AI applications, adaptive input parameters, software and hardware used, and evaluation methods. The findings indicate growing research interest in AI–XR integration, with the majority of studies focused on procedural training and STEM education. Across these studies, AI is frequently used in multifaceted roles, most notably as a provider of real-time adaptive feedback,...