IA y aprendizaje

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

This research examines the use of ChatGPT among university-level students in the United Arab Emirates (UAE) and its effects on their learning experiences. The precise focus remains on the effects of ChatGPT usage on Student Engagement, Critical Thinking Abilities, and Academic Achievement. Using the cross-sectional design, the Constructivism Learning Theory supports this research. Data gathered using 353 structured questionnaires is analyzed using Partial Least Square-Structural Equation Modelling (PLS-SEM). Results showed that ChatGPT usage positively affects student engagement in the learning process. The effect of ChatGPT usage on Critical Thinking Abilities also remained significant....

Effects of integrating an open learner model with AI-enabled visualization on students' self-regulation strategies usage and behavioral patterns in an online research ethics course

Jerry Chih-Yuan Sun, Hsueh-Er Tsai, Wai Ki Rebecca Cheng (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial tecnología educativa enseñanza en línea e híbrida

Temas IA: IA y aprendizaje estudio empírico

Resumen:

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This study seeks to understand the effects of a personalized learning platform, which applied an open learner model with self-regulation and AI-enabled data visualization features, on students' self-regulated learning strategies used and behavioral patterns during their self-directed online learning process. Results were based on a self-regulated learning scale and a prior knowledge test from 182 university students and supplemented with students' system logs to understand their behavioral patterns while interacting with the personalized learning platform. It showed that the combined self-regulation and data visualization features (dual features) improve student performance via self...

Mechanisms of enhancing learning with unequal preparation: An experimental study on generative artificial intelligence use and proficiency in programming learning

Yuan Jin, Wei He, Jun Shen (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional inclusión y equidad

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Prior learning preparation, encompassing learners' prior knowledge, resources, and readiness for learning new material, plays a critical role in a new learning process. Unequal learning preparation commonly exists among learners with varying socioeconomic and academic backgrounds, and can further exacerbate the educational divide. By reducing learning cost and providing less prepared learners with personalized delivery of information and knowledge, Generative Artificial Intelligence (GenAI) may help mitigate disparities in learning preparation. In this study, we investigate the roles of learners' use of GenAI in their learning processes, considering varying levels of learners’ prior...

Role of activity-based learning and ChatGPT on students' performance in education

Tamara Al Shloul, Tehseen Mazhar, Qamar Abbas (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT innovación educativa

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

Purpose: This study investigates the impact of activity-based learning and the utilization of ChatGPT on students' academic performance within the educational framework. Objectives: The study aims to assess the effectiveness of activity-based learning in comparison to traditional methods, while also evaluating the potential benefits and drawbacks of integrating ChatGPT as an educational tool. Methods: The study employs a comparative approach, analyzing the outcomes of students exposed to activity-based learning versus those using conventional methods. Additionally, the study examines the usage of ChatGPT in education through surveys and trials to determine its contribution to personalized...

How high-school pressure and autonomy support are linked to dual AI learning pathways: A cross-contextual SEM analysis

Shen Qinjie, Wynn Arunrugstichai (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial motivación aprendizaje autónomo

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Generative AI tools are rapidly becoming embedded in students' everyday learning, yet students' AI use varies from constructive support to compulsive dependence. Drawing on Self-Determination Theory and the Hook model, this study proposes a dual-pathway framework examining how retrospective reports of high-school learning climate relate to university students’ GenAI-use patterns and perceived AI-supported learning quality through motivational and behavioral relations. Using cross-sectional survey data from university students with different high-school backgrounds and current university contexts (overall N = 508; China-HS group n = 305 and non-China-HS group n = 203; China-Uni n = 193 and...

Temporal pathways to learning: How learning emerges in an open-ended collaborative activity.

Jauwairia Nasir, Mortadha Abderrahim, Aditi Kothiyal (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje colaborativo analítica del aprendizaje

Temas IA: IA y aprendizaje estudio empírico

Resumen:

The learning process depends on the nature of the learning environment, particularly in the case of open-ended learning environments, where the learning process is considered to be non-linear. In this paper, we report on the findings of employing a multimodal Hidden Markov Model (HMM) based methodology to investigate the temporal learning processes of two types of learners that have learning gains and a type that does not have learning gains in an open-ended collaborative learning activity. Considering log data, speech behavior, affective states and gaze patterns, we find that all learners start from a similar state of non-productivity, but once out of it they are unlikely to fall back into...

Designing conversational Agents for adaptive instructional support in business simulation gaming

Anna Wenzel, Jan-Martin Geiger, Andreas Liening (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots juegos

Temas IA: chatbots IA y aprendizaje estudio empírico

Resumen:

Adaptive instructional support that addresses individual learner differences in learning strengths, challenges, and interests is essential for engaging learners in meaningful cognitive processes and promoting learning. Although business simulation games (BSGs) are widely used for experiential entrepreneurial learning, they often provide limited formative feedback and structured reflection, which can overwhelm novice learners and exacerbate existing educational disparities. While AI-supported conversational agents (CAs) offer potential for scalable adaptive support, theory-driven guidance for their design in digital game-based learning (DGBL) remains scarce, particularly from an ethical and...

Can generative AI Be an effective Co-Teacher? An experiment

Ahnaf Chowdhury Niloy, Salma Akter, Jakia Sultana (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT práctica docente

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

This study investigates the effectiveness of integrating Text Generative AI as a supplementary teaching tool within a blended learning approach, aiming to provide educators with additional pedagogical flexibility and enhance classroom efficiency. Employing an experimental methodology with the 400 participants of control and experimental groups, the study utilized pre-test and post-test evaluations, stratified sampling, and impartial reviews of prepared scripts. The intervention incorporated AI tools like ChatGPT, Copilot, and Gemini as co-teaching assistants, applied only to the experimental group, with a unique integration strategy designed to seamlessly blend these tools into the...

Asking generative artificial intelligence the right questions improves writing performance

Yixin Cheng, Yizhou Fan, Xinyu Li (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita ChatGPT

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

Resumen:

Generative Artificial Intelligence (GenAI) tools are widely used by learners and this trend is poised to continue. However, little is known about whether and how GenAI use impacts learning and performance. This study aimed to investigate the effect of GenAI on performance by examining a key affordance of GenAI—seeking help via question asking. We compared the questions that learners asked GenAI versus a human tutor online during a writing task. Using quantitative ethnographic methods, we found that: (a) participants in the GenAI condition asked significantly more questions compared to those in the Tutor condition; (b) GenAI participants tended to ask one-off questions, while Tutor...

ChatGPT for interdisciplinary learning: Does it equally benefit STEM and non-STEM students

Gaoxia Zhu, Xiuyi Fan, Chenyu Hou (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

While studies on using generative AI for education are increasing, research on whether it benefits STEM and non-STEM students, who tend to have different technology acceptance and AI literacy, in the interdisciplinary learning context is rare. To respond to this gap, this exploratory quasi-experiment study engaged 130 undergraduate students in interdisciplinary learning for two weeks (some used ChatGPT and some did not). We collected participants' physical, emotional, and cognitive engagement using surveys and quantified their interdisciplinary learning quality based on their written online posts. Results showed that STEM students' physical engagement was higher in the ChatGPT condition,...