IA y aprendizaje

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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)...

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

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

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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)

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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,...

Examining the effect of ChatGPT usage on students’ academic learning and achievement: A survey-based study in Ajman, UAE

Enaam Youssef, Mervat Medhat, Soumaya Abdellatif (2024)

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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....

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)

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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...

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...

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...

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...