IA y aprendizaje

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial analítica del aprendizaje cognición y procesamiento

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Generative AI teaching assistants are increasingly adopted in higher education, yet debates persist over whether student–AI conversations engage students in genuine cognitive processes or function primarily as information retrieval. We propose “Chat as Learning,” a measurement paradigm that treats student prompts as observable externalisations of in-progress learning cognition, complementing outcome-based assessment with a process-level signal aggregable at population, course, and student scales. We adopt the term learning to denote the paradigm’s theoretical positioning; the present study measures cognitive demand reflected in students’ prompts, classified via Bloom’s Taxonomy, rather than...

ChatGPT effects on cognitive skills of undergraduate students: Receiving instant responses from AI-based conversational large language models (LLMs)

Harry Barton Essel, Dimitrios Vlachopoulos, Albert Benjamin Essuman (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT grandes modelos de lenguaje

Temas IA: chatGPT IA y aprendizaje estudio empírico

Resumen:

This study investigated the impact of using ChatGPT, a state-of-the-art generative AI-based model, on the critical, creative, and reflective thinking skills of university students in Ghana. The study utilized a mixed-methods research approach, incorporating quantitative and qualitative data collection instruments, and an experimental procedure with a pretest-posttest control group. The study ultimately enlisted a sample of 125 students randomly allocated to either the experiment group (60 students) or the control group (65 students). The research was conducted in the context of a Research Methodology course, which had adopted the flipped classroom approach. The students in the experiment...

Generative AI interactive textbook in electrotechnics: A four-year comparative study on student performance and inclusion

Branislav Fecko, Jozef Dziak, Tibor Vince (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial materiales didácticos grandes modelos de lenguaje

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

Resumen:

This study presents the results of the implementation of Generative-AI Interactive Textbook, an intelligent textbook built on a large language model based on GPT-4, which is directly integrated into the subject of Electrical Engineering course and provides interactive, adaptive teaching functions. The textbook was deployed in the 2024/2025 academic year, and the data was compared with the summary results from 2021 to 2024. The sample consisted of 736 students. The results suggest that the effects associated with the introduction of GenAI-T vary depending on the type of assessment and the analytical context. In multi-year analyses, a statistically significant improvement in mid-term...

Towards an understanding of the engagement and emotional behaviour of MOOC students using sentiment and semantic features

Xiaohui Tao, Aaron Shannon-Honson, Patrick Delaney (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza en línea e híbrida analítica del aprendizaje

Temas IA: IA y aprendizaje estudio empírico

Resumen:

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Online learning and teaching increased in 2020, driven by the COVID-19 pandemic. As many researchers attempted to understand the impact stress had on the emotional behaviours and academic performance of students, most studies explored these pre- and during-COVID behaviours in the context of brick and mortar institutions transitioning to online delivery. There is an opportunity to compare the experiences of students in the MOOC environment in this period, particularly in terms of the difference of engagement, semantics and sentiment/stress behaviours in 2019 and 2020. In this study, we use a dataset from AdelaideX between this time period to identify the most significant features...

Investigating the impact of generative AI integration on the sustenance of higher-order thinking skills and understanding of programming logic

Jemimah Nathaniel, Solomon Sunday Oyelere, Jarkko Suhonen (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional pensamiento crítico

Temas IA: IA y aprendizaje prompts estudio empírico

Resumen:

This study investigates how integrating generative AI (GenAI) with instructional scaffolding and prompt engineering supports higher-order thinking skills (HOTS) and programming logic. A mixed-methods design was used, combining quantitative and qualitative data. The intervention followed a one-group pretest-post-test structure over seven weeks with 25 computer science students with no prior C++ experience. The GenAI-Ped framework guided the design. It combines Bloom's taxonomy, Seelf-Regulated Learning, Universal Design for Learning, and Vygotsky's Zone of Proximal Development. Students received scaffolded support across six instructional phases, including prompt training and guided GenAI...

Learning-to-learn in the age of generative AI: A scoping review and conceptual framework

Isabel Schorr, Lisa Bardach, Babette Bühler (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial aprendizaje autónomo metacognición

Temas IA: IA y aprendizaje revisión de bibliografía

Resumen:

With the rapid integration of generative AI (GenAI) into higher education, concerns over cognitive offloading, overreliance, and diminished critical thinking underscore an urgent need to prioritize learning-to-learn (L2L) competencies. However, the lack of a clear and detailed conceptualization of L2L, a key 21st-century skill for lifelong learning, hinders interdisciplinary research and limits the development of informed, pedagogically sound AI applications. This paper presents a scoping review of L2L definitions within pedagogical and psychological literature, based on sources retrieved from ERIC, Scopus, and Web of Science. The review follows the PRISMA-ScR framework and identifies 21...

Analytics of self-regulated learning strategies and scaffolding: Associations with learning performance

Tongguang Li, Lixiang Yan, Sehrish Iqbal (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje autónomo estrategias de aprendizaje

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Self-regulated learning (SRL) encapsulates learners' abilities to control, monitor, and regulate cognitive and metacognitive processes such as motivation, emotion, and learning strategies. A crucial element of SRL proficiency lies in learners' capacity to plan and implement effective learning strategies. As such, extensive academic research has been devoted to understanding the impact of learning strategies on learning performance, and the role of instructional methods (including real-time scaffolding) in amplifying students' ability to adopt effective learning strategies. However, while numerous studies have focused on learning strategies and SRL scaffolding, few have investigated their...

AI-Induced guidance: Preserving the optimal Zone of Proximal Development

Chris Ferguson, Egon L. van den Broek, Herre van Oostendorp (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial andamiaje/scaffolding juegos

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Holding the promise of higher learning outcomes, discovery learning utilizes intrinsic motivation to provide an enjoyable self-directed learning experience. Unfortunately, this approach can also lead to a sub-optimal cognitive load, which hinders learning. To avoid this, players must be in the optimal Zone of Proximal Development (ZPD). A way of accomplishing this is to make use of Artificial Intelligence in a narrative-centered discovery game using adaptive guidance. Textual instructions were automatically adapted in real-time to ensure a personalized challenge for one group of learners, where a control group received static instructions. Compared to the control group, the learners with...

How ChatGPT impacts student engagement from a systematic review and meta-analysis study

Yuk Mui Elly Heung, Thomas K.F. Chiu (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ChatGPT motivación

Temas IA: chatGPT IA y aprendizaje revisión de bibliografía

Resumen:

Generative artificial intelligence, such as ChatGPT, has been increasingly integrated into education to change student learning experience. Current empirical studies have mixed results on how ChatGPT impacts student behavioral, cognitive, and emotional engagement. This systematic literature review and meta-analysis explores whether and how ChatGPT impacts student behavioral, cognitive, and emotional engagement. We used the PRISMA method to select, analyze, and report the results. We screened 766 articles from four databases and identified 17 empirical studies with 1735 students for analysis. We compared the effect on student engagement between ChatGPT-based and non-ChatGPT learning. We...

Building AI companions that prioritise learning over performance

Hassan Khosravi, Dragan Gašević, Shazia Sadiq (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial grandes modelos de lenguaje metacognición

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

Resumen:

Generative AI, currently most visible in education through large language models (LLMs), is increasingly embedded in students’ everyday learning practices, supporting tasks such as writing, coding, reasoning, and analysis. Yet its educational value remains uncertain because systems designed to improve immediate task performance may also weaken the cognitive and metacognitive processes that support durable learning. This paper addresses this learning–performance paradox by asking how AI systems can be designed to support learning rather than merely produce better outputs. To address this, in this paper, we make three contributions. First, we synthesise current LLM-based study support with...