IA y aprendizaje

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial tecnología educativa creación de materiales

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

Resumen:

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Retaining learner engagement is a major challenge in online learning environments, which is even more intensified with learning spaces increasingly built by combining resources from multiple independent sources. Narrative-centric learning experience has been found to improve learner engagement by several researchers. Towards this end, we propose an AI-based approach that generates auxiliary learning content called narrative fragments which are interspersed into the learning pathways to create interactive learning narratives. The proposed approach consists of the automatic generation of two types of narrative fragments– overviews of the learning pathway segments and reflection...

A systematic review and meta-analysis of the effectiveness of Generative Artificial Intelligence (GenAI) on students’ motivation and engagement

Qi Xia, Weijia Li, Yiming Yang (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial motivación educación superior

Temas IA: IA y aprendizaje revisión de bibliografía

Resumen:

The rapid development of generative artificial intelligence (GenAI) technologies has revolutionized higher education, enhancing personalized learning and teaching practices. This study conducts a systematic review and meta-analysis to investigate the effects of GenAI on university students' motivation and engagement (cognitive, behavioural, emotional, and agency). By synthesizing experimental studies and applying association rule mining, the study (i) identifies significant positive impacts of GenAI on students' motivation and engagement across diverse educational settings. (ii) key moderating variables, such as subject category, learning strategy, and context of GenAI usage, are shown to...

Examining the effect of artificial intelligence in relation to students’ academic achievement: A meta-analysis

Liu Dong, Xiuxiu Tang, Xiyu Wang (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa

Temas IA: IA y aprendizaje revisión de bibliografía

Resumen:

Recent developments in artificial intelligence (AI) have revolutionized the field of education as its presence and benefits enable new methods for teaching and learning. Therefore, many empirical studies have been conducted to evaluate the effectiveness of using AI on students' academic achievement. The purpose of this meta-analysis study was to examine the overall effect of AI on students' academic achievement in relation to a set of moderator variables including educational level, role of AI, intervention duration, sample size, learning strategy, subject area, and type of AI. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of...

The use of a personalized learning approach to implementing self-regulated online learning

Thanyaluck Ingkavara, Patcharin Panjaburee, Niwat Srisawasdi (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje autónomo enseñanza en línea e híbrida

Temas IA: IA y aprendizaje estudio empírico

Resumen:

Nowadays, students are encouraged to learn via online learning systems to promote students' autonomy. Scholars have found that students' self-regulated actions impact their academic success in an online learning environment. However, because traditional online learning systems cannot personalize feedback to the student's personality, most students have less chance to obtain helpful suggestions for enhancing their knowledge linked to their learning problems. This paper incorporated self-regulated online learning in the Physics classroom and used a personalized learning approach to help students receive proper learning paths and material corresponding to their learning preferences. This study...

The cognitive impact of ChatGPT in higher education: A systematic review of critical and creative thinking outcomes

Changyue Li, Hang Cui, Linda Serra Hagedorn (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ChatGPT pensamiento crítico

Temas IA: chatGPT IA y aprendizaje revisión de bibliografía

Resumen:

This systematic review examines how ChatGPT influences university students' critical and creative thinking by synthesizing 67 empirical studies (2022-2025) following PRISMA guidelines. We applied a dual-lens framework distinguishing convergent (critical thinking) and divergent (creative thinking) processes. Analysis revealed that, ChatGPT supports cognitive development when embedded within inquiry-oriented and scaffolded instructional designs, especially through processes such as metacognitive regulation, argumentative reasoning, and idea generation, which in turn produce synergistic gains across both critical and creative domains. However, in unstructured contexts, researchers observed...

RICE AlgebraBot: Lessons learned from designing and developing responsible conversational AI using induction, concretization, and exemplification to support algebra learning

Chenglu Li, Wanli Xing, Yukyeong Song (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots grandes modelos de lenguaje

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

Resumen:

The importance and challenge of Algebra learning is widely recognized, with students across the U.S. facing difficulties due to the subject's complexity. While extensive research has focused on enhancing Algebra learning in K-12 education, the reusability, scalability, and effectiveness of the strategies employed (e.g., manual interventions and digital tutoring platforms) remain limited. Conversational AI (ConvAI), enabled by the advancement of large language models (LLMs), emerges as a potential tool for automatic, personalized, and effective student support. However, ethical concerns surrounding diversity, safety, sentiment, and stereotype associated with ConvAI are prominent, and...

The IDEA framework for metacognitively regulated GenAI use in higher education: Development and exploratory pilot evidence

Xiangpeng Wang, Ziwei Zheng, Jincheng Zhang (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial metacognición aprendizaje autónomo

Temas IA: IA y aprendizaje

Resumen:

Generative artificial intelligence (GenAI) can enhance students’ efficiency and the apparent quality of academic work, yet its fluent outputs may encourage learners to outsource cognitive activities central to learning. This creates the risk of “performance without learning”, whereby successful task completion does not necessarily reflect meaningful understanding or learner regulation. To address this concern, this article develops the Intent, Deconstruction, Expression, and Adaptation (IDEA) framework, a theory-informed metacognitive scaffold for GenAI-supported academic work. IDEA guides learners to articulate goals and constraints, decompose tasks into essential processes, communicate...

Sequential, typological, and academic dynamics of self-regulated learners: Learning analytics of an undergraduate chemistry online course

Ken-Zen Chen, Shao-Chi Li (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje autónomo enseñanza en línea e híbrida

Temas IA: IA y aprendizaje estudio empírico

Resumen:

This research explored the typologies of self-regulated learners in an asynchronous online Chemistry I (OCI) course of an undergraduate active learning program. Student readiness and capability regarding self-regulated learning (SRL), the activity logs in the learning management system, and academic achievement were collected to investigate behavioral sequences of different typologies of learning self-regulation. Seventeen students who took OCI in the 2019 school year were recruited for the study. Through learning analytics for the 3965 behavioral codes, the study generated three key results. First, hierarchical cluster analysis classified two typologies of self-regulated online learners:...

Evaluating lab assistant chatbot on student learning and behaviors in a programming short course

Thanapon Noraset, Akara Supratak, Chaiyong Ragkhitwetsagul (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots pensamiento computacional

Temas IA: chatbots prompts IA y aprendizaje

Resumen:

The rise of generative AI has increased interest in its application as an intelligent lab assistant in programming education, but concerns persist over its educational value and potential exploitation. While previous work supports using a customized chatbot as an assistant that provides specific guidance rather than allowing students to prompt responses freely, empirical evidence directly comparing these approaches is still lacking. This study evaluates the impact of two chatbot designs, Unrestricted and Assistant, on student learning and behavior in a short Python programming course. Through a controlled experiment involving 42 participants, we found that students using the Assistant...

Opportunities of artificial intelligence for supporting complex problem-solving: Findings from a scoping review

Srecko Joksimovic, Dirk Ifenthaler, Rebecca Marrone (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa estrategias de aprendizaje

Temas IA: IA y educación IA y aprendizaje revisión de bibliografía

Resumen:

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The research objective of this paper is to advance knowledge about the role of artificial intelligence (AI) in complex problem-solving. A problem is complex due to the large number of highly inter-connected variables affecting the problem state. Complex problem-solving situations often change decremental or worsen, forcing a problem solver to act immediately, under considerable time pressure. While research findings support the assumption that (1) affective, (2) (meta-)cognitive, and (3) social processes support complex problem-solving, opportunities of AI for supporting complex problem-solving need to be further investigated. This article presents a scoping review of relevant...