IA y educación

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial analítica del aprendizaje ética

Temas IA: ética de la IA IA y educación estudio empírico

Resumen:

Most higher education institutions employ study advisors to support their students. To adequately perform their task, study advisors have access to study information about their students. Using AI techniques to analyze that information and to predict if a student might be at risk of study delay could be a valuable tool in study advisors' practice. In this paper, we present a use case of how such a tool was developed (in the form of a dashboard) and which steps and considerations played a role in the responsible deployment of the tool. Three aspects are described: first, we present the timeline of the case study and zoom in on how the macro-level of the institution (where the groundwork is...

Adapting teaching and learning with existing generative AI by higher education Students: Comparative study of Zayed University and King Abdulaziz University

Dina Tbaishat, Ghada Amoudi, Maha Elfadel (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior creencias y actitudes de los estudiantes

Temas IA: IA y educación estudio empírico

Resumen:

This study examines the role of higher education students’ perceptions in adapting Generative AI (GenAI) tools for teaching and learning, with a particular focus on the factors that influence student satisfaction and engagement. A comparative approach is adopted, exploring student experiences at Zayed University (ZU) in the UAE and King Abdulaziz University (KAU) in Saudi Arabia. The principal variables of interest, including Expected Benefits (EB), University Support (US), Ethical Awareness (EA), and Technology Self-Efficacy (TSE), are examined, with particular attention to their direct and mediated influences through Behavioral Intention (BI) on student satisfaction (SS). Data were...

Play with AI (PL-AI): A play-centered, design-based curriculum for AI literacy in pre-K and kindergarten

Joohi Lee (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación infantil

Temas IA: IA y educación estudio empírico

Resumen:

This paper reports on the design, implementation, and refinement of Play with AI (PL-AI), a developmentally appropriate curriculum designed to introduce foundational artificial intelligence (AI) concepts to pre-kindergarten and kindergarten children. Using a design-based research (DBR) approach, two pre-K and two kindergarten teachers co-designed, piloted, and refined seven sequenced activities integrating unplugged play (e.g., children composing and testing “how-to” algorithms), tangible coding (e.g., programming Bee-Bot or Ozobot to follow paths), and guided dialogue with a social AI robot (e.g., comparing children's story endings with the robot's). The study addressed two research...

Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review

Saman Rizvi, Jane Waite, Sue Sentance (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

Temas IA: IA y educación revisión de bibliografía

Resumen:

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There is an emerging interest in Artificial Intelligence (AI) teaching and learning in the K-12 setting. While some work has explored the educational content and resources used for this purpose, there is limited empirical evidence on the effectiveness of such AI education interventions. The primary objective of the systematic literature review presented in this paper was to examine research with empirical evidence reporting learning outcomes for teaching and learning AI in K-12 between 2019 and 2022. Through a rigorous selection process, a total of 28 studies were included in the final analysis out of 8,175 papers identified from five research databases using specific search terms....

Secondary school students' mental models and attitudes regarding artificial intelligence - A scoping review

Erik Marx, Thiemo Leonhardt, Nadine Bergner (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

Temas IA: IA y educación conceptos básicos revisión de bibliografía

Resumen:

With the increasing relevance of Artificial Intelligence (AI) in society, AI literacy is increasingly being integrated into K-12 education. However, students already form conceptions about modern technologies (especially AI) from their interaction with their everyday environment. In this paper, we conduct a systematic scoping review on the emerging research field of secondary school students' mental models and attitudes regarding AI. Our goal is to identify research approaches and uncover research gaps. To achieve this, we reviewed literature published within the timeframe of 2012–2022 found in the ACM, IEEE, ERIC, and Science Direct databases. In total, we identified 18 relevant papers,...

Artificial intelligence in early childhood education: A scoping review

Jiahong Su, Weipeng Yang (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial educación infantil alfabetización en IA

Temas IA: IA y educación revisión de bibliografía

Resumen:

Artificial intelligence (AI) tools are increasingly being used in the field of early childhood education (ECE) to enhance learning and development among young children. Previous proof-of-concept studies have demonstrated that AI can effectively improve teaching and learning in ECE; however, there is a scarcity of knowledge about how these studies are conducted and how AI is used across these studies. We conducted this scoping review to evaluate, synthesize and display the latest literature on AI in ECE. This review analyzed 17 eligible studies conducted in different countries from 1995 to 2021. Although few studies on this critical issue have been found, the existing references provide up-...

Towards human-AI collaboration in the competency-based curriculum development process: The case of industrial engineering and management education

Antonio Padovano, Martina Cardamone (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial diseño curricular educación superior

Temas IA: IA y educación estudio empírico

Resumen:

In the endeavor to advance industrial engineering and management (IEM) education, this research underscores the imperative of supporting a dynamic and responsive adaptation of a competency-based curriculum (CBC) to meet the demands of an ever-evolving industrial landscape and job market. Our study contributes to competency-based education (CBE) by demonstrating how Artificial Intelligence (AI) can inform the definition of a CBC in the IEM field, thus initiating the pioneering steps towards a collaborative human-AI approach in CBC design. Through a stepwise methodology based on semantic analysis, text mining, natural language processing (NLP) models, informetrics approaches, and clustering...

A cross-country analysis of self-determination and continuance use intention of AI tools in business education: Does instructor support matter?

Egena Ode, Rabake Nana, Irene O. Boro (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial motivación educación superior

Temas IA: IA y educación estudio empírico

Resumen:

This study builds on the recent interest in AI adoption research in academic settings by highlighting the need for culturally sensitive AI educational tools. The study achieved this by demonstrating how cultural differences shape students' motivation and AI use. This study adopts a cross-country comparative analytical approach to explore postgraduate students’ motivation to continue using AI tools in the context of higher education. The study developed a theoretical model based on Self-Determination Theory (SDT) and Expectation Disconfirmation Theory (EDT) to explore how perceived competence, perceived relatedness and perceived autonomy influence the continuance use intention of AI tools in...

Design of a science integrated secondary school AI literacy curriculum: A youth & AI expert guided design-based research approach

Katherine S. Moore, Gabrielle Rabinowitz, Safinah Ali (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

Temas IA: IA y educación estudio empírico

Resumen:

Educators are facing the challenge of redesigning curricula to integrate artificial intelligence (AI) and machine learning (ML) methods in a way that is relevant and engaging to youth. Design-based research (DBR) presents a unique opportunity to conduct iterative re-design of these curricula while incorporating feedback from stakeholders including youth and professionals in the field. In this paper we present a mixed methods analysis of the iterative design of an informal science-integrated ML curriculum for high school youth enrolled in a four-week summer program. Each step of the two year DBR process was informed by input from our advisory board consisting of alumni and industry experts....

Ethical principles for artificial intelligence in K-12 education

Catherine Adams, Patti Pente, Gillian Lemermeyer (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ética educación primaria y secundaria

Temas IA: ética de la IA IA y educación

Resumen:

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Advances in Artificial Intelligence in Education (AIED) are providing teachers with a wealth of new tools and smart services to facilitate student learning. Meanwhile, growing public concern over the potentially harmful societal effects of AI has prompted the publication of a flurry of AI ethics guidelines and policy documents authored by national and international government agencies, academic consortia and industrial stakeholders. AI ethics policy guidance specific to children and K-12 education has lagged behind; this scene is swiftly changing. In this paper, we examine the ethical principles currently informing AI ethics policy development for children and K-12 education. To...