IA y educación

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial teorías de aprendizaje

Temas IA: IA y educación

Resumen:

Learning theories have historically changed when the conditions of learning evolved. Generative and agentic AI create a new condition by allowing learners to delegate explanation, writing, problem solving, and other cognitive work to systems that can generate, recommend, and sometimes act on the learner’s behalf. This creates a fundamental challenge for learning theory: successful performance can no longer be assumed to indicate learning. Learners may complete tasks effectively with AI support while developing less understanding, weaker judgment, and limited transferable capability. We argue that this problem is not fully captured by existing learning theories. Behaviourism, cognitivism,...

Smart MOOC integrated with intelligent tutoring: A system architecture and framework model proposal

Ramazan Yilmaz, Halil Yurdugül, Fatma Gizem Karaoglan Yilmaz (2022)

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Tipo: artículo

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

Temas IA: IA y educación

Resumen:

Massive Open Online Courses (MOOCs) are a type of Learning Management Systems (LMSs), but it seems that the influence of the instructor in these systems is minimal or simply lacking. These systems present the learning content and materials to all learners attending the course in the same way and fail to offer individualized instruction that recognizes the individual differences and needs of the learners. It is reported that such problems can be eliminated by making the new generation intelligent learning systems. However, there is still an ongoing search for making such systems intelligent and a conceptual discussion concerning them. Integrating an intelligent tutoring system (ITS) with...

Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools

Musa Adekunle Ayanwale, Sibusiso D. Ntshangase, Owolabi Paul Adelana (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

Temas IA: IA y educación estudio empírico

Resumen:

This study contributes to existing research on how to integrate Artificial intelligence (AI) into school systems globally. This research explores in-service teachers' preparedness for integrating artificial intelligence into schools. We conducted this research within the context of the South African school system with teachers of various specializations, including sciences, social Sciences, mathematics, and languages. Drawing on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we gathered teachers' perspectives through eight variables of technology integration, social influence, AI ethics, attitudes, TPACK, perceived self-efficacy, AI professional development, and...

Developing and validating an artificial intelligence ethical awareness scale for secondary and university students: Cultivating ethical awareness through problem-solving with artificial intelligence tools

Siu-Cheung Kong, Jinyu Zhu (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética alfabetización en IA

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

Resumen:

Although there is growing attention to artificial intelligence (AI) ethics education with the rapid surge of AI technology, little research has explored the use of problem-solving to cultivate students' AI ethical awareness. To address this gap, this study developed a scale to multidimensionally measure AI ethical awareness and cultivated students' AI ethical awareness through problem-solving using AI tools within an AI literacy course. A total of 573 Hong Kong secondary and university students participated in a 14-h course. Data was collected through the AI Ethical Awareness Scale (AIEAS) questionnaire and students' self-reflective writings. The AIEAS framework, encompassing three...

Presenting your AI in education research with rigor: The TEP-AIED model

Gwo-Jen Hwang, Haoran Xie, Benjamin W. Wah (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial metodología de investigación ética

Temas IA: IA y educación ética de la IA

Resumen:

The rapid expansion of Artificial Intelligence in Education (AIED), particularly with the emergence of generative AI, has intensified the need for rigorous, transparent, and pedagogically grounded research reporting. Although existing frameworks offer valuable guidance on ethical responsibility or technical disclosure, they may be complex, fragmented, or difficult to operationalize in empirical and experimental contexts. This paper proposes the TEP (Transparency-Ethics-Pedagogy)-AIED model, a streamlined three-dimensional framework integrating transparency, ethics, and pedagogy to guide the design and reporting of AIED studies. The model highlights clear disclosure of AI system...

Artificial intelligence in education: The three paradigms

Fan Ouyang, Pengcheng Jiao (2021)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial tecnología educativa teorías de aprendizaje

Temas IA: IA y educación conceptos básicos

Resumen:

With the development of computing and information processing techniques, artificial intelligence (AI) has been extensively applied in education. Artificial intelligence in education (AIEd) opens new opportunities, potentials, and challenges in educational practices. In its short history, AIEd has been undergoing several paradigmatic shifts, which are characterized into three paradigms in this position paper: AI-directed, learner-as-recipient, AI-supported, learner-as-collaborator, and AI-empowered, learner-as-leader. In three paradigms, AI techniques are used to address educational and learning issues in varied ways. AI is used to represent knowledge models and direct cognitive learning...

Investigating pre-service teachers’ artificial intelligence perception from the perspective of planned behavior theory

Ismaila Temitayo Sanusi, Musa Adekunle Ayanwale, Adebayo Emmanuel Tolorunleke (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial formación de profesores creencias y actitudes de los profesores

Temas IA: IA y educación estudio empírico

Resumen:

There is a need for teachers who are prepared to teach Artificial Intelligence (AI) across the K-12 learning contexts. Owing to the dearth of teacher education programmes on AI, it is helpful to explore factors to be considered in designing an effective AI programme for future teachers. We posit that understanding how to encourage pre-service teachers to learn AI is thus critical for practitioners and policymakers while designing effective instructional AI teacher education programmes. This exploratory study examined the perceptions of pre-service teachers and their behavioral intention to learn AI, by identifying factors that might affect learning and promoting AI in teacher preparation...

Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model

Aditi Bhutoria (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa ética

Temas IA: IA y educación revisión de bibliografía

Resumen:

The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is...

Navigating the ethical terrain of AI in education: A systematic review on framing responsible human-centered AI practices

Yao Fu, Zhenjie Weng (2024)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ética

Temas IA: ética de la IA IA y educación revisión de bibliografía

Resumen:

With the rapid development of artificial intelligence (AI) in recent years, there has been an increasing number of studies on integrating AI in various educational contexts, ranging from early childhood to higher education. Although systematic reviews have widely reported the effects of AI on teaching and learning, limited reviews have examined and defined responsible AI in education (AIED). To fill this gap, we conducted a convergent systematic mixed studies review to analyze key themes emerging from primary research. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, we searched Scopus and Web of Science and identified 40 empirical studies...

Fostering responsible AI literacy: A systematic review of K-12 AI ethics education

Ming Ma, Davy Tsz Kit Ng, Zhichun Liu (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ética alfabetización en IA

Temas IA: ética de la IA IA y educación revisión de bibliografía

Resumen:

AI ethics education remains significantly underprioritized in classroom practice, despite the global push for AI literacy in K-12 curricula. This systematic review analyzes 68 peer-reviewed publications (from January 2014 to March 2025) to map the research landscape of K-12 AI ethics education. The results reveal global trends in the current research landscape, pedagogical designs addressing major responsible AI (RAI) principles, and various learning assessment methods, and students’ ethical learning outcomes manifested across cognitive, affective, and behavioral domains. By further synthesizing findings, we identify disparities of eastern and western contexts, gaps in addressing RAI...