IA y educación

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial ética tecnología educativa

Temas IA: IA y educación ética de la IA

Resumen:

The inevitable rise and development of artificial intelligence (AI) was not a sudden occurrence. The greater the effect that AI has on humans, the more pressing the need is for us to understand it. This paper addresses research on the use of AI to evaluate new design methods and tools that can be leveraged to advance AI research, education, policy, and practice to improve the human condition. AI has the potential to educate, train, and improve the performance of humans, making them better at their tasks and activities. The use of AI can enhance human welfare in numerous respects, such as through improving the productivity of food, health, water, education, and energy services. However, the...

Artificial intelligence in higher education: Modelling the antecedents of artificial intelligence usage and effects on 21st century employability skills among postgraduate students in Ghana

Moses Segbenya, Brandford Bervell, Evans Frimpong-Manso (2023)

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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:

The utilisation of Artificial Intelligence (AI) in higher education has been a contemporary issue attracting varied perspectives. However, the nuances among the antecedents of AI usage among postgraduate students and the acquisition of 21st-century employability skills are under-researched. This study sought to fill the chasm by adopting a concurrent integrated mixed method to collect data using a questionnaire with closed-ended and open-ended items from 294 postgraduate students in Ghana. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) techniques were employed for the quantitative data analyses while thematic pattern matching was used to analyse the...

Mapping the evolution of AI in education: Toward a co-adaptive and human-centered paradigm

Shihui Feng, Huilin Zhang, Dragan Gašević (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa analítica del aprendizaje

Temas IA: IA y educación revisión de bibliografía

Resumen:

This study analyzes 2398 research articles published between 2020 and 2024 across eight core venues related to the field of Artificial Intelligence in Education (AIED). Using a three-level knowledge co-occurrence network analysis, this study analyzes the knowledge structure of the field, the evolving knowledge clusters, and the emerging frontiers. The findings reveal that AIED research is centered on developing AI-assisted systems and using AI to support educational analysis, with sustained themes such as intelligent tutoring systems, learning analytics, and natural language processing, alongside rising interest in large language models (LLMs) and generative artificial intelligence (GenAI...

Reconceptualizing community of inquiry in the age of generative artificial intelligence

Shen Ba, Dragan Gašević, Cher-Ping Lim (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial enseñanza en línea e híbrida teorías de aprendizaje

Temas IA: IA y educación

Resumen:

The Community of Inquiry (CoI) framework is widely used to guide and explain learning in online and blended environments. However, generative artificial intelligence (GenAI) challenges a key assumption in CoI research and practice: that indicators of presence can be attributed primarily to human learners, instructors, and their interactions. GenAI can produce fluent discourse that resembles strong cognitive, social, or teaching presence. Yet such discourse may not reflect learners' thinking, relationships, or regulatory intentions. To date, research often frames GenAI as a tool, a dialogic partner, or a possible fourth presence. These views, however, do not fully capture GenAI's pervasive...

Potential risks of generative artificial intelligence integration into K-12 education: A scoping review

Sisi Tao, Min Lan, Minjuan Wang (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial educación primaria y secundaria ética

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

Resumen:

The rapid integration of Generative AI (GenAI) into K-12 education has outpaced our understanding of its potential risks and unintended consequences. Existing reviews have prioritized higher education and technical promise, overlooking the potential developmental risks it poses to children and adolescents in K-12 settings. This scoping review synthesizes 22 empirical studies from K-12 contexts to map the types of risks and concerns reported in research, compile mitigation strategies, and identify priority gaps that could guide more developmentally informed future studies. Across the included studies, reported risks clustered into three domains: (a) risks to psychological wellbeing, with...

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...

Artificial intelligence and computer vision education: Codifying student learning gains and attitudes

Pramod Abichandani, Craig Iaboni, Deepan Lobo (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación superior

Temas IA: IA y educación estudio empírico

Resumen:

Artificial Intelligence (AI) and Computer Vision (CV) have rapidly permeated various industries, increasing demand for professionals well-versed in these disciplines. In response to this need, this study evaluates the effectiveness of a novel undergraduate course that aims to equip students with foundational AI and CV knowledge and skills. Unlike existing software-centric courses, this class capitalizes on drones as a practical application area for AI and CV, fostering an active learning environment. The course was conducted over five semesters at a U.S. research institution, with 153 participating students. Data were collected using diverse methods, including formative and summative...

Extending the technology acceptance model: The role of subjective norms, ethics, and trust in AI tool adoption among students

Rochman Hadi Mustofa, Trian Gigih Kuncoro, Dwi Atmono (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 ética de la IA estudio empírico

Resumen:

This study extends the Technology Acceptance Model (TAM) to investigate the adoption of AI tools among university students, incorporating Ethics and Trust as moderating variables and Subjective Norms as a quadratic variable. Structural Equation Modeling (SEM) on a sample of 437 students’ reveals that Perceived Usefulness (PU) significantly influences Attitude Toward Using (ATU), while Perceived Ease of Use (PU) significantly influences Attitude Toward Using (ATU), while Perceived Ease of Use (PEoU) does not, suggesting familiarity with technology reduces the role of ease of use. Ethics positively impacts ATU, highlighting its importance in shaping attitudes. However, Ethics and Trust do not...

A systematic literature review of generative artificial intelligence (GenAI) literacy in schools

Joonhyeong Park (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

Temas IA: IA y educación revisión de bibliografía

Resumen:

Given the rapid integration of generative artificial intelligence (GenAI) technologies, such as large language models, into educational contexts, fostering students’ GenAI literacy has become essential. However, previous AI literacy frameworks may inadequately reflect specific competencies necessary for proficient GenAI use. To address this gap, this study aimed to conceptualise a GenAI specific literacy framework tailored explicitly for educational settings and systematically examine recent research trends concerning GenAI literacy. Employing a systematic literature review approach, 51 empirical studies published in 2023 and 2024 were selected and analysed based on five identified...

A socio-technical framework for educational excellence: Empirical validation of artificial intelligence and Jidoka integration in accounting pedagogy within emerging financial markets

Wael Alrashed, Mosab Alrashed (2026)

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Tipo: artículo

Metodología: estudio empírico

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

Temas IA: IA y educación estudio empírico

Resumen:

The focus of this research is on how AI instrumentation affects quality-assurance systems based on the concept of Jidoka within the ecosystem of accounting education in an emerging financial-market environment. The study fills a void regarding technology use beyond traditional financial-center locations by addressing an existing evidence gap. It was conducted in Kuwait, which represents an early-stage financial center (Technology Adoption Index = 0.72), and cross-sectional surveys were collected in 2021 from three groups of participants: 86 educators, 231 senior students, and 28 auditing professionals. A structural equation model (SEM) corrected for measurement error was used as the...