IA y educación

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial formación de profesores profesorado

Temas IA: IA y educación estudio empírico

Resumen:

With the rapid penetration of generative artificial intelligence (AI) in higher education, university teachers' AI competency has become a critical determinant of effective technology integration in teaching. However, systematic and empirically validated intervention frameworks to support the development of this competency remain scarce. To address this gap, this study implemented a six-month professional development (PD) programme grounded in the Intelligent-TPACK framework and evaluated its effectiveness using a quasi-experimental pre-test-post-test design. A total of 64 teachers participated in the PD programme (experimental group), while pre- and post-test data were also collected from...

Agentivism: a learning theory for the age of artificial intelligence

Lixiang Yan, Dragan Gašević (2026)

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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...

Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong Kong

Eric Chi Keung Cheng, Tianchong Wang (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial profesorado educación primaria y secundaria

Temas IA: IA y educación estudio empírico

Resumen:

Artificial Intelligence (AI) has rapidly emerged as a transformative force across diverse sectors worldwide, with policy initiatives signalling its rising prominence. In the realm of education, AI holds promise for revolutionising learning and teaching. However, the incorporation of AI in basic education faces significant challenges for many schools, particularly when explicit curriculum guidelines are absent, and teachers have limited exposure to AI technologies. This study delves into the importance of integrating Artificial Intelligence in Education (AIED), particularly in primary and secondary school settings, with a specific emphasis on the obstacles and facilitators. The research...

What percentage of secondary school students do their homework with the help of artificial intelligence? - A survey of attitudes towards artificial intelligence

Mátyás Turós, Róbert Nagy, Zoltán Szűts (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación primaria y secundaria integridad académica

Temas IA: análisis de producción de IA IA y educación estudio empírico

Resumen:

Based on practical experiences, news articles, and subjective reports, a significant proportion of high school students complete their writing assignments (essays) using ChatGPT or other text-generating software. However, to the best of our knowledge, there is a very limited amount of work on this topic. Therefore, our study has two objectives. First, through human coding, we determine whether student essays submitted as homework were created by humans or software, and second, we examine these essays' sentiment and authorship, as well as factors determining the use of artificial intelligence in learning. Data collection was conducted in April and May 2024 across thirty classes from twenty...

Trajectories of AI policy in higher education: Interpretations, discourses, and enactments of students and teachers

Jack Tsao (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior integridad académica

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

Resumen:

Generative artificial intelligence (GenAI) in higher education has introduced a spectrum of ethical challenges, significantly impacting learning outcomes, pedagogies, and assessments. Based on the experiences and perspectives of students and teachers at a research-intensive university in Hong Kong, the study draws on qualitative interview data with 58 undergraduate and graduate students and 12 teachers conducted in early 2025. Through the concept of policy trajectories (Ball, 1993; Ball et al., 2012), the research analyses the interconnections between material contexts and discursive constructions in how AI policies (and their absence) are framed, interpreted, enacted, and resisted. The...

Measuring Acceptance of Age-Tiered AI Literacy Guidebooks: A Developmentally Informed Study of K-12 Students and Teachers

Li-Jen Wang, Tsung-Yen Chuang, Ying-Tien Wu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

Temas IA: IA y educación estudio empírico

Resumen:

As generative artificial intelligence (AI) becomes increasingly integrated into K-12 education, there is a pressing need for AI literacy initiatives to incorporate learning resources that are both age-appropriate and ethically grounded. This study examined acceptance of the AI Learning Application Guidebook, developed in Elementary and Advanced editions for learners aged 9–12 and 13–18, respectively. The Elementary edition features scaffolded, platform-based, non-generative activities, whereas the Advanced edition includes authentic applications, ethical reasoning exercises, and supervised engagement with generative AI. The guidebooks were evaluated in Taiwanese classrooms by 831...

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...