IA y educación

Detalles Cerrar ✕

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...

A systematic review of the impact of GenAI on learning performance, AI hallucinations, and problem-solving in computer science education

Adedeji Adefisoye Adejumo, Solomon Sunday Oyelere, Ismaila Temitayo Sanusi (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial pensamiento computacional cognición y procesamiento

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

Resumen:

This systematic review synthesizes 64 empirical studies to examine how Generative AI (GenAI) shapes learning in Computer Science Education (CSE), particularly in programming, debugging, algorithmic reasoning, and computational problem-solving contexts. Grounded in Constructivist, Sociocultural, Cognitive Load, Adaptive Learning, and Metacognitive Learning theories, the review adopts an integrative perspective to analyze how GenAI-driven adaptivity, AI output qualities, hallucination dynamics, and cognitive–affective regulation influence learners’ interpretation, cognitive processing, and learning outcomes. Findings reveal a dual impact of GenAI in CSE. On the negative side, hallucinated or...

Vision, challenges, roles and research issues of Artificial Intelligence in Education

Gwo-Jen Hwang, Haoran Xie, Benjamin W. Wah (2020)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial tecnología educativa

Temas IA: IA y educación conceptos básicos

Resumen:

The rapid advancement of computing technologies has facilitated the implementation of AIED (Artificial Intelligence in Education) applications. AIED refers to the use of AI (Artificial Intelligence) technologies or application programs in educational settings to facilitate teaching, learning, or decision making. With the help of AI technologies, which simulate human intelligence to make inferences, judgments, or predictions, computer systems can provide personalized guidance, supports, or feedback to students as well as assisting teachers or policymakers in making decisions. Although AIED has been identified as the primary research focus in the field of computers and education, the...

Exploring non-traditional learner motivations and characteristics in online learning: A learner profile study

Andrew Zamecnik, Vitomir Kovanović, Srecko Joksimovic (2022)

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Tipo: artículo

Metodología: estudio empírico

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

Temas IA: IA y educación estudio empírico

Resumen:

The growth and uptake of educational technology has significantly reshaped the delivery of distance and online learning. With an unprecedented number of learners engaging with online modes of education, there is a growing need to understand the underlying student enrolment motivations, goals and learning behaviours evolving from a highly diverse student population. Research in learning analytics has advanced the use of digital data to understand student learning processes. However, there remains a limited understanding of how non-traditional learner characteristics, needs and motivational factors influence their learning behaviour and engagement strategies. Survey data from 232 students...

To fear or not to fear – Human resource development professionals’ positioning towards artificial intelligence with a focus on augmentation

Josef Guggemos (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores competencia digital

Temas IA: IA y educación estudio empírico

Resumen:

Artificial intelligence (AI) has far-reaching implications for education. Within organizations, especially companies, human resource development (HRD) enables and supports learning processes among employees. In a similar way to teachers and lecturers, HRD professionals play an important role in implementing AI in HRD. However, there is a lack of quantitative empirical evidence about this process. The aim of this paper is to shed light on how HRD professionals position themselves with respect to AI. The concept of Davenport and Kirby's augmentation strategies, adapted to HRD, act as the theoretical background. The core idea of augmentation lies in human-AI collaboration. In our study, we...

Artificial intelligence in computer programming education: A systematic literature review

Pisut Manorat, Suppawong Tuarob, Siripen Pongpaichet (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial pensamiento computacional evaluación

Temas IA: IA y educación revisión de bibliografía

Resumen:

The demand for skilled programmers and the increasing complexity of coding skills have led to a rise in the adoption of artificial intelligence (AI) and machine learning (ML) technologies in computer programming education. Previous research has explored the potential of AI in aspects such as grading assignments, generating feedback, detecting plagiarism, and identifying at-risk students, but there is a lack of systematic reviews focused on AI-powered teaching processes in computer programming classes. To provide a more comprehensive understanding of AI and ML's role in computer programming education, this systematic review examines a wider range of applications across the entire pedagogical...

What undergraduate students need to know and actually know about generative AI

Sina Rismanchian, Eesha Tur Razia Babar, Shayan Doroudi (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación superior

Temas IA: IA y educación conceptos básicos estudio empírico

Resumen:

In November 2022, the release of ChatGPT sparked widespread adoption of generative AI chatbots among students, yet little is known about what undergraduate students actually understand about these tools or how accurately they perceive their capabilities. To address this gap, we propose a theoretically grounded framework for Generative AI (GenAI) literacy that integrates three forms of conceptual knowledge about large language models (LLMs)—foundations, capabilities, and limitations, and societal impact—with students' perceptions and folk theories of AI chatbots. We then developed and validated a GenAI literacy survey, including multiple-choice knowledge items and perception items, using...

Acceptance of artificial intelligence in teaching science: Science teachers' perspective

Abdulla Al Darayseh (2023)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

Temas IA: IA y educación estudio empírico

Resumen:

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Over the last few decades, there has been growing interest in artificial intelligence (AI) and how to apply it effectively in the educational process. The behavioural intention and attitudes of teachers play an important role in this regard. The technology acceptance model (TAM) has been shown to be effective in predicting factors that may positively or negatively influence behavioural intentions to use technology. The current study therefore aims to use this model to reveal teachers’ perceptions of the factors that influence the use of AI applications in science education. This research uses the descriptive method where a 6-dimensional scale is designed based on the components of...

Fairness, Accountability, Transparency, and Ethics (FATE) in Artificial Intelligence (AI) and higher education: A systematic review

Bahar Memarian, Tenzin Doleck (2023)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ética educación superior

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

Resumen:

Background: The use of Artificial Intelligence or AI is rising in higher education. With this rise, the morality of AI programs is being questioned. There is, as such, a need to understand how notions of Fairness, Accountability, Transparency, and Ethics or FATE are identified in the AI and higher education studies to date. Purpose: This systematic review paper aims to understand definitions and studies on FATE and AI in the higher education literature. The contribution of this work is to provide a summary of FATE development and the synthesis of the challenges and potentials of each of the reviewed studies. Method: A total of 33 publications from SCOPUS and Web of Science (WoS) were...

The critical role of trust in adopting AI-powered educational technology for learning: An instrument for measuring student perceptions

Tanya Nazaretsky, Paola Mejia-Domenzain, Vinitra Swamy (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

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

Temas IA: IA y educación estudio empírico

Resumen:

In recent decades, we have witnessed the democratization of AI-powered Educational Technology (AI-EdTech). However, despite the increased accessibility and evolving technological capabilities, its adoption is accompanied by significant challenges, predominantly rooted in social and psychological aspects. At the same time, limited research has been conducted on human factors, especially trust, influencing students' readiness and willingness to adopt AI-EdTech. This study aims to bridge this gap by addressing the multidimensional nature of trust and developing a new instrument for measuring students' perceptions of adopting AI-EdTech. With 665 student responses, we employ Exploratory and...