Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT expresión escrita

Temas IA: IA y enseñanza-aprendizaje de lenguas chatGPT análisis de producción de IA

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Reformulation is a form of written corrective feedback to help second language (L2) learners improve their writing. This study examined whether ChatGPT could produce reformulations that (1) retain the meanings of the original essays and (2) are linguistically more developed than learners’ original essays. In addition, three types of ChatGPT prompts were compared to see which type yielded better reformulations. One thousand two hundred argumentative essays written for the TOEFL iBT® independent writing task were submitted to ChatGPT. ROUGE-L scores, used as a proxy for meaning retention, showed that ChatGPT reformulations largely retained the meaning of the original essays. A qualitative...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje creación de materiales

Temas IA: IA y creación de materiales modelos de lenguaje (LLM) prompts

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In the realm of education, crafting appropriate questions for examinations is a meticulous and time-consuming task that is crucial for assessing students' understanding of the subject matter. This paper explores the potential of leveraging large language models (LLMs) to automate question generation in the educational domain. Specifically, we focus on generating educational questions from contexts extracted from school-level textbooks. Our study aims to prompt LLMs such as GPT-4 Turbo, GPT-3.5 Turbo, Llama-2-70B, Llama-3.1-405B, and Gemini Pro to generate a complete set of questions for each context, potentially streamlining the question generation process for educators. We performed a...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial comprensión oral evaluación

Temas IA: IA y enseñanza-aprendizaje de lenguas IA y evaluación IA y creación de materiales

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To address the complexity and high costs of developing listening tests for test-takers of varying proficiency levels, this study investigates the capabilities of an OpenAI's large language model, ChatGPT 4, in developing listening assessments. Employing prompt engineering and fine-tuning of prompts, the study specifically focuses on creating listening scripts and test items using ChatGPT 4 for test-takers across a spectrum of proficiency levels (academic, low, intermediate, and advanced). For comparability, the 24 topics of these scripts were selected from topics found in academic listening tests. We conducted two types of analyses to evaluate the quality of the output. First, we performed...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje andamiaje/scaffolding

Temas IA: modelos de lenguaje (LLM) prompts IA y aprendizaje

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The integration of large language models (LLMs) into intelligent tutoring systems promises personalized learning, yet procedural domains such as primary mathematics remain challenging due to inconsistency and pedagogical opacity. LLM tutors may give unsolicited answers or show unstable scaffolding when students vary arithmetic, units, or rounding. This design science research develops and evaluates a rule-guided tutoring system for mathematical word problems in primary schools. We formalize a distinction between rule-guided scaffolding, in which tutoring is governed by a three-layer architecture (diagnosis → intent selection → constrained response generation), and ad-hoc scaffolding, where...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación superior

Temas IA: IA y educación prompts estudio empírico

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This study addresses the gap between the theoretical framework of Generative Artificial Intelligence (GenAI) literacy and its practical development, by investigating how university students in the humanities acquire and refine GenAI-related knowledge, skills, and attitudes. Through a 16-week intervention structured into three progressive phases, 16 students engaged with multiple GenAI tools while developing competencies in research and academic writing. The data collection included structured GenAI dialogues, periodic questionnaires, reflective assignments, and in-depth interviews. The findings revealed three interconnected dimensions of GenAI literacy development. Students internalized and...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación ChatGPT

Temas IA: IA y evaluación chatGPT prompts

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Formative quality assurance in the creation of examination tasks has always been an extremely time-consuming process. Especially due to the changing and short-lived content of computer science, new questions have to be created regularly, which in turn requires quality assurance. With the emergence of artificial intelligence (AI) systems such as ChatGPT and their ability to solve a range of different tasks, the question arises as to what extent this ability can also be utilized as part of a quality assurance process. One aspect of the formative quality assurance of multiple-choice questions involves checking the correct classification of alternative answers into correct and incorrect answers...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT materiales audiovisuales

Temas IA: análisis de producción de IA chatGPT prompts

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With the rise of Generative Artificial Intelligence (GenAI), tools such as ChatGPT have shown great potential in enhancing online learning. However, existing applications in video-based learning remain limited, as they typically require learners to pause or switch interfaces to access AI support, disrupting learning continuity. To address this challenge, this study proposes a framework that utilizes ChatGPT to generate comments for an individual learner (i-Comments), displayed as scrolling text over educational videos, providing both knowledge and emotional support based on scaffolding theory. The present study evaluates the framework's generation capabilities to gain empirical insight that...

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Tipo: artículo

Metodología: estudio empírico

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

Temas IA: prompts IA y educación estudio empírico

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This paper explores the role of generative AI (GenAI) in supporting creativity within architectural education through the lens of a student-led AI drawing competition. The research addresses two questions: (1) how creative are students' text prompts and the resulting AI-generated images, and is there a relationship between them? and (2) to what extent do students perceive GenAI as a supportive tool in their creative process? Drawing on a mixed-methods approach, the study combines semantic analysis of text prompts, aesthetic evaluation of AI-generated images, and a Creativity Support Index (CSI) survey, complemented by sentiment analysis of student feedback. The semantic analysis reveals...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional educación superior

Temas IA: prompts IA y aprendizaje modelos de lenguaje (LLM)

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The advent of Generative Artificial Intelligence (GenAI) and large language models like LLama, Palm2, GPT, Gemini, and Claude has revolutionized education by generating human-like text and contextually relevant responses. Our research investigates the impact of structured prompt training on students' learning in data analysis and programming. We experimented with 157 first-year engineering students divided into three groups: a control group (internet access, no GenAI), an experimental group 1 (internet and GenAI without prompt training), and an experimental group 2 (internet and GenAI with prompt training). The prompt training session included techniques like few-shot prompting, chain...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación grandes modelos de lenguaje

Temas IA: IA y evaluación modelos de lenguaje (LLM) prompts

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This study investigates the application of large language models (LLMs), specifically GPT-3.5 and GPT-4, with Chain-of-Though (CoT) in the automatic scoring of student-written responses to science assessments. We focused on overcoming the challenges of accessibility, technical complexity, and lack of explainability that have previously limited the use of artificial intelligence-based automatic scoring tools among researchers and educators. With a testing dataset comprising six assessment tasks (three binomial and three trinomial) with 1,650 student responses, we employed six prompt engineering strategies to automatically score student responses. The six strategies combined zero-shot or few-...

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