revisión de bibliografía

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ChatGPT pensamiento crítico

Temas IA: chatGPT IA y aprendizaje revisión de bibliografía

Resumen:

This systematic review examines how ChatGPT influences university students' critical and creative thinking by synthesizing 67 empirical studies (2022-2025) following PRISMA guidelines. We applied a dual-lens framework distinguishing convergent (critical thinking) and divergent (creative thinking) processes. Analysis revealed that, ChatGPT supports cognitive development when embedded within inquiry-oriented and scaffolded instructional designs, especially through processes such as metacognitive regulation, argumentative reasoning, and idea generation, which in turn produce synergistic gains across both critical and creative domains. However, in unstructured contexts, researchers observed...

Implementing generative AI (GenAI) in higher education: A systematic review of case studies

Marina Belkina, Scott Daniel, Sasha Nikolic (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial educación superior ChatGPT

Temas IA: IA y educación chatGPT revisión de bibliografía

Resumen:

The introduction of Generative Artificial Intelligence (GenAI) tools, like ChatGPT, into higher education heralds a transformative era, reshaping instructional methods, enhancing student support systems, and redefining the educational landscape. Recent literature reviews on GenAI highlight a lack of focus on how these tools are being practically implemented in educational settings. Addressing this gap, the present study systematically examines empirical case studies that demonstrate the integration of GenAI into teaching and learning in higher education, offering actionable insights and guidance for academic practice.We conducted a search of relevant databases and identified 21 empirical...

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...

AI technologies for education: Recent research & future directions

Ke Zhang, Ayse Begum Aslan (2021)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa ética

Temas IA: IA y educación revisión de bibliografía

Resumen:

From unique educational perspectives, this article reports a comprehensive review of selected empirical studies on artificial intelligence in education (AIEd) published in 1993–2020, as collected in the Web of Sciences database and selected AIEd-specialized journals. A total of 40 empirical studies met all selection criteria, and were fully reviewed using multiple methods, including selected bibliometrics, content analysis and categorical meta-trends analysis. This article reports the current state of AIEd research, highlights selected AIEd technologies and applications, reviews their proven and potential benefits for education, bridges the gaps between AI technological innovations and...

Undergraduate students’ learning outcomes with ChatGPT: A meta-analytic study

Fangfang Mo, Jing Huang, Yao Yang (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ChatGPT educación superior

Temas IA: chatGPT IA y aprendizaje revisión de bibliografía

Resumen:

ChatGPT has gained substantial attention in the field of higher education, particularly for its potential to enhance undergraduate students' learning outcomes. To better understand ChatGPT's impact, we conducted a meta-analysis evaluating the effects of ChatGPT applications on undergraduate students' learning outcomes, with data collected from studies published between January 1st, 2023, and May 31st, 2025. Our search across nine academic databases identified 5555 potential studies, of which 66 met the pre-defined inclusion criteria and were selected for meta-analysis. The meta-analysis incorporated 129 effect sizes, allowing us to estimate the overall impact of ChatGPT on undergraduate...

Reconceptualizing digital literacy in the AI era: A systematic review of validated frameworks from an ecological perspective

Zemin Guo, Wenhui Li, Laure Lu Chen (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial competencia digital alfabetización en IA

Temas IA: IA y educación revisión de bibliografía

Resumen:

Advances in artificial intelligence (AI) have raised debate regarding whether the existing digital literacy frameworks are outdated and have called for developing new frameworks to keep pace with the growing adoption of AI technologies. Drawing on an ecological perspective and analyzing 80 validated frameworks (69 digital literacy and 11 AI literacy) published between January 2014 and February 2025, this study explored the variation in digital literacy frameworks by comparing and contrasting their sub-dimensions, identified the commonalities and differences, using DigComp 2.2 as a reference, across developing and developed regions, and evaluated the influences of AI technologies on updating...

Research trends in multimodal learning analytics: A systematic mapping study

Hamza Ouhaichi, Daniel Spikol, Bahtijar Vogel (2023)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial analítica del aprendizaje tecnología educativa

Temas IA: IA y educación revisión de bibliografía

Resumen:

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Understanding and improving education are critical goals of learning analytics. However, learning is not always mediated or aided by a digital system that can capture digital traces. Learning in such environments can be studied by recording, processing, and analyzing different signals, including video and audio, so that traces of actors’ actions and interactions are captured. Multimodal Learning Analytics refers to analyzing these signals through the use and integration of these multiple modes. However, a need exists to evaluate how research is conducted in the emerging field of multimodal learning analytics to aid and evaluate how these systems work. With the growth of multimodal...

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...

Automatic assessment of text-based responses in post-secondary education: A systematic review

Rujun Gao, Hillary E. Merzdorf, Saira Anwar (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial evaluación procesamiento del lenguaje natural

Temas IA: IA y evaluación revisión de bibliografía

Resumen:

Text-based open-ended questions in academic formative and summative assessments help students become deep learners and prepare them to understand concepts for a subsequent conceptual assessment. However, grading text-based questions, especially in large (>50 enrolled students) courses, is tedious and time-consuming for instructors. Text processing models continue progressing with the rapid development of Artificial Intelligence (AI) tools and Natural Language Processing (NLP) algorithms. Especially after breakthroughs in Large Language Models (LLM), there is immense potential to automate rapid assessment and feedback of text-based responses in education. This systematic review adopts a...

A scoping literature review of generative artificial intelligence for supporting neurodivergent school students

Michelle Ronksley-Pavia, Lan Nguyen, Elizabeth Wheeley (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial estudiantes con discapacidad educación primaria y secundaria

Temas IA: IA y educación revisión de bibliografía

Resumen:

While Generative Artificial Intelligence (GenAI) platforms like ChatGPT have gained significant traction in education, their specific applications for neurodivergent learners remain largely unmapped. Through systematic searching of academic databases and grey literature between 2020 and 2024, this scoping literature review examined the emerging landscape of GenAI applications in supporting neurodivergent students (e.g., those with ADHD, autism, dyslexia, gifted, twice-exceptional) within K-12 educational contexts. Twenty-one relevant sources were identified, discussing GenAI usage with neurodivergent students, the analysis revealed discussion of several predominant applications, including...