revisión de bibliografía

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa metodología de investigación

Temas IA: IA y educación revisión de bibliografía

Resumen:

With the rapid development of artificial intelligence (AI) technologies and a continuously growing interest in their application in educational contexts, there has been significant growth in the scientific literature in relation to the application of AI in education (AIEd). This study aims to present multiple perspectives on the development of AIEd in terms of relevant grants, conferences, journals, software tools, article trends, top issues, institutions, and researchers to provide an overview of AIEd for its further development and implementation. With this study, we contribute to the research field by enabling educators and scholars to understand the status and development of relevant...

Affective computing in online higher education: A systematic literature review

Krist Shingjergji, Deniz Iren, Corrie Urlings (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial factores afectivos enseñanza en línea e híbrida

Temas IA: IA y educación revisión de bibliografía

Resumen:

Although affective states play a crucial role in education, they are often difficult to communicate and observe in online learning environments. This challenge has led to growing research on systems that can automatically detect affective states. This systematic literature review used PRISMA to analyze 96 studies on affective computing in online higher education, published between 2019 and 2024. The findings show that the most frequently studied affective states include learning-centered states, such as engagement, confusion, frustration, sentiment, as well as basic emotions, such as happiness, anger, sadness, surprise, and fear. Terminology often overlaps, and basic emotions are commonly...

Factors influencing educators' AI adoption: A grounded meta-analysis review

Rana Taheri, Neda Nazemi, Sarah E. Pennington (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

Temas IA: IA y educación revisión de bibliografía

Resumen:

Artificial Intelligence (AI) is rapidly reshaping educational practices, yet educators' adoption of AI varies. This paper utilized a grounded meta-analysis framework of 45 peer-reviewed articles published between 2020 and 2024, including qualitative, quantitative, mixed-method, and social media (X) studies, to examine factors influencing educators' AI adoption. Four primary categories emerged from coding the papers: Individual Factors (demographics, AI literacy, beliefs, and self-efficacy), Infrastructure (institutional support, resource availability, social influence, and media narratives), Tools (perceived usefulness, ease of use, compatibility, transparency, bias, and reliability), and...

A systematic literature review: Recent techniques of predicting STEM stream students

Norismiza Ismail, Umi Kalsom Yusof (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial analítica del aprendizaje tecnología educativa

Temas IA: IA y educación revisión de bibliografía

Resumen:

Nowadays, fewer students are choosing to enroll in STEM (science, technology, engineering, and mathematics) fields. STEM students in schools and in higher educational institutions appear to be waning, as evidenced by low secondary school STEM enrolments. To add to this, there are also STEM stream students who dropped out and switched to non-STEM streams. This resulted in a shortage of qualified candidates for STEM-based higher education programmes, and subsequently an insufficient number of STEM graduates. Researchers have found several potential contributing factors that may have impacted students’ selection of STEM. However, this relationship is still unclear and needs further...

Governing the unseen: A systematic review of AI literacy among language teachers in higher education

Yanyao Deng, Ferdi Çelik, Volkan Duran (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial alfabetización en IA profesorado

Temas IA: IA y enseñanza-aprendizaje de lenguas revisión de bibliografía

Resumen:

This systematic review is a synthesis of 32 empirical and conceptual studies published between December 2022 and March 2026 to investigate AI literacy among language teachers in higher education. The review has answered four research questions related to conceptualisations of AI literacy, pedagogical practices and professional-development models, assessment approaches, and reported outcomes, challenges, and gaps guided by the theoretical lens of governing the unseen, which prefigures institutional policies. Based on PRISMA 2020, the systematic search of ERIC, the British Educational Index, and Web of Science resulted in the identification of studies, which were subjected to thematic...

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...

Learning-to-learn in the age of generative AI: A scoping review and conceptual framework

Isabel Schorr, Lisa Bardach, Babette Bühler (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial aprendizaje autónomo metacognición

Temas IA: IA y aprendizaje revisión de bibliografía

Resumen:

With the rapid integration of generative AI (GenAI) into higher education, concerns over cognitive offloading, overreliance, and diminished critical thinking underscore an urgent need to prioritize learning-to-learn (L2L) competencies. However, the lack of a clear and detailed conceptualization of L2L, a key 21st-century skill for lifelong learning, hinders interdisciplinary research and limits the development of informed, pedagogically sound AI applications. This paper presents a scoping review of L2L definitions within pedagogical and psychological literature, based on sources retrieved from ERIC, Scopus, and Web of Science. The review follows the PRISMA-ScR framework and identifies 21...

Retrieval-augmented generation for educational application: A systematic survey

Zongxi Li, Zijian Wang, Weiming Wang (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial grandes modelos de lenguaje tecnología educativa

Temas IA: modelos de lenguaje (LLM) IA y educación revisión de bibliografía

Resumen:

Advancements in large language models (LLMs) have transformed AI-driven education, enabling innovative applications across various learning and teaching domains. However, LLMs still face several challenges, including hallucination and static internal knowledge, which hinder their reliability in educational settings. Retrieval-Augmented Generation (RAG) enhances LLMs by retrieving relevant information from an external knowledge base and incorporating it into the LLM's generation process. This approach improves factual accuracy and enables dynamic knowledge updates, making LLMs particularly suitable for educational applications. In this paper, we comprehensively review existing research that...

A critical review of teaching and learning artificial intelligence (AI) literacy: Developing an intelligence-based AI literacy framework for primary school education

Iris Heung Yue Yim (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

Temas IA: IA y educación conceptos básicos revisión de bibliografía

Resumen:

Artificial intelligence (AI) literacy education mainly targets secondary and university students, often overlooking the unique needs of younger students. This gap in AI literacy primary school education presents theoretical and pedagogical challenges. Despite the pervasive influence of AI, which can exacerbate inequalities and raise ethical challenges, primary students often lack an understanding of AI principles and mechanisms. Recent developments in age-appropriate AI learning tools have extended AI literacy to primary schools, but AI literacy frameworks for this age group remain underdeveloped. This study aims to conceptualize AI literacy by analyzing existing theoretical frameworks and...

Automatic feedback in online learning environments: A systematic literature review

Anderson Pinheiro Cavalcanti, Arthur Barbosa, Ruan Carvalho (2021)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial feedback/retroalimentación enseñanza en línea e híbrida

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

Resumen:

Feedback is an essential component of scaffolding for learning. Feedback provides insights into the assistance of learners in terms of achieving learning goals and improving self-regulated skills. In online courses, feedback becomes even more critical since instructors and students are separated geographically and physically. In this context, feedback allows the instructor to customize learning content according to the students' needs. However, giving feedback is a challenging task for instructors, especially in contexts of large cohorts. As a result, several automatic feedback systems have been proposed to reduce the workload on the part of the instructor. Although these systems have...