revisión de bibliografía

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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...

Research trends in multimodal learning analytics: A systematic mapping study

Hamza Ouhaichi, Daniel Spikol, Bahtijar Vogel (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:

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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)

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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)

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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...

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...

Knowledge tracing: A bibliometric analysis

Tongxi Liu (2022)

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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:

With the advent of artificial intelligence, most of the main techniques have found their way into intelligent education. Knowledge tracing is one of the essential tasks in educational research, which aims to model and qualify students' procedural knowledge acquisition using machine learning or deep learning techniques. While numerous studies have focused on improving models and algorithms of knowledge tracing, few have thoroughly examined the dynamic and complex aspects of this research field. This study conducts a bibliometric analysis that included 383 key articles published between 1992 and 2021 to review the evolutionary nuances of knowledge tracing research. Besides, we employ document...

Artificial Intelligence in English as a foreign language learning: A systematic review of technologies, tools, and their impacts

William Ko-Wai Tang, Xue-Ying Zhang (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial enseñanza/aprendizaje de lenguas CALL/ELAO

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

Resumen:

This study undertook a thorough systematic review of the existing literature on artificial intelligence (AI) technologies and AI-based tools for English as a foreign language (EFL) learning and explored the current research state with the goal of identifying areas for enhancement to optimize language learning for EFL learners. A qualitative research method (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) was adopted and three steps were conducted to guide the review. This study examined 708 articles published from 2019 to 2024 and retained 103 in total. The findings show steady increase in literature between 2019 and 2024, predominantly centred on higher education...

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...

How ChatGPT impacts student engagement from a systematic review and meta-analysis study

Yuk Mui Elly Heung, Thomas K.F. Chiu (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ChatGPT motivación

Temas IA: chatGPT IA y aprendizaje revisión de bibliografía

Resumen:

Generative artificial intelligence, such as ChatGPT, has been increasingly integrated into education to change student learning experience. Current empirical studies have mixed results on how ChatGPT impacts student behavioral, cognitive, and emotional engagement. This systematic literature review and meta-analysis explores whether and how ChatGPT impacts student behavioral, cognitive, and emotional engagement. We used the PRISMA method to select, analyze, and report the results. We screened 766 articles from four databases and identified 17 empirical studies with 1735 students for analysis. We compared the effect on student engagement between ChatGPT-based and non-ChatGPT learning. We...

A systematic review of ontology use in E-Learning recommender system

Nur W. Rahayu, Ridi Ferdiana, Sri S. Kusumawardani (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa enseñanza en línea e híbrida

Temas IA: IA y educación revisión de bibliografía

Resumen:

Ontology and knowledge-based systems typically provide e-learning recommender systems. However, ontology use in such systems is not well studied in systematic detail. Therefore, this research examines the development and evaluation of ontology-based recommender systems. The study also discusses technical ontology use and the recommendation process. We identified multidisciplinary ontology-based recommender systems in 28 journal articles. These systems combined ontology with artificial intelligence, computing technology, education, education psychology, and social sciences. Student models and learning objects remain the primary ontology use, followed by feedback, assessments, and context...