revisión de bibliografía

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) is significantly changing school education. The increasing prevalence of AI calls for a framework of AI-related literacy specifically tailored to the educational context. A growing body of research has attempted to conceptualise AI literacy (AIL) from different disciplinary perspectives and with different foci. This systematic review aims to provide a comprehensive overview of definitions and psychological dimensions of AIL in school education by addressing the following questions: how is AIL defined and conceptualised, what are the dimensions of AIL, and what psychological dimensions are included. A total of 2642 records were identified from various databases,...

A multi-perspective study on Artificial Intelligence in Education: grants, conferences, journals, software tools, institutions, and researchers

Xieling Chen, Haoran Xie, Gwo-Jen Hwang (2020)

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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...

The power of Deep Learning techniques for predicting student performance in Virtual Learning Environments: A systematic literature review

Bayan Alnasyan, Mohammed Basheri, Madini Alassafi (2024)

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Tipo: artículo

Metodología: revisión bibliográfica

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

Temas IA: IA y educación revisión de bibliografía

Resumen:

With the advances in Artificial Intelligence (AI) and the increasing volume of online educational data, Deep Learning techniques have played a critical role in predicting student performance. Recent developments have assisted instructors in determining the strengths and weaknesses of student achievement. This understanding will benefit from adopting the necessary interventions to assist students in improving their performance, helping at-risk of failure students, and preventing dropout rates. The review analyzed 46 studies between 2019 and 2023 that apply one or more Deep Learning (DL) techniques, either single or in combination with Machine Learning (ML) or Ensemble Learning techniques....

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...

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...

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)

Detalles Cerrar ✕

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)

Detalles Cerrar ✕

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...