revisión de bibliografía

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial chatbots

Temas IA: chatbots revisión de bibliografía

Resumen:

Chatbots are becoming a common trend in the service industry, education, and daily life. Increasing evidence has shown that chatbots have the potential to change the way people learn and search for information in human behavior. However, a systematic review of chatbot-related human behavior research with high citation rates has not been performed. Papers with high citation rates represent the latest changes in a particular research field, and reflect the current issues or research trends. By reading highly cited papers, researchers can identify important research questions. Therefore, this article presents a systematic literature review exploring the latest changes in chatbot research, and...

Large language models in education: a systematic review of empirical applications, benefits, and challenges

Yuhong Shi, Kun Yu, Yifei Dong (2026)

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:

The rapid advancement of Large Language Models (LLMs), particularly following the release of ChatGPT in November 2022, has significantly transformed educational methodologies. This systematic review aims to synthesize empirical studies published between November 2022 and March 2025, examining the implementation and effectiveness of LLMs in educational settings. 88 empirical studies identified key applications, benefits, and challenges associated with LLM integration in education. Our findings reveal that LLMs are utilized across various educational contexts in six primary applications, with Intelligent Tutoring Systems being particularly prominent. The benefits include improved academic...

A systematic review of conversational AI tools in ELT: Publication trends, tools, research methods, learning outcomes, and antecedents

Wan Yee Winsy Lai, Ju Seong Lee (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial chatbots enseñanza/aprendizaje de lenguas

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

Resumen:

This review analyzed the trends in conversational AI tools in ELT from January 2013 to November 2023. The study examined 32 papers, focusing on publication trends, tool types, research methods, learning outcomes, and factors influencing their use. Findings revealed a gradual increase in publications, with 4 (12%) from 2013 to 2021, 13 (41%) in 2022, and 15 (47%) in 2023. All studies (100%) were conducted in Asian EFL contexts. Among the AI chatbots, Google Assistant (25%) was the most widely used. Quasi-experimental (45%) and cross-section (41%) research designs were commonly employed. Mixed-method (50%) approaches were prevalent for data collection and analysis. Conversational AI yielded...

Systematic review of research on artificial intelligence in K-12 education (2017–2022)

Florence Martin, Min Zhuang, Darlene Schaefer (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial educación primaria y secundaria tecnología educativa

Temas IA: IA y educación revisión de bibliografía

Resumen:

Background: The use of Artificial Intelligence (AI) has increased in all education sectors including K-12 settings where students can learn about AI and have an augmented learning experience using AI. Purpose: The purpose of this systematic review is to provide a more complete and nuanced understanding of the role and impact of AI in K-12 education by synthesizing publication trends, AI research themes, AI methods and technology applications, and AI use by students and teachers in K-12 educational settings. Methods: The systematic review searched Web of Science and six databases indexed in EBSCO host. A PRISMA flow chart was applied to search and screen for studies. Articles were screened...

Generative AI in computing education: A systematic review and a framework for responsible integration

Arun Kumar, Thakerng Wongsirichot, Aziz Nanthaamornphong (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial pensamiento computacional integridad académica

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

Resumen:

Context. Since late 2022, the rapid uptake of generative AI (GenAI) tools such as GitHub Copilot and ChatGPT has outpaced computing educators' evidence base for responding to it. Objective. This systematic literature review synthesises empirical evidence on four interconnected dimensions of GenAI in computing and programming education: effects on learning outcomes, student over-reliance, assessment integrity, and pedagogical adaptation. Method. Following Kitchenham and Charters (2007) guidelines and Wohlin's (2014) snowballing from seven curated seed papers, screening yielded 72 primary studies (2022–2026) from 33 venues, each was quality-assessed on a 10-item checklist (mean 8.32/10)....

A systematic review of intelligent tutoring systems based on Gross body movement detected using computer vision

T.S. Ashwin, Vijay Prakash, Ramkumar Rajendran (2023)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa comunicación no verbal

Temas IA: IA y educación revisión de bibliografía

Resumen:

Texto completo en HTML

The computer vision applications in intelligent tutoring systems (ITS) have enabled its use in various domains such as dance and sports. The adaptation in the tutoring system is based on the analysis of hand gestures, body postures, and movement. All these are termed as gross body movements (GBM). The use of these in the intelligent tutoring systems is termed as GBM-ITS in this article. There is no survey paper that considers the use of GBM-ITS in different domains. A systematic process is followed to address six review questions (RQs) by considering the 33 articles published between 2010 to 2022. A brief discussion regarding the methods adopted for analysis and the performance...

Artificial intelligence in classroom management: A systematic review on educational purposes, technical implementations, and ethical considerations

Tim Fütterer, Patricia Goldberg, Babette Bühler (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial práctica docente ética

Temas IA: IA y educación ética de la IA revisión de bibliografía

Resumen:

Artificial intelligence (AI) is increasingly shaping education, including classroom management. This systematic review analyzes 104 studies (2000–2022) on the use of AI in classroom management, focusing on educational purposes, technical implementations, and ethical considerations. Our findings show a growing use of AI technologies—particularly machine learning and deep learning—for tasks such as attendance tracking, behavior monitoring, and engagement assessment. These tools can streamline classroom management and offer detailed insights into student behavior. However, only a minority of studies leveraged AI's full potential, such as real-time feedback or multimodal data. Ethical issues,...

Bias and representation in AI generated text-to-image in education: A systematic review

Lilach Alon, Dorit Hadar Shoval, Inbar Levkovich (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ética inclusión y equidad

Temas IA: ética de la IA análisis de producción de IA revisión de bibliografía

Resumen:

AI generated text-to-image tools are rapidly entering educational settings, yet little is known about how their visual biases intersect with goals of equity, inclusion, and critical AI literacy. This systematic literature review maps and analyzes empirical studies that examine bias and representation in educational uses of AI generated text-to-image. Following PRISMA guidelines, we identified 31 peer reviewed studies published between 2023 and 2025 across K-12, higher education, and professional learning contexts. We used a six part analytic framework (gender; race, ethnicity, and socioeconomic status; culture and religion; age; body and (dis)ability; and content) to code how studies...

Artificial intelligence-enabled adaptive learning platforms: A review

Le Ying Tan, Shiyu Hu, Darren J. Yeo (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa

Temas IA: IA y aprendizaje revisión de bibliografía

Resumen:

This review provides a comprehensive analysis of adaptive learning platforms (ALPs) in education, focusing on their pedagogical foundations, AI-driven implementations, and the challenges and successes of real-world applications. By collecting and analyzing learner data, ALPs dynamically adjust instructional content and pathways to offer personalized learning experiences, enhancing learning outcomes. The paper explores ALP design frameworks, core algorithms, and evaluation metrics, and assesses their performance across diverse educational contexts through case studies. Lastly, the review highlights key challenges ALPs face, such as privacy concerns and faculty support for implementation, and...

Educational applications of artificial intelligence in simulation-based learning: A systematic mapping review

Chih-Pu Dai, Fengfeng Ke (2022)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa evaluación

Temas IA: IA y educación revisión de bibliografía

Resumen:

The field of education has experienced a transformation as artificial intelligence (AI) becomes increasingly applicable for learning purposes. AI has the potential to transform the social interactions in educational contexts among learners, teachers, and technologies. In this systematic mapping review, we focus on mapping and framing trends for educational applications of AI in simulation-based learning. Fifty-nine studies met the inclusion and exclusion criteria. We coded and analyzed six mapped categories in this literature review: (1) the year-of-study trend, (2) methods, (3) AI technologies, (4) simulation, (5) study trends, and (6) learning principles and theories. To provide nuanced...