2025 | Bibliografía fecha

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Even before the age of artificial intelligence, automated scoring received considerable attention in educational measurement. However, its application to constructed response (CR) items in international large-scale assessments (ILSAs) has remained a challenge, primarily due to the difficulty of handling multilingual responses spanning many languages. This study addresses this challenge by investigating two machine learning approaches — supervised and unsupervised learning — for scoring multilingual responses. We explored various scoring methods to assess three science CR items from TIMSS 2023 across all participating countries and 42 languages. The results showed that the supervised...

AI-based teaching evaluations: How well do they reflect student perceptions?

Yossi Ben Zion, Shir Yakov, Einat Abramovitch (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study presents an innovative solution for evaluating university-level teaching quality using artificial intelligence (AI), focusing on key aspects such as clarity of explanation and lecture structure. Traditional student surveys, while valuable, are often subject to biases and lack the necessary granularity, creating a need for objective, scalable solutions that provide consistent results. We propose an automated framework utilizing advanced natural language processing (NLP) models to assess teaching quality based on lecture transcripts. The methodology combines AI-driven transcription, machine learning-based assessments, and correlation with institutional student evaluations to...

Digital equity and computational thinking privilege: The case of first-year engineering and computing students' attitudes towards artificial intelligence

Noemi V. Mendoza Diaz, So Yoon Yoon, Nancy Gertrudiz Salvador (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Attitudes can constitute barriers to engineering, computing, and artificial intelligence (AI) enculturation, contributing to and resulting from digital inequity. Building upon research on computational thinking privilege, we explored first-year students' (a) perceived future impact of AI on their career prospects and (b) backgrounds (e.g., gender, underrepresented minority (URM) status, and First-Generation status) associated with their attitudes toward AI, computational thinking, and course performance. Computational thinking was measured using our newly validated Engineering Computational Thinking Diagnostic (ECTD), while course performance was assessed based on final grades in an...

A cross-national assessment of artificial intelligence (AI) Chatbot user perceptions in collegiate physics education

Benjamin Agyare, Joseph Asare, Amani Kraishan (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study explores the perception of artificial intelligence (AI)-based Chatbots, specifically Open AI's ChatGPT use, among physics students in four universities in Ghana, Jordan, and the United States. We utilized a survey instrument adapted from the Technology Acceptance Model (TAM) to elicit responses from 804 students. TAM constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEU), Subjective Norms (SN), Attitude Towards Technology Use (ATU), Behavioral Intention (BI), and User Behavior (UB) were assessed. We also assessed perceptions of ethical use (EU) and student learning outcomes (SLO) using a Structural Equation Model (SEM) approach. A measurement model had good fit...

Designing a model of sustainable education based on artificial intelligence in higher education

kamran Bagherimajd, Kosar khajedad (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence (AI) in higher education (HE) plays a role in promoting the sustainability of society by fostering innovation and preparing students for the digital age. In this regard, the aim of the present research has been to design an AI-based sustainable education (SE) model in HE. The research method was a monomethod design with multiple sequential, qualitative and qualitative phases. In the first part of the qualitative section, the meta-synthesis approach has been used in accordance with the findings of Springer, Emerald, and Elsevier international journals from 2000 to 2024. A total of 213 articles were reviewed and 39 articles were entered the final analysis. In the...

A cross-country analysis of self-determination and continuance use intention of AI tools in business education: Does instructor support matter?

Egena Ode, Rabake Nana, Irene O. Boro (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study builds on the recent interest in AI adoption research in academic settings by highlighting the need for culturally sensitive AI educational tools. The study achieved this by demonstrating how cultural differences shape students' motivation and AI use. This study adopts a cross-country comparative analytical approach to explore postgraduate students’ motivation to continue using AI tools in the context of higher education. The study developed a theoretical model based on Self-Determination Theory (SDT) and Expectation Disconfirmation Theory (EDT) to explore how perceived competence, perceived relatedness and perceived autonomy influence the continuance use intention of AI tools in...

How do LLMs perform in the context of MCQs across different levels of thinking skills in a business education course at higher education? A comparison of ChatGPT, Gemini, and Copilot

Laurens Goorts, Ryan Hollevoet, Vanessa Xia (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This exploratory study investigates the performance of three widely-used and freely available large language models (LLMs)— ChatGPT (GPT-3.5 Turbo), Gemini, and Copilot—in answering multiple-choice questions (MCQs) categorized by cognitive complexity based on the revised Bloom's Taxonomy. Although MCQs offer a structured, efficient, and scalable method for evaluation, a gap exists in the literature on how LLMs handle varying cognitive levels, particularly in a business course at higher education. Understanding LLM performance in this context is crucial, as students increasingly use LLMs for searching answers but also to receive tailored and scaffolded responses for an interactive and...

An early investigation of collaborative problem solving in conversational AI-mediated learning environments

Sinem Aslan, Nese Alyuz, Belle Li (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Collaborative problem solving (CPS) encourages children to communicate effectively and fosters creativity and critical thinking. New digital technologies can potentially provide opportunities for innovative ways to promote CPS at an early age. However, one key challenge of such technologies is to be engaging and effective while also pedagogically adapting to developmental needs of young learners. In this paper, we propose that a multimodal conversational AI system, Kid Space, providing interactive learning experiences could enrich CPS and promote positive educational outcomes. Kid Space combines multimodal classroom sensing with a projected 3D virtual environment and an animated...

Beyond tool use: Tracking the evolution of generative AI literacy among university students through a process-oriented investigation

Wanxin Yan, Taira Nakajima, Ryo Sawada (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study addresses the gap between the theoretical framework of Generative Artificial Intelligence (GenAI) literacy and its practical development, by investigating how university students in the humanities acquire and refine GenAI-related knowledge, skills, and attitudes. Through a 16-week intervention structured into three progressive phases, 16 students engaged with multiple GenAI tools while developing competencies in research and academic writing. The data collection included structured GenAI dialogues, periodic questionnaires, reflective assignments, and in-depth interviews. The findings revealed three interconnected dimensions of GenAI literacy development. Students internalized and...

Objective measurement of AI literacy: Development and validation of the AI competency objective scale (AICOS)

André Markus, Astrid Carolus, Carolin Wienrich (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

As Artificial Intelligence (AI) becomes increasingly pervasive in everyday life, AI literacy is widely recognized as a set of essential competencies for navigating AI-driven environments safely, responsibly, and effectively. There is a growing need to assess this construct, for example, to inform targeted educational interventions. Although several measurement tools already exist, many show limitations regarding subjective data collection methods, differentiation between target groups, validity, and the integration of recent developments, such as Generative AI literacy. To address these limitations, this study introduces the AI Competency Objective Scale (AICOS) - an instrument grounded in...