Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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As artificial intelligence (AI) becomes increasingly integrated into K–12 education, concerns about equity and access have grown. This scoping review explores how inclusive AI curricula are designed, implemented, and evaluated in educational settings. Guided by three research questions, we analyzed 17 empirical studies published between 2013 and 2024, focusing on (1) the contexts and characteristics of inclusive AI curricula, (2) instructional strategies that promote broader participation, and (3) learning outcomes associated with these approaches. The findings reveal five key instructional principles (identity, technology, design, content development, and sense of belonging) alongside...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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As digital citizenship becomes an essential educational priority in the digital age, there is a growing need for sustainable and engaging instructional designs that foster students' ethical and responsible use of technology. Addressing this gap, this study modeled the sustainability perspectives underlying personalized digital game-based learning through a partial least squares structural equation modeling (PLS-SEM) approach. A longitudinal repeated-measures design was conducted with 372 lower secondary students in Thailand, using fuzzy logic and decision tree algorithms to personalize ethical digital scenarios. The proposed model examined how pedagogical design, content quality, usability...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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In recent decades, we have witnessed the democratization of AI-powered Educational Technology (AI-EdTech). However, despite the increased accessibility and evolving technological capabilities, its adoption is accompanied by significant challenges, predominantly rooted in social and psychological aspects. At the same time, limited research has been conducted on human factors, especially trust, influencing students' readiness and willingness to adopt AI-EdTech. This study aims to bridge this gap by addressing the multidimensional nature of trust and developing a new instrument for measuring students' perceptions of adopting AI-EdTech. With 665 student responses, we employ Exploratory and...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Artificial Intelligence (AI) has gained much research interest recently and is rapidly transforming education around the world. However, there is still limited research with regards to its applications and effects on learning, in comparison to the available studies conducted at higher levels of education. This paper presents a systematic literature review conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. It explores the geographical distribution and frequency of research on AI in elementary education between 2013 and 2023. It provides an analysis of the various educational areas in which AI has been applied, and it synthesizes...

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Tipo: artículo

Metodología: trabajo teórico

Temas: gramática pedagógica

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En este artículo planteamos un análisis sobre el lugar de la gramática en el aula de español como L1 y L2, con el fin de vincular la investigación teórica con la aplicación didáctica. Partimos de la hipótesis de que las construcciones, aun las más canónicas, poseen un empleo restringido pragmáticamente, y que la diversidad estructural de estas unidades desafía la consistencia entre la teoría gramatical y la práctica pedagógica. En efecto, las insubordinadas, configuraciones sintácticas que parecen vulnerar principios de la estructuración sintáctica (no obstante presentes en materiales utilizados para la enseñanza de la gramática del español para nativos y alóglotas actualmente en...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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The potential of AI technology to transform human life, well-being, and daily work is faced with numerous risks and challenges yet to be fully accounted for. However, the complexity of AI ethics makes it hard to pin down what to teach, how to teach it, and how to assess its effectiveness. Drawing on an educational perspective, this paper presents a systematic literature review and qualitative analysis of the early years of AI ethics education as a formalized field to analyze whether its future trajectory is aligned with educational best practices. Our review highlights core challenges in AI ethics education and the content, assessment, and pedagogy used in real interventions over recent...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Access to AI-driven chatbots is triggering schools to transform. Easy access and questions of cheating are balanced against potential upsides of individual support, time savings, and the risk of falling behind. Therefore, insights into teachers’ AI self-efficacy and attitudes towards the integration of AI-driven chatbots in education necessitate research. This study approaches teachers' readiness to use AI-driven chatbots. A survey and poll questions were administered, yielding 312 and 406 responses respectively, focusing on AI self-efficacy, attitudes, and perceived usefulness in education. Preliminary findings show that while teachers are generally positive about the potential of AI in...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Given the risks and ethical concerns of integrating generative artificial intelligence (GenAI) into education, scholars have argued for a critical-reflective education approach that addresses the long-term implications of GenAI. However, empirical research on GenAI education approaches is scarce. This study investigates the prevalence of protective-preventive, critical-reflective, and creative-productive GenAI education approaches in highly digitized Swiss upper secondary schools and how students' experiences of these approaches relate to two aspects of their digital agency: GenAI confidence and GenAI responsibility. Using data from 2357 students, the results showed that the critical-...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial Intelligence (AI) is impacting the way we teach and learn. However, there are still substantial barriers to the integration of AI in educational settings, as teachers often lack the necessary competences to understand and use AI for pedagogical purposes. Therefore, in the early stages of teacher preparation, it is essential to assess the readiness of pre-service teachers for this transition in different initial teacher education (ITE) contexts. This study aims to investigate the readiness of pre-service teachers in Portugal and Spain to integrate AI into future teaching practices. To this end, a study was conducted with 203 pre-service teachers from both countries that compared...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study explores the use of serious games combined with machine learning techniques to evaluate student efficiency and determine appropriate degree programs. The main research question addressed is: How can predictive machine learning algorithms, applied to soft skills data collected through serious games, identify the most suitable study path for each student, thereby improving academic orientation and enhancing the likelihood of educational success? The research involved 211 university students from a single university in Italy, focusing on the application of predictive algorithms based on participants' soft skills and academic performance (GPA). The study employs logistic regression...

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