2026 | Bibliografía fecha

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Generative AI (GenAI) is increasingly adopted in design education, yet evaluating its educational value through final outcomes provides an incomplete picture. This study compares two ecologically plausible workflows in an architectural conceptual design task: GenAI-assisted image generation and ArchDaily-based precedent search. The comparison concerns complete workflows rather than the isolated contributions. Thirty-six students completed a two-phase design task, first designing independently and then revising with their assigned workflow. Screen-recording demonstrated active engagement in both conditions. Eight judges rated design performance, while participants reported task-specific and...

Less stress, better scores, same learning: The dissociation of performance and learning in AI-supported programming education

Patrick Bassner, Ben Lenk-Ostendorf, Ramona Beinstingel (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Introduction: Generative AI is reshaping programming education, yet its effects on conceptual learning, intrinsic motivation, and cognitive load remain unclear. This study tests whether assistance deepens understanding or primarily boosts task completion, and how scaffolded versus answer-giving designs matter. Objectives: This study compares performance, learning, cognitive load, frustration, and motivation across three AI support types, and examines students’ perceptions. Methods: A three-arm randomized controlled trial was conducted in an introductory programming (CS1) course at TUM (N=275). Participants completed a 90-minute exercise on concurrency, implementing a parallel sum with...

Exploring factors influencing preschool teachers’ behavioral intention to use AI technologies in early childhood settings

Ziyang Duan, Yingfan Shan, Yue Gong (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

With the rapid advancement of artificial intelligence (AI) and its increasing integration into education, the early childhood education sector has begun to explore the potential of AI integration. As key agents in the classroom integration of technology, preschool teachers' willingness to use AI directly impacts the effectiveness of AI implementation in early childhood education. Grounded in an extended framework of the Technology Acceptance Model, this study investigates the mechanisms through which perceived usefulness (PU), perceived ease of use (PEOU), subjective norm (SN), AI anxiety (AIA), and AI self-efficacy (AISE) influence preschool teachers' behavioral intention (BI) to use AI. A...

Teachers as reflective regulators of cognition: Understanding cognitive offloading in AI-augmented practice

Chun Sing Maxwell Ho, Junjun Chen (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates how teachers perceive, manage, and reflect on the cognitive implications of integrating Generative Artificial Intelligence (GenAI) into their professional practice with a focus on the evolving interplay between human judgment and automation. Using a collective case-study design, we conducted interviews with 18 in-service teachers selected from mainland Chinese and Hong Kong educational settings. We employed the cognitive offloading framework to guide data collection and thematic coding, aiming to capture teachers’ reasoning within AI-supported teaching and administration. Results revealed three interrelated processes: recognising and evaluating the need of using...

Reimagining feedback through generative AI in engineering education

Janka Pecuchova, Lubomir Benko, Martin Drlik (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rapid integration of Generative AI (GenAI) into higher education presents both opportunities and systemic challenges, particularly in domains where feedback is central to learning. This study investigates the capacity of a large language model to generate formative feedback for student-created UML diagrams in a university software engineering course. Across two cohorts (N = 262), AI-generated, teacher-generated, and no-feedback conditions were compared, analyzing student perceptions, learning outcomes, and grading reliability. Results show that while students rated GenAI feedback as beneficial and often comparable to human comments, teacher feedback remained more effective in supporting...

Artificial intelligence in vocational education and training: A systematic review of educational purposes, theoretical conceptualizations, and empirical effectiveness

Viola Deutscher, Herbert Thomann, Olga Zlatkin-Troitschanskaia (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Background Artificial intelligence (AI) increasingly shapes vocational education and training (VET). Despite its transformative potential, a systematic overview of the design characteristics and empirical effectiveness of AI-based interventions in vocational contexts remains lacking. Aim This review synthesizes empirical research on AI-supported interventions in VET, focusing on educational purposes, theoretical conceptualizations of human-AI interaction, methodological designs, and evidence of learning outcomes. Method Following PRISMA guidelines, 26 empirical studies published between 2015 and 2026 were identified through ERIC, Web of Science, and Elicit, and analyzed using a theory-...

Pedagogy first, technology second: Cross-level relationships between teacher professional knowledge and student learning in artificial intelligence (AI) education

Weipeng Shen, Ching Sing Chai, Thomas K.F. Chiu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

For current K-12 AI education, understanding how teacher professional knowledge influences student learning is essential. This study employed social cognitive theory to conceptualize teachers' instructional practice and conducted a multilevel structural equation model analysis to examine the cross-level effects of teacher AI knowledge (TAIK) and pedagogical AI knowledge (TPAIK) on student AI knowledge (SAIK), perceptions of AI for social good (SAISG), and behavioral intention to learn AI (SBIAI). Data from 46 secondary school teachers and 2832 students revealed intricate mechanisms. TAIK alone was insufficient and could slightly diminish SAISG without TPAIK. Instead, TPAIK played a...

Preparing pre-service teachers for responsible generative AI use: Curriculum implications for ethics, privacy, and AI literacy

Lucas Kohnke, Di Zou, Chun Lai (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigated what pre-service teachers should learn about generative artificial intelligence (GenAI) by backtracking from anticipated classroom dilemmas to teacher-education design needs. Through qualitative interviews with 17 pre-service teachers at a Hong Kong university, the research explored perspectives on integrating AI into education, focusing on ethical concerns and pedagogical strategies. Grounded in the interpretivist paradigm, it revealed concerns about academic integrity, privacy and the challenge of maintaining essential human skills in a GenAI-driven educational environment. Although pre-service teachers recognised GenAI's potential to enhance teaching and learning...

Evaluating adaptive and generative AI-based feedback and recommendations in a knowledge-graph-integrated programming learning system

Lalita Na Nongkhai, Jingyun Wang, Adam Wynn (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This paper introduces the design and development of a framework that integrates a large language model (LLM) with a retrieval-augmented generation (RAG) approach leveraging both a knowledge graph and user interaction history. The framework is incorporated into a previously developed adaptive learning support system to assess learners’ code, generate formative feedback, and recommend exercises. Moreover, this study examines learner preferences across three instructional modes: adaptive, Generative AI (GenAI), and hybrid GenAI–adaptive. An experimental study was conducted to compare the learning performance and perception of the learners, and the effectiveness of these three modes using four...

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

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...