Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Developments in AI technologies and their increasing use in education have prompted ongoing interest in the development of generally applicable AI literacy frameworks to ensure equity of access to knowledge, skills, and understanding. Researchers have investigated the components of AI literacy, how they can be structured, and how they can be developed in educators and learners. Despite much work in this area, and the opportunities and challenges presented by generative AI technologies, most recent frameworks have been confined to those that simply aggregate older ideas from the literature or those that focus on non-generalisable contexts. Few existing frameworks provide novel perspectives...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Integrating mathematical modelling into school curricula is essential for connecting school mathematics with real-world applications. However, teachers often lack the time and resources to design high-quality modelling tasks. While generative artificial intelligence (GenAI) can rapidly produce educational content, existing tools typically generate conventional word problems or routine mathematics exercises rather than resources that foster modelling competencies. This study reports on the design and evaluation of an AI-powered platform that generates mathematical modelling problems and associated pedagogical recommendations grounded in established design principles and retrieval-augmented...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Mathematical modelling (MM) is widely recognized as a key competency for addressing complex real-world problems, which requires learners to engage in higher-order processes such as abstraction, representation, and iterative reasoning. However, students often experience difficulties in coordinating these processes within mathematics modelling tasks. While recent advances in artificial intelligence (AI) offer new possibilities for supporting mathematical modelling, limited research has examined how different forms of AI-mediated interaction shape students' learning processes in MM. To address this gap, the present study investigates five AI interaction roles, Tutor, Teaching Assistant, Peer,...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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The rapid integration of generative AI (GenAI) systems into educational settings necessitates a reevaluation of how learners reason, construct, and assume responsibility for knowledge. Existing learning theories like constructivism, sociocultural theory, and connectivism presume human-centered epistemic agency and fail to account for the ways GenAI simulates reasoning, reframes arguments, and co-constructs meaning. This paper introduces the Epistemic Entanglement Framework, a theory-informed model that captures how learners engage with AI systems. Drawing on distributed cognition, sociomaterialism, and posthumanist theory, the framework proposes epistemic co-agency as a reflexive stance...

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Metodología: trabajo teórico

Temas: inteligencia artificial

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Grounded in the learning sciences, Generative Learning (GL), is a learning method or process that encourages students to actively generate information and make connections between new and existing knowledge. This active participation in the learning process promotes a deeper understanding of the instructional material, fosters long-term retention of knowledge, and cultivates critical thinking skills and problem-solving abilities. The magic lies in the “generation” process, where learners actively make sense of the material rather than passively receiving information. In this paper, we argue that Generative Artificial Intelligence (GenAI) can be used as a Mindtool (knowledge representation...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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ChatGPT has gained substantial attention in the field of higher education, particularly for its potential to enhance undergraduate students' learning outcomes. To better understand ChatGPT's impact, we conducted a meta-analysis evaluating the effects of ChatGPT applications on undergraduate students' learning outcomes, with data collected from studies published between January 1st, 2023, and May 31st, 2025. Our search across nine academic databases identified 5555 potential studies, of which 66 met the pre-defined inclusion criteria and were selected for meta-analysis. The meta-analysis incorporated 129 effect sizes, allowing us to estimate the overall impact of ChatGPT on undergraduate...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Deaf and Hard of Hearing (DHH) learners face unique learning challenges, often due to a lack of customized educational materials that address their specific needs. This study explores the potential of Large Language Models (LLMs) to generate personalized quiz questions to enhance the video-based learning experiences of DHH students. We iteratively designed, developed, and evaluated a prototype that combines LLMs to generate questions with the characteristics of the DHH learners in focus. The two unique question generation strategies include Visual Questions, which identify video segments where visual information might be misinterpreted, and Emotion Questions, which highlight moments where...

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Metodología: revisión bibliográfica

Temas: inteligencia artificial

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This systematic review synthesizes 54 peer-reviewed studies published between 2019 and 2025 that examine how artificial intelligence (AI) and extended reality (XR) technologies are integrated to support adaptive and personalized learning. The studies were analyzed across multiple dimensions, including learning contexts, AI applications, adaptive input parameters, software and hardware used, and evaluation methods. The findings indicate growing research interest in AI–XR integration, with the majority of studies focused on procedural training and STEM education. Across these studies, AI is frequently used in multifaceted roles, most notably as a provider of real-time adaptive feedback,...

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Metodología: trabajo teórico

Temas: inteligencia artificial

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Generative artificial intelligence (GenAI) can enhance students’ efficiency and the apparent quality of academic work, yet its fluent outputs may encourage learners to outsource cognitive activities central to learning. This creates the risk of “performance without learning”, whereby successful task completion does not necessarily reflect meaningful understanding or learner regulation. To address this concern, this article develops the Intent, Deconstruction, Expression, and Adaptation (IDEA) framework, a theory-informed metacognitive scaffold for GenAI-supported academic work. IDEA guides learners to articulate goals and constraints, decompose tasks into essential processes, communicate...

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Metodología: trabajo teórico

Temas: inteligencia artificial

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As with other sectors over the last few years, Generative Artificial Intelligence (GenAI) is rapidly reshaping the education ecosystem introducing new epistemic, ethical, and organisational challenges. Education leaders face the need to shift established systems and processes to reimagine how more adaptive complexity-informed GenAI enabled systems operate with new governance, pedagogy, and strategic decision-making. In this context, traditional bureaucratic leadership structures are ill-suited for the pace, scale, and sociotechnical nature of the ongoing technological disruption. This paper addresses this gap by introducing a novel leadership framework called SPARK, designed to...

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