Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This paper reports on the design, implementation, and refinement of Play with AI (PL-AI), a developmentally appropriate curriculum designed to introduce foundational artificial intelligence (AI) concepts to pre-kindergarten and kindergarten children. Using a design-based research (DBR) approach, two pre-K and two kindergarten teachers co-designed, piloted, and refined seven sequenced activities integrating unplugged play (e.g., children composing and testing “how-to” algorithms), tangible coding (e.g., programming Bee-Bot or Ozobot to follow paths), and guided dialogue with a social AI robot (e.g., comparing children's story endings with the robot's). The study addressed two research...

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Temas: inteligencia artificial

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Recent advances in large language models (LLMs), notably GPT models, have introduced new possibilities for automatic item generation (AIG) through prompt engineering. Although iterative prompt refinement can yield measurable improvements, this process eventually plateaus, as outputs remain inconsistent or misaligned with assessment constructs. This study reports an experimental comparison of prompting and fine-tuning to advance AIG for L2 listening assessment. First, we employed prompting and refined the instruction design over three successive iterations to determine an optimized prompt. We then fine-tuned GPT-4.1 using the same optimized prompt, holding prompt design constant to isolate...

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Temas: inteligencia artificial

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The spread of easily accessible generative AI in the form of chatbots has impacted secondary education, but the effects of this are largely unknown. Previous studies have shown that using chatbots in a learning context can be both harmful or helpful depending on how they are used. While students are undoubtedly utilising this technology, there is scarce data on the extent, intention, or approach to its use, or what drives it. The present study builds upon the findings of a previous qualitative study, aiming to investigate and quantify students' use of generative AI for schoolwork. Through a survey sent to multiple upper secondary schools, we collected 1266 responses to analyse upper...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Generative artificial intelligence (AI) is rapidly integrating into design education, yet its effects on student learning processes remain empirically underexplored. This study reports a sequential mixed-methods investigation across a built-environment faculty at a research-intensive university, drawing on 24 faculty interviews, a survey of 32 instructors with regression modelling, and five clustered discussions involving 31 participants. Faculty accounts converge on a pattern in which AI amplifies existing differences in student readiness rather than producing uniform improvements. Consistent with cognitive offloading theory, students with stronger foundations use AI to extend reasoning...

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Metodología: estudio empírico

Temas: inteligencia artificial

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University courses with hundreds of students have become common, particularly during early years of university studies. The sheer scale of these courses limits traditional instruction, shifting it towards a one-to-many mode of delivery. This shift reduces student–instructor interaction and tailored instructor feedback which are crucial for student success. Automated feedback systems allow scaling feedback, but they often reduce instructor contributions to student learning. This paper investigates how emerging technologies can support, rather than replace, instructors in tailoring their teaching and feedback to identify and correct student knowledge gaps at scale. To address this challenge,...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Generative AI-powered agentic systems are increasingly proposed for educational applications. However, the research landscape remains fragmented, and the relationship between technical capabilities and pedagogical design remains poorly understood. To address this gap, this scoping review systematically mapped 474 studies published between January 2020 and May 2026. Guided by three research questions, we analysed publication characteristics, study designs, agent roles, AI models and architectures, six dimensions of agentic capability, and the extent to which educational theory was incorporated. The results show that the field has expanded rapidly, particularly since 2025. At the same time,...

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Automated scoring (AS) has become increasingly prevalent in educational measurement. However, applying it to international reading assessments remains challenging, particularly due to the length and complexity of the required prompting, driven by the need to include lengthy reading passages and detailed scoring guides. Processing these lengthy inputs results in high computational costs and may impede the performance of large language models (LLMs). This study explored the potential of optimizing AS with prompt compression using OpenAI's LLM, GPT-4o. Our results show that prompt compression significantly reduces the length of reading passages and scoring guides while maintaining their...

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Temas: inteligencia artificial

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This study presents the results of the implementation of Generative-AI Interactive Textbook, an intelligent textbook built on a large language model based on GPT-4, which is directly integrated into the subject of Electrical Engineering course and provides interactive, adaptive teaching functions. The textbook was deployed in the 2024/2025 academic year, and the data was compared with the summary results from 2021 to 2024. The sample consisted of 736 students. The results suggest that the effects associated with the introduction of GenAI-T vary depending on the type of assessment and the analytical context. In multi-year analyses, a statistically significant improvement in mid-term...

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Metodología: revisión bibliográfica

Temas: inteligencia artificial

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The application of Machine Learning (ML) and Deep Learning (DL) in Educational Data Mining (EDM) is revolutionizing the educational field. Researchers have been particularly interested in predicting student performance at an early stage. These early predictions can significantly benefit students’ learning experiences, allowing educators and other stakeholders to plan timely interventions. This review examines studies employing these technologies, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure the approach is transparent and replicable. This systematic review begins with preselecting a total of 281 records that go through a...

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Temas: inteligencia artificial

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Equity-oriented uses of generative artificial intelligence (GenAI) remain largely underexplored. To address the persistent gender inequities in girls’ representation and participation in computing, we present a case study of an all-girls initiative incorporating two GenAI tools in a European makerspace. We analysed qualitative, multimodal data, including 15 interviews with girls, parents, and practitioners, four reflective sessions, two observation fieldnotes, and 44 GenAI-generated images. Harding’s (1986) multi-level framework and feminist pedagogy provide critical lenses through which to examine and discuss the practice and practitioners’ reflections. Stakeholders generally expressed...

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