Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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The CHAT-ACTS pedagogical framework presented in this paper integrates personalized chatbots into active and self-regulated learning (SRL) to enhance student engagement, motivation, and learning outcomes. Employing three primary learning modes - Personalized Chatbot, Self-Regulated Learning, and Active Learning - the learner occupies the central position, symbolizing their active role in shaping their learning journey. Strategic actions such as Evaluation, Feedback, and Plan are crucial in the Personalized Chatbot mode, while the SRL mode emphasizes Goal Setting and Study Tactics. The Active Learning mode underscores Active-Based Learning and Teaching Strategies. Through these modes,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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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...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The process of manually generating question and answer (QA) pairs for assessments is known to be a time-consuming and energy-intensive task for teachers, specifically in higher education. Several studies have proposed various methods utilising pre-trained large language models for the generation of QA pairs. However, it is worth noting that these methods have primarily been evaluated on datasets that are not specifically educational in nature. Furthermore, the evaluation metrics and strategies employed in these studies differ significantly from those typically used in educational contexts. The present discourse fails to present a compelling case regarding the efficacy and practicality of...

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Metodología: estudio empírico

Temas: inteligencia artificial

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This study examines the reliability and accuracy of large language models (LLMs) for automated classroom observation using the World Bank's TEACH Primary framework. As education systems increasingly explore AI-based tools to scale teacher feedback and professional development, empirical validation of these systems is critical. Using a corpus of 12 primary classroom videos, we compared 8618 AI-generated evaluations from eight LLM endpoints against consensus-based ratings from certified TEACH experts. To account for model stochasticity, each model produced 10 independent evaluations per video–element pair. Reliability was assessed using variability and inter-rater consistency indicators,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The COVID-19 pandemic has created significant challenges for UK schools, but a time of cancelled exams and uncertainty around future examinations can provide opportunities to explore novel assessment methods. Hence, the 2020 proposal of the Ofqual algorithm which combines teachers' estimated grades and schools' historical performance seemed timely. However, the algorithmically calculated grades resulted in a public backlash and withdrawal of the proposal. While the failed Ofqual algorithm could be considered an example of AI, we do not yet have a thorough understanding of its numerical accuracy and how it performs in comparison to other AI models. This paper investigates this novel...

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Metodología: estudio empírico

Temas: inteligencia artificial

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This study extends the Technology Acceptance Model (TAM) to investigate the adoption of AI tools among university students, incorporating Ethics and Trust as moderating variables and Subjective Norms as a quadratic variable. Structural Equation Modeling (SEM) on a sample of 437 students’ reveals that Perceived Usefulness (PU) significantly influences Attitude Toward Using (ATU), while Perceived Ease of Use (PU) significantly influences Attitude Toward Using (ATU), while Perceived Ease of Use (PEoU) does not, suggesting familiarity with technology reduces the role of ease of use. Ethics positively impacts ATU, highlighting its importance in shaping attitudes. However, Ethics and Trust do not...

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Metodología: estudio empírico

Temas: inteligencia artificial

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In higher education, delivering effective feedback is pivotal for enhancing student learning but remains challenging due to the scale and diversity of student populations. Learner-centered feedback, a robust approach to effective feedback that tailors to individual student needs, encompasses three key dimensions—Future Impact, Sensemaking, and Agency, which collectively include eight specific components, thereby enhancing its relevance and impact in the learning process. However, providing consistent and effective learner-centered feedback at scale is challenging for educators. This study addresses this challenge by automating the analysis of feedback content to promote effective learner-...

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Metodología: estudio empírico

Temas: Google Translate

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This article presents the results of a longitudinal study of digital writing strategies and vocabulary development among Swedish upper secondary school pupils of Spanish as a foreign language. During one schoolyear, the pupils (N=31) wrote four essays in Spanish, a pre-test and a post-test. 15 pupils used a printed dictionary as translation tool, 16 used Google Translate (GT). Vocabulary development was measured as the change in lexical diversity from pre-test to post-test, using Guiraud’s index. The results show that the use of GT leads to higher degrees of lexical diversity as long as it is used, but that the effect vanishes when the tool is no longer used. The results point to the need...

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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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Metodología: estudio empírico

Temas: inteligencia artificial

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In contrast to traditional teacher professional development (TPD), the importance of individualized professional learning and expert content delivery is increasingly focused on as a challenge to transform the TPD. This study investigated the effects of an andragogical design of TPD with an embedded personalized learning system on technological pedagogical and content knowledge (TPACK) of in-service teachers. One hundred sixty-one in-service science teachers from 92 secondary schools located Northeastern region of Thailand voluntarily participated in the proposed TPD program. Results indicated that the in-service teachers significantly improved their TPACK. These findings add to the limited...

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