Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Compared to traditional classroom learning, success in online learning tends to depend more on the learner’s skill to self-regulate. Self-regulation is a complex meta-cognitive skill set that can be acquired. This study explores the effectiveness of a virtual learning assistant in terms of (a) developmental, (b) general compensatory, and (c) differential compensatory effects on learners’ self-regulatory skills in a sample of N = 157 online learners using an experimental intervention-control group design. Methods employed include behavioural trace data as well as self-reporting measures. Participants provided demographic information and responded to a 24-item self-regulation...

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Metodología: estudio empírico

Temas: inteligencia artificial

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This study addresses the gap between the theoretical framework of Generative Artificial Intelligence (GenAI) literacy and its practical development, by investigating how university students in the humanities acquire and refine GenAI-related knowledge, skills, and attitudes. Through a 16-week intervention structured into three progressive phases, 16 students engaged with multiple GenAI tools while developing competencies in research and academic writing. The data collection included structured GenAI dialogues, periodic questionnaires, reflective assignments, and in-depth interviews. The findings revealed three interconnected dimensions of GenAI literacy development. Students internalized and...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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With the development of computing and information processing techniques, artificial intelligence (AI) has been extensively applied in education. Artificial intelligence in education (AIEd) opens new opportunities, potentials, and challenges in educational practices. In its short history, AIEd has been undergoing several paradigmatic shifts, which are characterized into three paradigms in this position paper: AI-directed, learner-as-recipient, AI-supported, learner-as-collaborator, and AI-empowered, learner-as-leader. In three paradigms, AI techniques are used to address educational and learning issues in varied ways. AI is used to represent knowledge models and direct cognitive learning...

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Metodología: estudio empírico

Temas: inteligencia artificial

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With the rapid penetration of generative artificial intelligence (AI) in higher education, university teachers' AI competency has become a critical determinant of effective technology integration in teaching. However, systematic and empirically validated intervention frameworks to support the development of this competency remain scarce. To address this gap, this study implemented a six-month professional development (PD) programme grounded in the Intelligent-TPACK framework and evaluated its effectiveness using a quasi-experimental pre-test-post-test design. A total of 64 teachers participated in the PD programme (experimental group), while pre- and post-test data were also collected from...

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Metodología: estudio empírico

Temas: inteligencia artificial

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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...

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Metodología: estudio empírico

Temas: inteligencia artificial

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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...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The study on K-12 artificial intelligence (AI) education poses three challenges: ''(i) What topics in the machine learning (ML) process should be hidden from K-12 students?” '' (ii) How do you teach K-12 students the mathematical model behind the ML process?” and '' (iii) How does AI education influence the acceptance of AI technology?”. This paper addresses challenges (i) to (iii). We developed a machine learning role-playing game (ML-RPG) and had 166 participants from lower grades of elementary school to the elderly use it. Participants used ML-RPG to role-play the ML process of acquiring data, representing data with graphs, inferencing based on if-then rules, and optimizing parameters...

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Metodología: estudio empírico

Temas: inteligencia artificial

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International large-scale assessments (ILSAs) have used graphical response-based items to measure student ability for decades, but they have yet to implement automated scoring of these responses and instead rely on human scoring alone. To investigate how scores provided by machine algorithms compare to those provided by human raters, we applied convolutional neural networks (CNNs) to classify image-based responses from eight Timss 2019 items. Our results show that the most accurate CNN models classified over 99% of the image responses into the appropriate scoring category for dichotomous items and almost 98% for one trichotomous item. Additionally, during the modeling process, the CNNs...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial Intelligence (AI) is rapidly and consistently becoming more integrated in various aspects of our lives. One of the areas where these systems are increasingly used is education. In fact, it is both being incorporated into specific curricula, allowing students the possibility to acquire skills within this field, and more recently AI has been used as a tool to facilitate the teaching and learning process. However, an increased demand and availability of these tools do not imply a successful switch from traditional to AI-supported learning.In this work, ChatGMP, a chatbot leveraging a Large Language Model (LLM) able to conduct an interview exercise in a Master's Degree course taught...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Short open-ended questions represent a central resource in formative and summative assessments both face-to-face and online settings, ranging from elementary to higher education. However, grading these questions remains challenging for instructors, raising attention to the field of Automatic Short Answer Grading (ASAG). While ASAG has yielded valuable contributions to learning analytics, it often faces generalizability issues. Accordingly, the rapid advancement in Large Language Models (LLMs) has motivated their adoption to empower ASAG systems. Despite that, previous research has not investigated whether LLMs are fair graders in the context of ASAG. Therefore, this paper presents an...

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