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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates how integrating generative AI (GenAI) with instructional scaffolding and prompt engineering supports higher-order thinking skills (HOTS) and programming logic. A mixed-methods design was used, combining quantitative and qualitative data. The intervention followed a one-group pretest-post-test structure over seven weeks with 25 computer science students with no prior C++ experience. The GenAI-Ped framework guided the design. It combines Bloom's taxonomy, Seelf-Regulated Learning, Universal Design for Learning, and Vygotsky's Zone of Proximal Development. Students received scaffolded support across six instructional phases, including prompt training and guided GenAI...

Needs and requirements for an additional AI qualification during dual vocational training: Results from studies of apprentices and teachers

Karin Julia Rott, Lena Lao, Efthymia Petridou (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The integration of artificial intelligence (AI) in application-based contexts has created the need for skilled workers with AI knowledge and competencies. In order to meet this demand, it is necessary to integrate AI into vocational education and training (VET) in Germany, for example in the form of an additional AI qualification. Such an additional qualification in the field of AI in the VET system is innovative and comparatively new. Therefore, this article explores the views of both teachers and apprentices regarding the requirements for an additional AI qualification, - perspectives which have not been sufficiently researched, yet. Results from a mixed-methods needs analysis based on...

Human-centred learning analytics and AI in education: A systematic literature review

Riordan Alfredo, Vanessa Echeverria, Yueqiao Jin (2024)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in Education (AIED) offers new scalable, data-intensive systems but raises concerns about data privacy and agency. Excluding stakeholders—like students and teachers—from the design process can potentially lead to mistrust and inadequately aligned tools. Despite a shift towards human-centred design in recent LA and AIED research, there remain gaps in our understanding of the importance of human control, safety, reliability, and trustworthiness in the design and implementation of these systems. We conducted a systematic literature review to explore these concerns and gaps. We analysed 108 papers to provide insights...

Language teachers’ AI literacy: A psychometric study based on the ED-AI framework

Salim Nabhan, Anita Habók (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial Intelligence (AI) is reshaping language education, making AI literacy crucial for teachers to engage critically and effectively with this technology. Nonetheless, most existing assessments target students or general users, leaving a gap in measuring AI literacy within language teacher education. This study sought to develop and validate the Teachers’ AI Literacy Scale (TAILS), grounded in the ED-AI literacy framework, which comprises six dimensions: knowledge, evaluation, collaboration, contextualization, autonomy, and ethics. The scale was tested with preservice English language teachers through two phases: exploratory factor analysis (EFA) with 165 participants and confirmatory...

LLaVA-docent: Instruction tuning with multimodal large language model to support art appreciation education

Unggi Lee, Minji Jeon, Yunseo Lee (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Despite the development of various AI systems to support learning in various domains, AI assistance for art appreciation education has not been extensively explored. Art appreciation, often perceived as an unfamiliar and challenging endeavor for most students, can be more accessible with a generative AI enabled conversation partner that provides tailored questions and encourages the audience to deeply appreciate artwork. This study explores the application of multimodal large language models (MLLMs) in art appreciation education, with a focus on developing LLaVA-Docent, a model designed to serve as a personal tutor for art appreciation. Our approach involved design and development research...

A hybrid reasoning framework for artificial intelligence assessment rubric generation in human and automated contexts: Evidence from an undergraduate programming course

Pedro C. Mendonça, Filipe Quintal, Mário Figueiredo (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Developing assessment rubrics is resource-intensive, limiting frequent formative assessment. This study introduces HARMOGEN-R (Hybrid Assessment Rubric Model Generation with Reasoning), a framework that uses reasoning-enhanced Large Language Models (LLMs) for initial rubric generation and standard models for synthesis. It supports two generation approaches, namely, structured, with predefined evaluation criteria, and free-form, with Artificial Intelligence (AI) defined criteria. Using a within-subjects design, four AI-generated rubrics and a human-created baseline were compared across 308 open-ended responses (text and code) from three formative programming assignments in an undergraduate...

Face value: How avatar identity shapes epistemic trust in AI-mediated learning

Zach Anthis, Avgousta Kyriakidou-Zacharoudiou (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

AI tutors are becoming the new faces of digital classrooms, but these faces may determine who is trusted and who is ignored. Anthropomorphic avatars designed to increase engagement, may also activate social heuristics that reproduce offline patterns of bias. Yet little empirical research has examined how these identity cues shape epistemic trust and enacted reliance in AI-mediated learning. This study addresses this gap by systematically isolating their effects on learners' evaluative judgments and behavioral uptake in diverse learning contexts. Two experiments examined how avatar race, gender, and age shape trust in AI-mediated education. Study 1 (N = 102) used a within-subjects laboratory...

Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy

Jane Southworth, Kati Migliaccio, Joe Glover (2023)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

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Artificial Intelligence (AI) is a ubiquitous concept and tool already found across society and an integral part of everyday life. As such, basic understanding and knowledge of AI should be a critical component of student education to foster successful global citizens. This position paper describes one possible path to address potential gaps in AI education and integrate AI across the curriculum at a traditional research university. The University of Florida (UF) is infusing AI across the curriculum and developing opportunities for student engagement within identified areas of AI literacy regardless of student discipline. The AI Across the Curriculum initiative being developed at UF...

Technological self-efficacy and sense of coherence: Key drivers in teachers' AI acceptance and adoption

Asmahan Masry Herzallah, Rania Makaldy (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates the factors influencing teachers within the Israeli education system toward the adaptations of artificial intelligence (AI) in teaching by examining the roles of technological self-efficacy (TSE) and a sense of coherence (SOC). Drawing on the Technology Acceptance Model (TAM), a sample of 200 Arab and Jewish teachers in Israel completed online questionnaires. The findings indicated a positive attitude towards AI among teachers. We found a significant positive correlation between perceived usefulness, perceived ease of use, and positive attitude towards AI. TSE fully mediated the relationship between attitude towards AI and adoption intentions AI, while a SOC...

Developing an intelligent virtual reality interactive system based on the ADDIE model for learning pour-over coffee brewing

Shih-Jou Yu, Yu-Ling Hsueh, Jerry Chih-Yuan Sun (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study aims to use the analysis, design, development, implementation, and evaluation (ADDIE) model to develop an intelligent virtual reality (VR) interactive system for learning pour-over coffee brewing. The operation of pour-over coffee brewing is complex. An intelligent system is a concrete actuator that realizes artificial intelligence (AI) decisions. When learners face the challenge of learning complex skills, an intelligent system can actively analyze their learning behaviors and provide corresponding intelligent feedback to correct them. Furthermore, head-mounted-display VR can structure an immersive environment to improve the learning experience and knowledge transfer. This...