Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Intelligent personal assistants, otherwise known as virtual assistants, are artificial intelligence-powered conversational agents that utilize machine learning to understand and appropriately respond to user requests. In recent years, research interest on the use of this emerging technology for foreign language learning has increased. Several studies have examined the use of intelligent personal assistants for English as a foreign language learning. However, no study has studied intelligent personal assistants in the context of a non-English foreign language. Thus, this case study addressed this gap in the research by investigating the out-of-class, self-directed use of the intelligent...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Writing proficiency is an essential skill for upper secondary students that can be enhanced through effective feedback. Creating feedback on writing tasks, however, is time-intensive and presents a challenge for educators, often resulting in students receiving insufficient or no feedback. The advent of text-generating large language models (LLMs) offers a promising solution, namely, automated evidence-based feedback generation. Yet, empirical evidence from randomized controlled studies about the effectiveness of LLM-generated feedback is missing. To address this issue, the current study compared the effectiveness of LLM-generated feedback to no feedback. A sample of N = 459 upper secondary...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Large language models (LLMs) are increasingly used for automated essay scoring, yet their underlying scoring mechanisms remain insufficiently understood. This study systematically compared the scoring behavior of three LLMs (Qwen, GPT, and Gemini) with human raters on English essays written by non-native learners. Sixteen textual features were analyzed to compare score alignment, feature weighting, subgroup consistency, and feature interactions. Results showed strong overall alignment but distinct feature weighting patterns between the LLMs and human raters. Specifically, the LLMs placed greater emphasis on grammatical accuracy, lexical sophistication, and syntactic complexity, indicating a...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The majority of AI literacy studies have designed and developed self-reported questionnaires to assess AI learning and understanding. These studies assessed students' perceived AI capability rather than AI literacy because self-perceptions are seldom an accurate account of true measures. International assessment programs that use objective measures to assess science, mathematical, digital, and computational literacy back up this argument. Furthermore, because AI education research is still in its infancy, the current definition of AI literacy in the literature may not meet the needs of young students. Therefore, this study aims to develop and validate an AI literacy test for school students...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial intelligence (AI) adoption in education requires strategic leadership from education managers, yet little research examines AI readiness among this stakeholder group, particularly in post-Soviet transitional contexts. As decision-makers who control whether and how AI enters educational practice, managers’ readiness is essential for evidence-based policy. This study investigates (1) the current state of AI adoption readiness among Ukrainian education managers, including the gap between personal and institutional readiness; (2) the barriers and facilitators that most strongly influence AI readiness; (3) distinct manager typologies based on readiness profiles; and (4) policy...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Generative artificial intelligence, such as ChatGPT, has been increasingly integrated into education to change student learning experience. Current empirical studies have mixed results on how ChatGPT impacts student behavioral, cognitive, and emotional engagement. This systematic literature review and meta-analysis explores whether and how ChatGPT impacts student behavioral, cognitive, and emotional engagement. We used the PRISMA method to select, analyze, and report the results. We screened 766 articles from four databases and identified 17 empirical studies with 1735 students for analysis. We compared the effect on student engagement between ChatGPT-based and non-ChatGPT learning. We...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Educational data mining and learning analytics, although experiencing an upsurge in exploration and use, continue to elude precise definition; the two terms are often interchangeably used. This could be owing to the fact that the two fields exhibit common thematic elements. One avenue to provide clarity, uniformity, and consistency around the two fields, is to identify similarities and differences in topics between the two evolving fields. This paper conducted a topic modeling analysis of articles related to educational data mining and learning analytics to reveal thematic features of the two fields. Specifically, we employed structural topic modeling to identify the topics of the two...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The rapid integration of generative artificial intelligence (GenAI) technology into education requires precise measurement of GenAI literacy to ensure that learners and educators possess the skills to engage with and critically evaluate this transformative technology effectively. Existing instruments often rely on self-reports, which may be biased. In this study, we present the GenAI Literacy Assessment Test (GLAT), a 20-item multiple-choice instrument developed following established procedures in psychological and educational measurement. Structural validity and reliability were confirmed with responses from 355 higher education students using classical test theory and item response theory...

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Metodología: estudio empírico

Temas: inteligencia artificial

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This multi-informant mixed-methods study uses a concurrent parallel sampling approach to investigate undergraduate students' and faculty's perceptions of utilizing AI in teaching and learning at U.S. universities. A survey developed based on the Technology Acceptance Model, Social Influence Theory, and existing literature was implemented to collect undergraduate students' data regarding students' perceived AI learning environment, perceived others' attitudes toward AI, and personal attitudes toward AI. Faculty's opinions were collected through semi-structured interviews in accordance with the survey variables. Quantitative findings indicated that the effect of the AI learning environment on...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The utilisation of Artificial Intelligence (AI) in higher education has been a contemporary issue attracting varied perspectives. However, the nuances among the antecedents of AI usage among postgraduate students and the acquisition of 21st-century employability skills are under-researched. This study sought to fill the chasm by adopting a concurrent integrated mixed method to collect data using a questionnaire with closed-ended and open-ended items from 294 postgraduate students in Ghana. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) techniques were employed for the quantitative data analyses while thematic pattern matching was used to analyse the...

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