encuesta

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence has become seamlessly integrated into personal, professional, and educational spheres. Generative AI (GenAI), in particular, is revolutionising content creation in second language (L2) writing instruction through advanced machine learning models. This study examines the influence of GenAI on L2 learners' language competencies, focusing on tools commonly used by first-year English for Academic Purposes students. Through qualitative and quantitative analysis, including surveys and interviews, this research explored students’ experiences and perceptions of GenAI tools, including Grammarly and Quillbot. The findings revealed that two-thirds of the students (66.7%)...

Perceptions and usage of AI chatbots among students in higher education across genders, academic levels and fields of study

Christian Stöhr, Amy Wanyu Ou, Hans Malmström (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

AI chatbots have ignited discussions and controversies about their impact on teaching and learning practices in higher education. This study explores students' adoption and perceptions of ChatGPT and other AI chatbots in higher education. Based on survey data from a large sample (n = 5894) across Swedish universities, the study employs descriptive statistical methods to analyze usage, attitudes, and concerns, and inferential statistics to identify relations between attitudes and usage and background variables (gender, academic level, and field of study). The results reveal broad awareness and use of ChatGPT among students, but not of other AI chatbots. More than half of the students...

What undergraduate students need to know and actually know about generative AI

Sina Rismanchian, Eesha Tur Razia Babar, Shayan Doroudi (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

In November 2022, the release of ChatGPT sparked widespread adoption of generative AI chatbots among students, yet little is known about what undergraduate students actually understand about these tools or how accurately they perceive their capabilities. To address this gap, we propose a theoretically grounded framework for Generative AI (GenAI) literacy that integrates three forms of conceptual knowledge about large language models (LLMs)—foundations, capabilities, and limitations, and societal impact—with students' perceptions and folk theories of AI chatbots. We then developed and validated a GenAI literacy survey, including multiple-choice knowledge items and perception items, using...

Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools

Musa Adekunle Ayanwale, Sibusiso D. Ntshangase, Owolabi Paul Adelana (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study contributes to existing research on how to integrate Artificial intelligence (AI) into school systems globally. This research explores in-service teachers' preparedness for integrating artificial intelligence into schools. We conducted this research within the context of the South African school system with teachers of various specializations, including sciences, social Sciences, mathematics, and languages. Drawing on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we gathered teachers' perspectives through eight variables of technology integration, social influence, AI ethics, attitudes, TPACK, perceived self-efficacy, AI professional development, and...

AI-mediated research agency formation in higher education: Autonomy, self-efficacy and innovation in early-career scientific training

Shanshan Han, Pingqing Liu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Generative AI is becoming part of the infrastructure of higher education research training, yet little is known about how AI-mediated environments shape early-career researchers’ agency. This study examines AI dependence, defined as reliance on intelligent tools as a primary source of cognitive support in judgement-intensive research tasks, and interprets its educational risk as epistemic delegation: the transfer of problem framing, methodological choice and interpretive authority from the researcher to the intelligent system. Drawing on an AI-mediated research agency formation framework, we examined whether research autonomy and research self-efficacy mediate the association between AI...

Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching

Mohammad H. Al-khresheh (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rise of Artificial Intelligence in educational contexts has sparked both excitement and trepidation, highlighting the urgent need to investigate its implications, especially in English Language Teaching. In light of this context, this study aimed to find out how English language teachers perceive the pedagogical benefits and challenges posed by ChatGPT when incorporated into ELT and identify potential avenues for such digital innovations. Adopting a qualitative research design, data were purposively collected by distributing an open-ended questionnaire to 46 English language teachers from multiple countries. This sample was solicited via the academic and research platform ResearchGate,...

Generative AI in teacher education: Educators’ perceptions of transformative potentials and the triadic nature of AI literacy explored through AI-enhanced methods

Christopher Neil Prilop, Dana-Kristin Mah, Lucas Jasper Jacobsen (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The release of ChatGPT in November 2022 has sparked discussions about integrating Generative Artificial Intelligence (GenAI) into teacher education. Teacher educators, as key facilitators of pre-service teacher learning, play a critical role in shaping the successful adoption of GenAI. Their perceptions guide curriculum redesign, define promoted practices, and shape how pre-service teachers experience educational uses of GenAI tools, potentially multiplying its impact across future classrooms.This mixed-methods study explored Danish teacher educators’ perceptions of GenAI (n = 91), focusing on its transformative potential and the knowledge pre-service teachers need to acquire. Innovative...

La motivación y las actitudes de aprendizaje del E/LE en los estudiantes no hispanistas de la Universidad LMU de Múnich

Luz Emilia Minera Reyna (2009)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

En este artículo se dan a conocer los resultados del estudio cuya principal finalidad es abordar las variables afectivas motivación y actitudes en el aprendizaje del español como lengua extranjera (E/LE) en un contexto universitario alemán. Se ha utilizado un cuestionario para recoger los datos sobre el grado y el tipo de motivación así como sobre las actitudes. Los resultados lingüísticos se han controlado a través de la prueba lingüística realizada por el equipo docente del centro. Finalmente, se ha comprobado la perseverancia por medio de las matrículas de los dos semestre siguientes. Según los resultados, el grado de motivación para aprender el E/LE del grupo de informantes es alto, su...

Exploring the role of intrinsic motivation in ChatGPT adoption to support active learning: An extension of the technology acceptance model

Chung Yee Lai, Kwok Yip Cheung, Chee Seng Chan (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Background: ChatGPT, a powerful artificial intelligence chatbot, has great potential for active learning because of its ability to generate instant responses to academic inquiries and foster spontaneous interactions. Purpose: This exploratory study investigated the roles of intrinsic motivation and factors of the technology acceptance model that influence ChatGPT acceptance for active learning among undergraduates in Hong Kong. Method: Using a structural equation modeling approach, we examined the extended technology acceptance model in the context of higher education. Using self-report questionnaires, we obtained useful responses from 473 undergraduate students in Hong Kong in July 2023....

Understanding AI adoption among secondary education teachers: A pls-sem approach

Marta López-Costa, Belén Donate-Beby, Natividad Cabrera-Lanzo (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates the factors influencing the adoption of Artificial Intelligence (AI) by secondary school teachers in Catalonia. Using a Partial Least Squares Structural Equation Modelling (PLS-SEM) methodology, a conceptual model was analyzed that includes AI perception, AI knowledge, General data use, Applied data use, and STEM training as predictors of AI adoption. The results reveal that AI knowledge (β = .482, p < .001) and General data use (β = .288, p = .001) are the most significant and positive predictors of AI adoption. In contrast, AI perception shows a weak but statistically significant negative relationship (β = -.105, p = .022), while applied data use and STEM...