estudio empírico

La desaparición de las fronteras administrativas, la irrupción de las nuevas tecnologías y la necesidad de expansión comercial han impulsado una gran movilidad de ciudadanos y mercancías por el mundo. En respuesta a ese proceso intenso de globalización se han elaborado marcos institucionales internacionales que abarcan distintos ámbitos desde el legislativo y ejecutivo hasta el judicial. En el panorama académico, determinadas iniciativas políticas (Estrategia de educación y formación 2020) y marcos de referencia, como el Marco común europeo de referencia para las lenguas, han armonizado el reconocimiento de estudios y niveles de lengua extranjera promoviendo un fuerte crecimiento de la...

Expresión emocional en español/L2: un análisis cualitativo de narrativas de enfado en hablantes bilingües

Susana Dimas Cintas (2026)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Este estudio compara la expresión verbal de la emoción en hablantes bilingües en función de la lengua empleada, inglés L1 o español L2. Veinte universitarios estadounidenses, con nivel intermedio de español y en contexto de inmersión, produjeron narrativas orales sobre experiencias personales de enfado en ambas lenguas. Mediante un análisis mixto que combinó técnicas cualitativas de anotación y etiquetado con métodos cuantitativos, se examinó la presencia y frecuencia de las emociones expresadas. Los resultados muestran que la expresión emocional es en gran medida equiparable entre L1 y L2, sin una ventaja sistemática de una lengua sobre otra, aunque se observan diferencias en la...

From teachers to chatbots: Scaffolded corrective feedback and student trust in online L2 English classrooms

Ali Soyoof, Barry Lee Reynolds, Ehsan Rassaei (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Teacher corrective feedback (TCF) plays a vital role in second language (L2) learning. Recent studies have examined feedback provided by both human teachers and large language models (LLMs). However, little is known about how students' trust differs toward scaffolded corrective feedback (SCF)—that is, feedback that incrementally progresses from indirect to direct during interaction—when it is provided by an LLM such as ChatGPT versus a language teacher. To address this gap, this study compared the effects of SCF, delivered by language teachers and ChatGPT, on L2 learning outcomes and student trust. Using a mixed-methods design, 40 lower-intermediate Iranian learners of English as a foreign...

A shape of play to come: Exploring children's play and imaginaries with robots and AI

Robin Samuelsson (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

We are rapidly moving into an era where AI and robots are part of everyday interactions in society and education, and there are immense discussions today about current and future technologies. Still, children are often not included in this discussion, while there is much to learn from current uses and children's understandings of AI and robotics. The study is based on a seven-month ethnographical work that details the implementation of a robot in two preschool groups of children aged 1–2 and 3–5 (n = 38). The study descriptively combines a framework for children's play analysis with explorative qualitative child interviews (n = 6) with the 3-5-year-olds to examine how children play with the...

GenAI as a runaway object in higher education: A socio-cultural view on AI-influenced academic practice in mathematics

Dionysia Bakogianni, Yvonne Liljekvist, Phuong Bui (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study explores how generative AI (GenAI) technologies are reshaping research and teaching practices at the university level. Drawing on Cultural-Historical Activity Theory (CHAT) (Engeström, 1987), we examine the interrelated activity systems of teaching and research through the lens of GenAI as a “runaway object”, a concept describing technologies that evolve unpredictably, disrupt boundaries, and reconfigure roles, tools, and epistemic norms. Based on qualitative data from ten academics in a mathematics department at a Swedish university, the analysis identifies five dominant themes that characterize emerging changes across both activity systems: boundary fluidity, shifting objects,...

Using convolutional neural networks to automatically score eight TIMSS 2019 graphical response items

Lillian Tyack, Lale Khorramdel, Matthias von Davier (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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...

AI proctoring for offline examinations with 2-Longitudinal-Stream Convolutional Neural Networks

Jason Tong Liu (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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In recent years, Artificial Intelligence (AI)-assisted proctoring techniques have developed rapidly, but most are for online exams. On the contrary, this study aims to explore the AI-based visual proctoring approach through surveillance cameras in real-world offline examination rooms (usually classrooms) to assist proctoring, with contributions from three perspectives: First, to proctor in the offline examination rooms, a visual assessment system is introduced that can be applied in the majority of various classrooms for proctoring after corresponding model training. Second, the new proposed 2-Longitudinal-Stream Convolutional Neural Networks model can adequately adapt to the large-...

Enhancing Feedback Quality at Scale: Leveraging Machine Learning for Learner-Centered Feedback

Ahmad Ari Aldino, Yi-Shan Tsai, Rafael Ferreira Mello (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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-...

Cortesía lingüística en la petición

María Suárez Lasierra (2015)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: cortesía verbal

Resumen:

Estudios sobre el modo de realizar las peticiones en los entornos presenciales señalan que, en situaciones en las que existe una distancia social grande entre los interlocutores, el hablante buscará salvaguardar la imagen del oyente y mitigar la imposición mediante el uso de estrategias de cortesía negativa o indirecta. En los entornos virtuales por el contrario, un número creciente de estudios señala que ante la petición, los participantes tienden a emplear estrategias de cortesía positiva en vez de negativa o emplean la cortesía lingüística de un modo distinto al de los entornos presenciales. En este estudio presentamos un análisis de las peticiones y estrategias de cortesía empleadas...

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...