estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Collaborative writing, paired with AI feedback, represents an innovative and effective pedagogical approach with the potential to revolutionize language learning practices. This study explores the influence of a three-step collaborative writing intervention, where AI feedback specially enhances the revision and editing stages of the L2 writing process for Thai-major undergraduate exchange students. Employing a quasi-experimental design, the study included 39 junior exchange students, with 18 in the experimental group and 21 in the control group. The approach employed a wiki-based collaborative writing strategy, integrating ChatGPT for written corrective feedback. The 10-week intervention...

Student and AI responses to physics problems examined through the lenses of sensemaking and mechanistic reasoning

Amogh Sirnoorkar, Dean Zollman, James T. Laverty (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Several reports in education have called for transforming physics learning environments by promoting sensemaking of real-world scenarios in light of curricular ideas. Recent advancements in Generative-Artificial Intelligence have garnered increasing traction in educators' community by virtue of its potential to transform STEM learning. In this exploratory study, we adopt a mixed-methods approach in comparatively examining student- and AI-generated responses to two different formats of a physics problem through the theoretical lenses of sensemaking and mechanistic reasoning. The student data is derived from think-aloud interviews of introductory students and the AI data comes from ChatGPT's...

Dificultades en la alternancia imperfecto/indefinido en relación con verbos de estado y logro por estudiantes suecos de español como lengua extranjera con nivel A2 y B1

Antonio Vázquez (2014)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: pretérito imperfecto

Resumen:

En el presente trabajo se presenta una investigación sobre las dificultades a las que se enfrentan estudiantes suecos de español como lengua extranjera (desde ahora ELE), a la hora de elegir entre los tiempos del pasado imperfecto e indefinido en relación con verbos de estado y de logro. El propósito de este estudio es describir, de manera general, la producción de errores para visualizar en qué medida y manera se presentan dificultades en la alternancia de estas formas verbales en una tarea dirigida de selección de tiempo. Este trabajo arroja los primeros datos de una investigación a mayor escala sobre el mismo tema.

This paper presents an investigation about the difficulties...

AI4Design: A generative AI-based system to improve creativity in design–A field evaluation

Luca Abrusci, Karma Dabaghi, Stefano D'Urso (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Chatbots serve as valuable instruments for enhancing students' educational experience and aiding them in their day-to-day academic tasks. Advances in Generative AI (GAI) have ushered in increasingly sophisticated and adaptive chatbots, with ChatGPT and DALL⋅E being prime examples. ChatGPT excels at generating text-based answers across diverse areas of knowledge, while DALL⋅E is adept at converting text-based concepts into visual imagery. These technologies are increasingly used by students across various levels of education. In this study, we introduce AI4Design, a web-based system designed to assist design students with their course projects by acting as an intelligent chatbot. The field...

Hacia un perfil lingüístico-comunicativo del estudiante de Español como Lengua Extranjera para fines Académicos

Anita Ferreira Cabrera, Jessica Elejalde (2019)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: español académico

Resumen:

Los alumnos extranjeros no nativos del español, aunque tengan estudios en ELE, no siempre dominan un español académico adecuado para sus estudios universitarios. Ellos deben interactuar con sus profesores y conocer los géneros académicos según la disciplina de sus carreras. En este contexto, presentamos los resultados de un estudio descriptivo con una muestra de 62 estudiantes de intercambio universitario. Los objetivos generales son:1) delimitar un perfil lingüístico-comunicativo y 2) determinar las necesidades por cada destreza en ELE para fines académicos. Los resultados muestran un perfil del estudiante caracterizado por un nivel intermedio en ELE, con un dominio del inglés como lengua...

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...

Using digital story writing as a pedagogy to develop AI literacy among primary students

Davy Tsz Kit Ng, Wanying Luo, Helen Man Yi Chan (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence (AI) literacy is widely recognized as a new set of competencies that people use AI effectively and ethically in everyday life. In K-12 education, educators have started to employ different pedagogical strategies to foster students' AI literacy. Using digital story writing (DSW) in the classroom is an effective inquiry-based pedagogical approach to address literacy development by improving language and technological abilities across disciplines. This study recruited 82 primary students in Hong Kong to attend a three-month DSW journey to learn AI and completed a knowledge test at the end of the program. Among the students, 16 best-achieving students were further...

Play with AI (PL-AI): A play-centered, design-based curriculum for AI literacy in pre-K and kindergarten

Joohi Lee (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This paper reports on the design, implementation, and refinement of Play with AI (PL-AI), a developmentally appropriate curriculum designed to introduce foundational artificial intelligence (AI) concepts to pre-kindergarten and kindergarten children. Using a design-based research (DBR) approach, two pre-K and two kindergarten teachers co-designed, piloted, and refined seven sequenced activities integrating unplugged play (e.g., children composing and testing “how-to” algorithms), tangible coding (e.g., programming Bee-Bot or Ozobot to follow paths), and guided dialogue with a social AI robot (e.g., comparing children's story endings with the robot's). The study addressed two research...

Do teachers spot AI? Evaluating the detectability of AI-generated texts among student essays

Johanna Fleckenstein, Jennifer Meyer, Thorben Jansen (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The potential application of generative artificial intelligence (AI) in schools and universities poses great challenges, especially for the assessment of students’ texts. Previous research has shown that people generally have difficulty distinguishing AI-generated from human-written texts; however, the ability of teachers to identify an AI-generated text among student essays has not yet been investigated. Here we show in two experimental studies that novice (N = 89) and experienced teachers (N = 200) could not identify texts generated by ChatGPT among student-written texts. However, there are some indications that more experienced teachers made more differentiated and more accurate...

Assessing ChatGPT-generated comments for video-based learning content to enhance knowledge and emotional support based on scaffolding theory

Jiaqi Wang, Yegang Du, Qun Jin (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

With the rise of Generative Artificial Intelligence (GenAI), tools such as ChatGPT have shown great potential in enhancing online learning. However, existing applications in video-based learning remain limited, as they typically require learners to pause or switch interfaces to access AI support, disrupting learning continuity. To address this challenge, this study proposes a framework that utilizes ChatGPT to generate comments for an individual learner (i-Comments), displayed as scrolling text over educational videos, providing both knowledge and emotional support based on scaffolding theory. The present study evaluates the framework's generation capabilities to gain empirical insight that...