Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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In an era where artificial intelligence (AI) is reshaping educational paradigms, this study explores AI-based chatbot adoption in higher education among students and educators. Employing a Structural Equation Modeling (SEM) approach, the research focuses on developing and validating a comprehensive model to understand the multifaceted factors impacting the acceptance and use of these chatbots. The methodology integrates an extensive literature review, construction of a theoretical model, administration of a detailed questionnaire to a representative sample from the higher education sector, coupled with advanced SEM techniques for data analysis and interpretation. The SEM analysis validates...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

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En el presente artículo se dan a conocer los resultados de la investigación que tiene como finalidad abordar el papel de las variables afectivas motivación y actitudes en el aprendizaje del español como lengua extranjera (E/LE) en un contexto formal extraescolar. Este estudio se sitúa en el campo de adquisición del español como lengua extranjera con aprendientes adultos alemanes. Se ha optado por una metodología que se adapta a los modelos de tipo descriptivo correlacional para establecer las posibles relaciones entre las variables estudiadas. Para medir estadísticamente las posibles correlaciones entre las variables estudiadas, se ha aplicado el Coeficiente de Correlación de Pearson (r)....

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Access to AI-driven chatbots is triggering schools to transform. Easy access and questions of cheating are balanced against potential upsides of individual support, time savings, and the risk of falling behind. Therefore, insights into teachers’ AI self-efficacy and attitudes towards the integration of AI-driven chatbots in education necessitate research. This study approaches teachers' readiness to use AI-driven chatbots. A survey and poll questions were administered, yielding 312 and 406 responses respectively, focusing on AI self-efficacy, attitudes, and perceived usefulness in education. Preliminary findings show that while teachers are generally positive about the potential of AI in...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The increasing integration of Artificial Intelligence (AI) within educational contexts is fostering significant pedagogical shifts, with flipped learning concurrently gaining prominence as a dynamic, student-centered instructional model. Despite their individual merits, there remains a paucity of empirical research on the synergistic effects when AI enhances flipped learning, particularly concerning crucial EFL learner variables such as metacognitive awareness, writing development, and foreign language boredom. This study, therefore, aimed to address this gap by examining the impact of an AI-enhanced flipped learning environment. To this end, a quasi-experimental design was implemented...

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Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

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Los Centros de Educación Permanente para personas adultas (CEPER) han experimentado un incremento de migrantes sin conocimiento de español, creando nuevas necesidades didácticas y metodológicas. En este artículo se analizan los datos obtenidos a partir de un cuestionario dirigido a los docentes de educación permanente de Huelva y su provincia, con la finalidad de detectar las necesidades metodológicas específicas. El estudio cualitativo de los contextos observados evidencia deficiencias, debido al déficit de formación inicial del profesorado y de materiales adaptados a las características particulares del alumnado. Asimismo, se observa una falta de atención específica en cuanto a aspectos...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Online videos have become a central tool in modern education. Alongside this shift, Artificial Intelligence (AI) is reshaping personalized learning experiences, with generative large language models like ChatGPT offering new ways to tailor information to individual learners. Based on the Cognitive Theory of Multimedia Learning (CTML), which proposes two principles that relate to the interaction with the learning material (segmenting and generative activity), we conducted two experiments in which participants were asked to pause an educational video at times of comprehension difficulty. In Experiment 1 (N = 101), we examined whether GPT-generated summaries -introduced at self-paced pause...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The integration of generative artificial intelligence (AI) in English language teaching presents opportunities and challenges for instructors. This study explores the attitudes of higher education English language instructors towards generative AI tools, their intentions to use them and the institutional support and professional development necessary to teach and learn with them. As the field continues to evolve rapidly, it is essential to comprehend the readiness of front-line language instructors. This qualitative interpretive study seeks to identify the digital competencies and pedagogical knowledge required to implement generative AI in education and provide guidance for the design of...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Generative AI tools are rapidly becoming embedded in students' everyday learning, yet students' AI use varies from constructive support to compulsive dependence. Drawing on Self-Determination Theory and the Hook model, this study proposes a dual-pathway framework examining how retrospective reports of high-school learning climate relate to university students’ GenAI-use patterns and perceived AI-supported learning quality through motivational and behavioral relations. Using cross-sectional survey data from university students with different high-school backgrounds and current university contexts (overall N = 508; China-HS group n = 305 and non-China-HS group n = 203; China-Uni n = 193 and...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Argumentative writing is an important skill for (future) teachers, and this skill can be promoted with feedback. For such feedback to be effective, certain social and non-cognitive aspects must be considered. Building on this, our study investigated the influence of different feedback providers and language styles on learners’ motivation, emotions, self-efficacy, and perceptions about the provider and the feedback. A total of N = 98 German student teachers participated in the 3 (feedback provider: artificial intelligence (AI) vs educator vs peer) × 2 (feedback language: personalised vs neutral) experimental between-subjects design. Results showed that student teachers ascribed an AI,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Generative AI is becoming part of academic writing, but its educational value depends on how control is shared between learner and system. This study examined an agency gap : performance differences that may arise when AI agent initiative is misaligned with learners’ generative AI literacy. Seventy-nine medical and nursing students completed two multimodal analytical writing tasks using healthcare simulation data visualisations. They were randomly assigned to a reactive agent that responded only when prompted or a proactive agent that provided sequenced questions and feedback. Generative AI literacy was measured using the validated 20-item Generative AI Literacy Assessment Test. Epistemic...

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