estudio empírico

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Assessment is a crucial part of education. Traditional marking is a source of inconsistencies and unconscious bias, placing a high cognitive load on the assessors. One approach to address these issues is comparative judgement (CJ). In CJ, the assessor is presented with a pair of items of work, and asked to select the better one. Following a series of comparisons, a rank for any item may be derived using a ranking model, for example, the Bradley-Terry model, based on the pairwise comparisons. While CJ is considered to be a reliable method for conducting marking, there are concerns surrounding its transparency, and the ideal number of pairwise comparisons to generate a reliable estimation of...

Significado y pragmática del pluscuamperfecto de indicativo: reflexión gramatical en la clase de español para estudiantes polacohablantes

Maciej Jaskot, Agnieszka Wiltos (2025)

Philologia Hispalensis

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Tipo: artículo

Metodología: estudio empírico

Temas: pretérito pluscuamperfecto

Resumen:

El pluscuamperfecto de indicativo (PPI) es uno de los tiempos verbales a los que se dedica muy poca atención en las clases de español (ELE) en las universidades polacas. Las diferencias en la organización de las relaciones temporales entre el español y el polaco (biaxialidad vs. monoaxialidad) hacen que el dominio del PPI resulte problemático. En este artículo se revisa la información gramatical sobre este tiempo verbal en una selección de materiales utilizados en los estudios de filología española impartidos en tres centros académicos polacos. Se discuten los posibles problemas (aspectuales y modales) en la adquisición de la pragmática del PPI debidos a la falta de un equivalente...

Examining teachers’ behavioural intention of using generative artificial intelligence tools for teaching and learning based on the extended technology acceptance model

Siu-Cheung Kong, Yin Yang, Chunyu Hou (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rapid development of generative artificial intelligence (GenAI) tools has given rise to a growing discussion of the potential challenges and benefits that the use of these technologies may present in the field of education. This study examines the acceptance of the use of GenAI tools for teaching and learning among primary and secondary school teachers in Hong Kong. It uses an extension of the technology acceptance model (TAM) with a modified framework that incorporates two key factors: self-efficacy and subjective norm. Data were collected from a sample of 367 primary and secondary school teachers in Hong Kong using questionnaires containing items for six constructs: self-efficacy,...

La escritura argumentativa en español como lengua heredada

Sofía Paredes (2015)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua de herencia

Resumen:

Este estudio presenta un análisis lingüístico-descriptivo de 18 ensayos escritos por hablantes de español como lengua heredada (ELH) sobre la función socio-política del corrido méxico-americano. Investigaciones previas (Montaño-Harmon, 1991; Spicer-Escalante M. L., 2002) han caracterizado el repertorio lógico-retórico de los hablantes de ELH como limitado a la adición de información, al uso de la experiencia personal y la información de dominio público. Sin embargo, los resultados de este estudio sugieren que el espectro de recursos lógico-retóricos empleados por los hablantes de ELH incluye una variedad de estrategias argumentativas valoradas en un registro académico escrito. Me concentro...

How do ChatGPT's benefit–risk-coping paradoxes impact higher education in Taiwan and Indonesia?

Ellis Mardiana Panggabean, Andri Dayarana K. Silalahi (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The integration of ChatGPT into higher education in Taiwan and Indonesia presents both opportunities and challenges. This integration creates a paradox of benefits and risks that must be carefully managed. While previous studies have explored ChatGPT's applications, its complexities in educational contexts remain partially unaddressed. This study bridges that gap by integrating the Unified Theory of Acceptance and Use of Technology (UTAUT) with Protection Motivation Theory (PMT) to examine ChatGPT's role through a benefit–risk–coping mechanism. Data were collected from higher education users in Taiwan and Indonesia. Structural Equation Modeling (SEM) revealed distinct patterns in the two...

Enseñanza virtual de ELE: del estudio empírico a la aplicación didáctica

Nancy Agray Vargas, Marta Baralo Ottonello (2020)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

En este artículo se presentan los resultados de un estudio empírico que permitieron identificar las necesidades para el diseño de una aplicación didáctica para la enseñanza virtual de Español como Lengua Extranjera, ELE. El objetivo general de la investigación en la que se enmarca el estudio fue proponer un diseño curricular para la enseñanza virtual de ELE. Entre las conclusiones se destaca que la coherencia entre las necesidades identificadas, el diseño curricular propuesto y la unidad prototipo permite mostrar la articulación entre los diferentes niveles de concreción curricular: el nivel macro correspondiente al diseño curricular completo; el nivel meso, a la planificación y el nivel...

Identifying active ingredients and uptake patterns in the implementation of an AI-based writing support tool: Insights from a randomized controlled trial

Yue Huang, Corey Palermo, Joshua Wilson (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

While AI-based educational technologies offer many features designed to support learning, it remains unclear which specific components actually contribute to improved student outcomes. Identifying these active ingredients—the subset of an intervention's core components that are demonstrably associated with learning gains—is essential. Yet, evidence from experimental studies remains limited. To address this gap, we conducted a secondary analysis of data from the treatment group of a randomized controlled trial involving 902 middle school students across three U.S. school districts who used MI Write, an automated writing evaluation (AWE) system. Drawing on implementation science, we examined...

Appraisal of high-stake examinations during SARS-CoV-2 emergency with responsible and transparent AI: Evidence of fair and detrimental assessment

MD. Rayhan, MD. Golam Rabiul Alam, M. Ali Akber Dewan (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

In situations like the coronavirus pandemic, colleges and universities are forced to limit their offline and regular academic activities. Extended postponement of high-stakes exams due to health risk hereby reduces productivity and progress in later years. Several countries decided to organize the exams online. Since many other countries with large education boards had an inadequate infrastructure and insufficient resources during the emergency, education policy experts considered a solution to simultaneously protect public health and fully resume high-stakes exams -by canceling offline exam and introducing a uniform assessment process to be followed across the states and education boards....

Beyond binary outcomes: Evaluating and mitigating bias in national standardized test score prediction

Lin Li, Namrata Srivatava, Jia Rong (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Predictive analytics in education holds promise for supporting student learning but poses risks of bias potentially disadvantaging certain groups based on demographic attributes such as gender. Prior work on fairness in educational prediction has largely focused on binary outcomes in higher education, leaving continuous predictions, such as standardized test scores, comparatively understudied, especially in early schooling where consequences can be long-lasting. Despite a few fairness metrics available for continuous outcomes, they often rely on mean differences, obscuring distributional disparities that may disadvantage specific students. Even fewer studies have attempted to address bias...

Role of activity-based learning and ChatGPT on students' performance in education

Tamara Al Shloul, Tehseen Mazhar, Qamar Abbas (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Purpose: This study investigates the impact of activity-based learning and the utilization of ChatGPT on students' academic performance within the educational framework. Objectives: The study aims to assess the effectiveness of activity-based learning in comparison to traditional methods, while also evaluating the potential benefits and drawbacks of integrating ChatGPT as an educational tool. Methods: The study employs a comparative approach, analyzing the outcomes of students exposed to activity-based learning versus those using conventional methods. Additionally, the study examines the usage of ChatGPT in education through surveys and trials to determine its contribution to personalized...