Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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While increasing attention has been given to cultivating students' artificial intelligence (AI) ethical awareness, the factors that contribute to its development remain underexplored. Psychological empowerment is a crucial motivational factor influencing students' intentions to incorporate ethical norms in developing AI-based solutions. Hence, this study filled this up by exploring the relationship between empowerment in using AI for problem-solving and AI ethical awareness. Empowerment in using AI for problem-solving in this study comprised three components: impact, self-efficacy and meaningfulness. Data was collected from 681 students from secondary schools and a university in Hong Kong....

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Higher education is crucial for producing ethical citizens and professionals globally. The introduction of generative AI (GenAI), such as ChatGPT, has posed opportunities and challenges to the traditional model of education. However, the current conversations primarily focus on policy development and assessment, with limited research on the future of higher education. GenAI's impact on learning outcomes, pedagogy, and assessment is crucial for reforming and advancing the workforce. This qualitative study aims to investigate student perspectives on GenAI's impact on higher education. The study uses an initial conceptual framework driven by a systematic literature review to investigate the...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Developing assessment rubrics is resource-intensive, limiting frequent formative assessment. This study introduces HARMOGEN-R (Hybrid Assessment Rubric Model Generation with Reasoning), a framework that uses reasoning-enhanced Large Language Models (LLMs) for initial rubric generation and standard models for synthesis. It supports two generation approaches, namely, structured, with predefined evaluation criteria, and free-form, with Artificial Intelligence (AI) defined criteria. Using a within-subjects design, four AI-generated rubrics and a human-created baseline were compared across 308 open-ended responses (text and code) from three formative programming assignments in an undergraduate...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The growing use of generative AI tools built on large language models (LLMs) calls the sustainability of traditional assessment practices into question. Tools like OpenAI's ChatGPT can generate eloquent essays on any topic and in any language, write code in various programming languages, and ace most standardized tests, all within seconds. We conducted an international survey of educators and students in higher education to understand and compare their perspectives on the impact of generative AI across various assessment scenarios, building on an established framework for examining the quality of online assessments along six dimensions. Across three universities, 680 students and 87...

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Tipo: artículo

Metodología: estudio empírico

Temas: subjuntivo

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En esta investigación estudiamos los efectos de tres actividades diseñadas para enseñar el uso de las conjunciones del tipo para que en contraste con preposiciones.

In this research we study the effects of three activities designed to teach the use of type conjunctions so that in contrast to prepositions.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The role of generative artificial intelligence (AI) in education has expanded significantly over recent years. AI-based text generators such as ChatGPT provide an accessible and effective tool for learners, particularly in academic writing. While revision is considered an essential part of both individual and collaborative writing, research on the revision of AI-generated texts remains limited. However, with the growing adoption of generative AI in education, learners’ ability to effectively revise AI-generated content is likely to become increasingly important in the future. The aim of this study was to investigate whether learners exhibit different revision behaviors when presented with...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial intelligence (AI) in higher education (HE) plays a role in promoting the sustainability of society by fostering innovation and preparing students for the digital age. In this regard, the aim of the present research has been to design an AI-based sustainable education (SE) model in HE. The research method was a monomethod design with multiple sequential, qualitative and qualitative phases. In the first part of the qualitative section, the meta-synthesis approach has been used in accordance with the findings of Springer, Emerald, and Elsevier international journals from 2000 to 2024. A total of 213 articles were reviewed and 39 articles were entered the final analysis. In the...

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Tipo: artículo

Metodología: estudio empírico

Temas: fraseología

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El trabajo presenta el fenómeno de la variación polisémica de las construcciones verbales fijas de la lengua española, a partir de la base de datos, que contiene más de 40000 entradas. El análisis de la base de datos ha permitido recopilar 14500 construcciones verbales fijas polisémicas, de las que 9362 corresponden al español peninsular y, a menudo, común, mientras que 5160 corresponden al español hispanoamericano; así como establecer una tipología de polisemia. En una segunda parte del trabajo, se analizan las 247 construcciones verbales fijas que contienen el zoónimo ‘perro’ y el caso de otras 107 que resultan diatópicas polisémicas, con el fin de comparar la formación de nuevos...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This mixed-methods study investigates how an AI-powered writing tool providing automated feedback compares with peer-generated feedback in supporting secondary students' essay writing. Two research questions guided the study: (1) Did using an AI-powered tool with AI-generated feedback yield greater gains in writing quality from the first to the final draft compared with a standard editor with peer feedback? (2) How did students’ engagement in the writing process differ in the target (used AI-generated feedback) and comparison (used peer feedback) groups, as evidenced by teacher–student and peer–peer interactions and how were these patterns associated with their conceptual understanding of...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study applied Self Determination Study to understand 25 undergraduate students' motivation to learn the English language via chatbot. The data collected from interviews were categorized based on three psychological needs of learners: autonomy, competence and relatedness. The interview data were categorized based on the thematic analysis suggested by Braun and Clarke. The findings revealed that chatbots support competence, autonomy, and relatedness. However, the findings also revealed that chatbots lack an emotional environment and give inaccurate English language learning information. To address these problems, students suggested that chatbots should be used solely for assessment...

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