estudio experimental

La presente investigación examina el efecto de tres tipos de instrucción en la adquisición de los verbos copulativosser yestar con estudiantes angloparlantes de nivel bajo-intermedio de E/LE en una escuela secundaria. En el estudio experimental se comparan los efectos de una instrucción tradicional (IT) enfocada en la producción con los de dos tipos de instrucción basada en el procesamiento delinput (IP). Este estudio también examina el efecto del orden de presentación de los elementos de la IP (explicación de reglas antes o después de las actividades de práctica). Los efectos de estos tres tipos de instrucción se comparan con los de la instrucción nula de un grupo de control (C) que no...

The agency gap in AI-supported writing: How reactive and proactive agent designs shape multimodal reasoning

Yueqiao Jin, Kaixun Yang, Roberto Martinez-Maldonado (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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...

Generative AI in academic writing: Does information on authorship impact learners’ revision behavior?

Anna Radtke, Nikol Rummel (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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...

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...

A LLM-based pedagogical framework for active, inquiry-based and adaptive learning in L2 writing

Ruonan Wang, Yan Yin, Yongbo Cao (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Traditional L2 writing instruction often struggles to provide personalized, process-oriented feedback and engage student motivation. While generative AI like ChatGPT offers a potential solution, its application lacks a robust pedagogical foundation. This study proposes an innovative framework that integrates ChatGPT into L2 writing through a synthesis of active, inquiry-based, and adaptive learning principles. Within the framework, learners occupy the central position, undergoing the teaching implementation of LLM-based six-step writing instruction process to inquisitively learn, experiencing the teaching assessment of three-dimensional writing evaluation to actively acquire, and benefiting...

Exploring AI-generated feedback in peer-discussion contexts: A mixed-methods study of essay writing in secondary classrooms

Irina Engeness (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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...

Enhancing knowledge integration from multiple experts to guiding personalized learning paths for testing and diagnostic systems

Dechawut Wanichsan, Patcharin Panjaburee, Sasithorn Chookaew (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The testing and diagnostic systems have been considered to be useful for students because they can point to their learning problems to provide helpful suggestions for improving the knowledge. The previous approach shows that using the knowledge from multiple experts can develop a testing and diagnostic system that provides more accurate suggestions for learners comparing to the system using a single expert. Nevertheless, the low-quality knowledge integration method of the multi-expert approach can provide some inaccurate learning suggestions. This work proposes a practical method for enhancing knowledge integration from multiple experts to provide more effective learning suggestions. An...

Enhancing student reflections with natural language processing based scaffolding: A quasi-experimental study in a large lecture course

Muhsin Menekse, Alfa Satya Putra, Jiwon Kim (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Multiple studies have shown that scaffolding plays an important role in regulating and enhancing students' metacognitive monitoring and reflections. However, scaffolding students' reflections in large courses is a major challenge. In the current study, we explored how real-time, technology-enhanced scaffolding affects the quality of students' reflections and academic performance. Two major research questions are: RQ1) Do students in the scaffolding condition construct more specific reflections than those in the non-scaffolding condition? RQ2) How do the scaffolding feature, reflection specificity, and the number of reflections relate to students' academic performance? To address these...

El incremento del input de la forma femenina en el aula de español L2

Rebeca Rubio Romera (2019)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: concordancia de género

Resumen:

Este estudio examina el efecto de presentar nuevo vocabulario a estudiantes de español como segunda lengua primeramente en femenino, basado en que los errores de concordancia de género no se deben a una incomprensión de las reglas de concordancia, sino de asignación de género. Se trata de incidir en el estadio en que se aprenden tanto el significado de la palabra como los géneros en que puede ser utilizada. Busca contrarrestar la mayor frecuencia del masculino en los libros de texto y el aula siguiendo el principio de que ambos géneros gramaticales pueden estar igualmente representados en las listas de vocabulario, e incrementar la frecuencia del femenino en el input que reciben los...

From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning

Eduard Pogorskiy, Jens F. Beckmann (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Compared to traditional classroom learning, success in online learning tends to depend more on the learner’s skill to self-regulate. Self-regulation is a complex meta-cognitive skill set that can be acquired. This study explores the effectiveness of a virtual learning assistant in terms of (a) developmental, (b) general compensatory, and (c) differential compensatory effects on learners’ self-regulatory skills in a sample of N = 157 online learners using an experimental intervention-control group design. Methods employed include behavioural trace data as well as self-reporting measures. Participants provided demographic information and responded to a 24-item self-regulation...