Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional andamiaje/scaffolding

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Introduction: Generative AI is reshaping programming education, yet its effects on conceptual learning, intrinsic motivation, and cognitive load remain unclear. This study tests whether assistance deepens understanding or primarily boosts task completion, and how scaffolded versus answer-giving designs matter. Objectives: This study compares performance, learning, cognitive load, frustration, and motivation across three AI support types, and examines students’ perceptions. Methods: A three-arm randomized controlled trial was conducted in an introductory programming (CS1) course at TUM (N=275). Participants completed a 90-minute exercise on concurrency, implementing a parallel sum with...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje evaluación

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Open-ended assessments play a pivotal role in enabling instructors to evaluate student knowledge acquisition and provide constructive feedback. Integrating large language models (LLMs) such as GPT-4 in educational settings presents a transformative opportunity for assessment methodologies. However, existing literature on LLMs addressing open-ended questions lacks breadth, relying on limited data or overlooking question difficulty levels. This study evaluates GPT-4's proficiency in responding to open-ended questions spanning diverse topics and cognitive complexities in comparison to human responses. To facilitate this assessment, we generated a dataset of 738 open-ended questions across...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial profesorado cognición y procesamiento

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This study investigates how teachers perceive, manage, and reflect on the cognitive implications of integrating Generative Artificial Intelligence (GenAI) into their professional practice with a focus on the evolving interplay between human judgment and automation. Using a collective case-study design, we conducted interviews with 18 in-service teachers selected from mainland Chinese and Hong Kong educational settings. We employed the cognitive offloading framework to guide data collection and thematic coding, aiming to capture teachers’ reasoning within AI-supported teaching and administration. Results revealed three interrelated processes: recognising and evaluating the need of using...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA competencia digital

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Generative Artificial Intelligence (AI) approaches open up new avenues of digital creation, and are simultaneously accompanied by societal and ethical implications such as the creation of Deepfakes and spread of misinformation, renewing our understanding of technical AI systems as socio-technical systems. Applications of, and media generated by generative AI techniques are abundantly present on social media platforms frequented by children, who are not yet aware of the existence of AI-manipulated media. Previous work has highlighted the importance of digital media literacy and AI literacy for children. In this work, we introduce middle school students to generative AI techniques as a tool...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

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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,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje autónomo expresión escrita

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Reflection and goal-setting are interrelated processes in well-established educational theories to promote in-depth self-reflection and self-regulated learning. Prior studies have considered reflection to be an important antecedent for meaningful goal-setting. Yet, there lacks empirical evidence to shed light on how students' abilities to reflect inform their abilities to set goals. Hence, in the present study, we aimed to quantify the connection between students' retrospective reflection and their subsequent goal-setting, and derive more in-depth insights to benefit educators in their teaching to promote deeper reflection, more specific goal-setting and better self-regulation. To this end...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial motivación educación superior

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This study builds on the recent interest in AI adoption research in academic settings by highlighting the need for culturally sensitive AI educational tools. The study achieved this by demonstrating how cultural differences shape students' motivation and AI use. This study adopts a cross-country comparative analytical approach to explore postgraduate students’ motivation to continue using AI tools in the context of higher education. The study developed a theoretical model based on Self-Determination Theory (SDT) and Expectation Disconfirmation Theory (EDT) to explore how perceived competence, perceived relatedness and perceived autonomy influence the continuance use intention of AI tools in...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa

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This review provides a comprehensive analysis of adaptive learning platforms (ALPs) in education, focusing on their pedagogical foundations, AI-driven implementations, and the challenges and successes of real-world applications. By collecting and analyzing learner data, ALPs dynamically adjust instructional content and pathways to offer personalized learning experiences, enhancing learning outcomes. The paper explores ALP design frameworks, core algorithms, and evaluation metrics, and assesses their performance across diverse educational contexts through case studies. Lastly, the review highlights key challenges ALPs face, such as privacy concerns and faculty support for implementation, and...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética creencias y actitudes de los profesores

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This study investigates how teachers perceive and understand ethical issues arising from the use of artificial intelligence (AI) in education, and identifies the factors influencing their ethical awareness. Grounded in the Social Intuitionist Model (SIM), which emphasizes intuitive and emotionally driven moral judgments, the research explores teachers’ ethical perceptions as shaped by classroom experiences (micro/meso contexts) and broader social, cultural, and institutional influences (macro contexts) surrounding AI integration. Using a case study approach, data were collected through semi-structured interviews with 26 teachers from primary and secondary schools, selected for their...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación grandes modelos de lenguaje

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The rapid integration of Generative AI (GenAI) into higher education presents both opportunities and systemic challenges, particularly in domains where feedback is central to learning. This study investigates the capacity of a large language model to generate formative feedback for student-created UML diagrams in a university software engineering course. Across two cohorts (N = 262), AI-generated, teacher-generated, and no-feedback conditions were compared, analyzing student perceptions, learning outcomes, and grading reliability. Results show that while students rated GenAI feedback as beneficial and often comparable to human comments, teacher feedback remained more effective in supporting...

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