Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación creencias y actitudes de los estudiantes

Resumen:

Texto completo

This study investigates students' aversion to AI grading systems compared to human professors, focusing on how dissatisfaction with the current evaluation system and grade outcomes affect fairness perceptions. Drawing from 228 college students in South Korea, the experiment tested three hypotheses: (1) students show AI reluctance, (2) dissatisfaction with the current system mitigates the AI reluctance, and (3) this mitigation is contingent on whether students receive high or low grades. Results confirm a general aversion to AI graders. Yet, students who are dissatisfied with the status quo system displayed increased preference for AI graders, especially when receiving low grades. In...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial realidad virtual tecnología educativa

Resumen:

Texto completo

The metaverse has been recognized as one of the technologies with the greatest potential today. However, the use of the metaverse for educational purposes is seldom discussed. Most educators might be unaware of the features of the metaverse, not to mention the potential applications of this emerging technology. In this position paper, we aim to provide a clear definition of the metaverse. Potential applications and research issues of the metaverse in educational settings are also presented. Moreover, the roles of AI in the metaverse as well as metaverse-based education are discussed. It is expected that, via this paper, researchers from the fields of both computer science and educational...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje feedback/retroalimentación

Resumen:

Texto completo

Intelligent tutoring systems have demonstrated effectiveness in teaching formal propositional logic proofs, but their reliance on template-based explanations limits their ability to provide personalized student feedback. While large language models (LLMs) offer promising capabilities for dynamic feedback generation, they risk producing hallucinations or pedagogically unsound explanations. We evaluated the stepwise accuracy of LLMs in constructing multi-step symbolic logic proofs, comparing six prompting techniques across four state-of-the-art LLMs on 358 propositional logic problems. Results show that DeepSeek-V3 achieved superior performance with upto 86.7 % accuracy on stepwise proof...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial educación primaria y secundaria tecnología educativa

Resumen:

Texto completo

Background: The use of Artificial Intelligence (AI) has increased in all education sectors including K-12 settings where students can learn about AI and have an augmented learning experience using AI. Purpose: The purpose of this systematic review is to provide a more complete and nuanced understanding of the role and impact of AI in K-12 education by synthesizing publication trends, AI research themes, AI methods and technology applications, and AI use by students and teachers in K-12 educational settings. Methods: The systematic review searched Web of Science and six databases indexed in EBSCO host. A PRISMA flow chart was applied to search and screen for studies. Articles were screened...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial innovación educativa ética

Resumen:

Texto completo

As with other sectors over the last few years, Generative Artificial Intelligence (GenAI) is rapidly reshaping the education ecosystem introducing new epistemic, ethical, and organisational challenges. Education leaders face the need to shift established systems and processes to reimagine how more adaptive complexity-informed GenAI enabled systems operate with new governance, pedagogy, and strategic decision-making. In this context, traditional bureaucratic leadership structures are ill-suited for the pace, scale, and sociotechnical nature of the ongoing technological disruption. This paper addresses this gap by introducing a novel leadership framework called SPARK, designed to...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita evaluación

Resumen:

Texto completo

Researchers have sought for decades to automate holistic essay scoring. Over the years, these programs have improved significantly. However, accuracy requires significant amounts of training on human-scored texts—reducing the expediency and usefulness of such programs for routine uses by teachers across the nation on non-standardized prompts. This study analyzes the output of multiple versions of ChatGPT scoring of secondary student essays from three extant corpora and compares it to quality human ratings. We find that the current iteration of ChatGPT scoring is not statistically significantly different from human scoring; substantial agreement with humans is achievable and may be...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial estudiantes con discapacidad grandes modelos de lenguaje

Resumen:

Texto completo

Deaf and Hard of Hearing (DHH) learners face unique learning challenges, often due to a lack of customized educational materials that address their specific needs. This study explores the potential of Large Language Models (LLMs) to generate personalized quiz questions to enhance the video-based learning experiences of DHH students. We iteratively designed, developed, and evaluated a prototype that combines LLMs to generate questions with the characteristics of the DHH learners in focus. The two unique question generation strategies include Visual Questions, which identify video segments where visual information might be misinterpreted, and Emotion Questions, which highlight moments where...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

Resumen:

Texto completo

This study contributes to existing research on how to integrate Artificial intelligence (AI) into school systems globally. This research explores in-service teachers' preparedness for integrating artificial intelligence into schools. We conducted this research within the context of the South African school system with teachers of various specializations, including sciences, social Sciences, mathematics, and languages. Drawing on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we gathered teachers' perspectives through eight variables of technology integration, social influence, AI ethics, attitudes, TPACK, perceived self-efficacy, AI professional development, and...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje diseño curricular

Resumen:

Texto completo

Learning outcomes are clear and concise statements that describe what students should be able to do or know at the end of a particular course. These statements are crucial in instructional planning, curriculum development, and assessment of student progress and learning. Although there is no universal guidance on how to develop learning outcomes, Bloom's taxonomy is one widely used framework that helps instructors develop outcomes that reflect different levels of thinking, from basic remembering to creative problem-solving. This study investigates the potential of generative AI, specifically GPT-4, in classifying course learning outcomes according to their respective cognitive levels within...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación expresión escrita

Resumen:

Texto completo

The use of standardized test formats in the assessment of historical competencies has recently come under severe criticism, especially in the United States, where standardized tests are particularly common. History researchers have argued that open-ended items are more appropriate for assessment. However, providing largescale evaluations of open-ended answers is time consuming and poses challenges regarding the objectivity, validity, and replicability of ratings. To address this issue, we investigated the extent to which computer-based evaluation methods are suitable for evaluating student answers by combining qualitative methods from history education research with quantitative, computer-...

Ver ficha completa