Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial alfabetización en IA profesorado

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As AI has become an integral part in current teaching and learning practices, educators' capacities to use AI technologies effectively and responsibly are closely tied to the quality of instruction and student learning outcomes. To provide a comprehensive examination for cultivating the relevant capacities, this study conducted a systematic literature review about AI literacy for educators. Informed by Bloom's Taxonomy, we investigated the existing research with a layered progression structure from five dimensions: definitions of educators' AI literacy, fundamental knowledge for understanding of AI, AI educational practices, educators' perspectives of AI applications, and pedagogies of...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita evaluación

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Advancements in generative AI, such as large language models (LLMs), may serve as a potential solution to the burdensome task of essay grading often faced by language education teachers. Yet, the validity and reliability of leveraging LLMs for automatic essay scoring (AES) in language education is not well understood. To address this, we evaluated the cross-sectional and longitudinal validity and reliability of four prominent LLMs, Google's PaLM 2, Anthropic's Claude 2, and OpenAI's GPT-3.5 and GPT-4, for the AES of English language learners' writing. 119 essays taken from an English language placement test were assessed twice by each LLM, on two separate occasions, as well as by a pair of...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética alfabetización en IA

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“AI ethics” has become a popular term for signaling concerns with the development and application of artificial intelligence, and a hot-button issue in both academic and public discourse. The current work tends to center adult-oriented, adult-generated, and issues-based conceptions of ethics. This paper reports on an alternative model for “doing ethics” via co-design with young people, highlighting the need for students to engage in AI ethics work, especially as AI is increasingly used in their education and social lives. In particular, we focus on developing a rights-based approach, using the White House Blueprint for an AI Bill of Rights as a starting point for redesigning core AI ethics...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial teorías de aprendizaje

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Learning theories have historically changed when the conditions of learning evolved. Generative and agentic AI create a new condition by allowing learners to delegate explanation, writing, problem solving, and other cognitive work to systems that can generate, recommend, and sometimes act on the learner’s behalf. This creates a fundamental challenge for learning theory: successful performance can no longer be assumed to indicate learning. Learners may complete tasks effectively with AI support while developing less understanding, weaker judgment, and limited transferable capability. We argue that this problem is not fully captured by existing learning theories. Behaviourism, cognitivism,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots comprensión lectora

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The present study investigates the effectiveness of a GenAI-based chatbot, “Reading Bot,” in reducing foreign language reading anxiety (FLRA) and improving foreign language reading performance (FLRP) among Chinese secondary school students learning English as a foreign language (EFL). To do so, a mixed-methods quasi-experimental pre-test/post-test design with qualitative interviews was employed. After ensuring homogeneity between the two groups, one class was designated as the experimental group (n = 42), utilizing a chatbot as a treatment, while the other class served as the comparison group (n = 42), receiving traditional teacher support. Both groups participated in five 45-min reading...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

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Current K–12 artificial intelligence (AI) literacy education emphasizes tool usage over fundamental concepts, yet AI literacy requires grasping how and why AI works – critical for an AI-driven society. This highlights the need for machine learning (ML) education for young learners. We designed and evaluated a six-to 8-h ML course for 752 senior primary students (average age 11.36) across seven Hong Kong primary schools. Pre- and post-test results showed significant improvement in ML understanding, with a Wilcoxon effect size of 0.55. Students comprehended supervised learning and reinforcement learning, including algorithms such as k-nearest neighbours and artificial neural networks, via...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación ChatGPT

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Formative quality assurance in the creation of examination tasks has always been an extremely time-consuming process. Especially due to the changing and short-lived content of computer science, new questions have to be created regularly, which in turn requires quality assurance. With the emergence of artificial intelligence (AI) systems such as ChatGPT and their ability to solve a range of different tasks, the question arises as to what extent this ability can also be utilized as part of a quality assurance process. One aspect of the formative quality assurance of multiple-choice questions involves checking the correct classification of alternative answers into correct and incorrect answers...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial alfabetización en IA competencia digital

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AI-based systems, and especially voice-based AI systems, are gaining popularity and set novel requirements for end users. Research has provided first approaches postulating and conceptualizing AI-related user competencies. However, voice-based technology utilizing spoken language for operation has been neglected so far. This study presents qualitative interviews of 12 experts in research, development, or design of voice-based AI and explores the skills and competencies which are needed to interact with VBAI in a self-determined and mindful manner. Analyses highlight that, contrary to existing assumptions and providers’ advertising promises, not only language skills but a wider...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

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Artificial intelligence (AI) literacy is widely recognized as a new set of competencies that people use AI effectively and ethically in everyday life. In K-12 education, educators have started to employ different pedagogical strategies to foster students' AI literacy. Using digital story writing (DSW) in the classroom is an effective inquiry-based pedagogical approach to address literacy development by improving language and technological abilities across disciplines. This study recruited 82 primary students in Hong Kong to attend a three-month DSW journey to learn AI and completed a knowledge test at the end of the program. Among the students, 16 best-achieving students were further...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial educación superior

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This study presents a systematic literature review to explore the emerging role of Generative Artificial Intelligence (GAI) in entrepreneurship education (EE). While recent years have witnessed an increasing interest in applying GAI tools, such as ChatGPT, to support personalized learning, business model simulation, and decision-making, the field remains at an early exploratory stage. Drawing on 50 peer-reviewed journal articles published between 2019 and early 2025, the study aims to map the conceptual landscape, identify key themes, and assess the current state of theoretical and empirical development. The findings reveal four major domains in GAI-enabled EE: personalized and adaptive...

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