Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita evaluación

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Large language models have recently been proposed as tools for automated essay scoring, but their agreement with human grading remains unclear. In this work, we evaluate how LLM-generated scores compare with human grades and analyze the grading behavior of several models from the GPT and Llama families in an out-of-the-box setting, without task-specific training. Our results show that agreement between LLM and human scores remains relatively weak and varies with essay characteristics. In particular, compared to human raters, LLMs tend to assign higher scores to short or underdeveloped essays, while assigning lower scores to longer essays that contain minor grammatical or spelling errors. We...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita ChatGPT

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Generative Artificial Intelligence (GenAI) tools are widely used by learners and this trend is poised to continue. However, little is known about whether and how GenAI use impacts learning and performance. This study aimed to investigate the effect of GenAI on performance by examining a key affordance of GenAI—seeking help via question asking. We compared the questions that learners asked GenAI versus a human tutor online during a writing task. Using quantitative ethnographic methods, we found that: (a) participants in the GenAI condition asked significantly more questions compared to those in the Tutor condition; (b) GenAI participants tended to ask one-off questions, while Tutor...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa metodología de investigación

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With the rapid development of artificial intelligence (AI) technologies and a continuously growing interest in their application in educational contexts, there has been significant growth in the scientific literature in relation to the application of AI in education (AIEd). This study aims to present multiple perspectives on the development of AIEd in terms of relevant grants, conferences, journals, software tools, article trends, top issues, institutions, and researchers to provide an overview of AIEd for its further development and implementation. With this study, we contribute to the research field by enabling educators and scholars to understand the status and development of relevant...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial analítica del aprendizaje multimodalidad

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The proliferation of educational technologies has generated unprecedented volumes of diverse, multimodal learner data, offering rich insights into learning processes and outcomes. However, leveraging this complex, multimodal data requires advanced analytical methods. While Multimodal Learning Analytics (MMLA) offers promise for exploring this data, the potential of Artificial Intelligence (AI) to enhance MMLA remains largely unexplored. This paper bridges these two evolving domains by conducting the first systematic literature review at the intersection of AI and MMLA, analyzing 43 peer-reviewed papers from 11 reputable databases published between 2019 and 2024. The findings indicate a...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial analítica del aprendizaje tecnología educativa

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With the advent of artificial intelligence, most of the main techniques have found their way into intelligent education. Knowledge tracing is one of the essential tasks in educational research, which aims to model and qualify students' procedural knowledge acquisition using machine learning or deep learning techniques. While numerous studies have focused on improving models and algorithms of knowledge tracing, few have thoroughly examined the dynamic and complex aspects of this research field. This study conducts a bibliometric analysis that included 383 key articles published between 1992 and 2021 to review the evolutionary nuances of knowledge tracing research. Besides, we employ document...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial evaluación educación superior

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As generative AI (GenAI) transforms how students learn and work, higher education must rethink its assessment strategies. This paper introduces a conceptual framework, DRIVE, and a taxonomy to help educators evaluate student learning based on their interactions with GenAI chatbots. Although existing research maps student-GenAI interactions to writing outcomes, practice-oriented tools for assessing evidence of domain-specific learning beyond general AI literacy skills or general writing skills remain underexplored. We propose that GenAI interactions can serve as a valid indicator of learning by revealing how students steer the interaction (Directive Reasoning Interaction) and articulate...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial formación de profesores creencias y actitudes de los profesores

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There is a need for teachers who are prepared to teach Artificial Intelligence (AI) across the K-12 learning contexts. Owing to the dearth of teacher education programmes on AI, it is helpful to explore factors to be considered in designing an effective AI programme for future teachers. We posit that understanding how to encourage pre-service teachers to learn AI is thus critical for practitioners and policymakers while designing effective instructional AI teacher education programmes. This exploratory study examined the perceptions of pre-service teachers and their behavioral intention to learn AI, by identifying factors that might affect learning and promoting AI in teacher preparation...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial pensamiento computacional cognición y procesamiento

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This systematic review synthesizes 64 empirical studies to examine how Generative AI (GenAI) shapes learning in Computer Science Education (CSE), particularly in programming, debugging, algorithmic reasoning, and computational problem-solving contexts. Grounded in Constructivist, Sociocultural, Cognitive Load, Adaptive Learning, and Metacognitive Learning theories, the review adopts an integrative perspective to analyze how GenAI-driven adaptivity, AI output qualities, hallucination dynamics, and cognitive–affective regulation influence learners’ interpretation, cognitive processing, and learning outcomes. Findings reveal a dual impact of GenAI in CSE. On the negative side, hallucinated or...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots competencia intercultural

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The rise of artificial intelligence (AI) technologies has been notable in supporting English as an Additional Language (EAL) learners, particularly in offering interactive assessments. AI-driven dialogue systems that produce culturally relevant humor and empathy, bridging the native language (L1) and the target language (L2), have been employed to engage EAL learners more effectively and boost their learning results. However, there's a noticeable gap in research concerning the fusion of humor, empathy, and intercultural dimensions in language learning. Intercultural dimensions encompass acquiring crucial knowledge, communication skills, and the values essential for meaningful interactions...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación superior

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Large language models (LLMs) are transforming higher education, yet their learning benefits likely depend on students’ AI literacy and how they prompt and verify AI outputs. This mixed-methods study investigates how AI literacy relates to prompting proficiency and verification behavior, and how these behaviors operate through two mechanisms, trust calibration and extraneous cognitive load, to predict coursework performance across two discipline–institution contexts in Thailand. The author surveyed Design students (n = 221) and Business students (n = 222) and analyzed the data using multigroup structural equation modeling, complemented by thematic analysis of semi-structured interviews....

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