Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación educación primaria y secundaria

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The COVID-19 pandemic has created significant challenges for UK schools, but a time of cancelled exams and uncertainty around future examinations can provide opportunities to explore novel assessment methods. Hence, the 2020 proposal of the Ofqual algorithm which combines teachers' estimated grades and schools' historical performance seemed timely. However, the algorithmically calculated grades resulted in a public backlash and withdrawal of the proposal. While the failed Ofqual algorithm could be considered an example of AI, we do not yet have a thorough understanding of its numerical accuracy and how it performs in comparison to other AI models. This paper investigates this novel...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa ética

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The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA aprendizaje autónomo

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Generative artificial intelligence (AI) creates both opportunities for enhanced learning and risks of skill erosion and dependency. This exploratory, mixed-methods study investigated how to design AI learning experiences using a human-centered approach that promotes student agency. We developed and investigated an integrated framework combining comprehensive generative AI literacies—functional, critical and ethical, and creative—with self-regulated learning (SRL) processes operationalized as a human-centered Plan, Iterate, Evaluate cycle. Thirty-eight undergraduate students enrolled in an “Artificial Intelligence and Writing” course completed scaffolded experiential challenges followed by...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial chatbots ética

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The aim of this paper is to investigate the ethical and responsible use of AI chatbots in education in support of critical thinking, cognitive flexibility and self-regulation in terms of their potential to enhance and motivate teaching and learning in contemporary education environments. AI chatbots such as ChatGPT by OpenAI appear to be improving in conversational and other capabilities and this paper explores such advances using version 4. Based on a review of the research literature, a conceptual framework is formulated for responsible use of AI chatbots in education supporting cognitive flexibility in AI-rich learning environments. The framework is then operationalized for use in this...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación metacognición

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Effective feedback is a central component of successful student learning, with extensive research examining how best to implement it in educational settings. Increasingly, feedback is being generated by artificial intelligence (AI), offering scalable and adaptive responses. Two widely studied approaches are directive feedback, which gives explicit explanations and reduces cognitive load to speed up learning, and metacognitive feedback which prompts learners to reflect, track their progress, and develop self-regulated learning (SRL) skills. While both approaches have clear theoretical advantages, their comparative effects on engagement, confidence, and quality of work remain underexplored....

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ortografía alfabetización

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In Germany (similar to other countries), 30 % of students demonstrate insufficient spelling skills at the end of primary school – partly owing to the challenge for teachers to manage a variety of students' learning needs. Digital tools using Machine Learning can enable teachers to individualise students' learning. However, there are still no suitable approaches for demographics of students who are not yet proficient in spelling.With an aim to adapt Machine Learning for students of all proficiencies, we investigate how accurately specific spelling errors can be predicted across different skill levels, and what the content-related reasons for incorrect predictions are.To that end, we...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

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This research examines the use of ChatGPT among university-level students in the United Arab Emirates (UAE) and its effects on their learning experiences. The precise focus remains on the effects of ChatGPT usage on Student Engagement, Critical Thinking Abilities, and Academic Achievement. Using the cross-sectional design, the Constructivism Learning Theory supports this research. Data gathered using 353 structured questionnaires is analyzed using Partial Least Square-Structural Equation Modelling (PLS-SEM). Results showed that ChatGPT usage positively affects student engagement in the learning process. The effect of ChatGPT usage on Critical Thinking Abilities also remained significant....

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura académica educación superior

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Artificial intelligence (AI) technologies have been widely adopted as tools for academic writing, sparking interest in the factors that influence their adoption. However, existing research has predominantly focused on cognitive factors, such as perceived usefulness and ease of use, while giving insufficient attention to emotional motivations (e.g., perceived enjoyment, emotional engagement) in students' use of AI tools. This gap has led to a somewhat oversimplified or incomplete understanding of the factors influencing students' adoption of AI technologies. This study constructs a theoretical framework based on the Hedonic Information System Acceptance Model (HISAM) and the Technology...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial metacognición aprendizaje autónomo

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Generative artificial intelligence (GenAI) can enhance students’ efficiency and the apparent quality of academic work, yet its fluent outputs may encourage learners to outsource cognitive activities central to learning. This creates the risk of “performance without learning”, whereby successful task completion does not necessarily reflect meaningful understanding or learner regulation. To address this concern, this article develops the Intent, Deconstruction, Expression, and Adaptation (IDEA) framework, a theory-informed metacognitive scaffold for GenAI-supported academic work. IDEA guides learners to articulate goals and constraints, decompose tasks into essential processes, communicate...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa ética

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From unique educational perspectives, this article reports a comprehensive review of selected empirical studies on artificial intelligence in education (AIEd) published in 1993–2020, as collected in the Web of Sciences database and selected AIEd-specialized journals. A total of 40 empirical studies met all selection criteria, and were fully reviewed using multiple methods, including selected bibliometrics, content analysis and categorical meta-trends analysis. This article reports the current state of AIEd research, highlights selected AIEd technologies and applications, reviews their proven and potential benefits for education, bridges the gaps between AI technological innovations and...

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