Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial formación de profesores profesorado

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The application of Artificial Intelligence (AI) technology in education is increasingly recognized as a key driver of educational innovation. While extensive literature exists on the integration of AI technologies in educational settings, less emphasis has been placed on the critical role of teachers and their professional development needs. This study systematically reviews research conducted between 2015 and 2024 on teachers' use of AI technology in their teaching and professional development, focusing on the relationship between the supply of professional development opportunities and the demand for AI integration among teachers. Using PRISMA principles and protocols, this review...

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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 educación primaria y secundaria

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This study examines artificial intelligence (AI) literacy among middle school students through the lens of the ABCE framework, which encompasses Affective, Behavioral, Cognitive, and Ethical dimensions. Using a sample of 1669 students from Shanghai, China, the research validates the AI Literacy Questionnaire (AILQ) as a robust psychometric tool for assessing these four domains. Latent profile analysis identified four distinct AI literacy profiles, Poor, Moderate, Good, and Excellent, revealing that 72.3 % of students achieved high literacy levels (Good or Excellent), while 27.7 % remained in lower proficiency groups (Poor or Moderate). Key demographic findings highlight the role of gender...

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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: revisión bibliográfica

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

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Artificial Intelligence (AI) is significantly changing school education. The increasing prevalence of AI calls for a framework of AI-related literacy specifically tailored to the educational context. A growing body of research has attempted to conceptualise AI literacy (AIL) from different disciplinary perspectives and with different foci. This systematic review aims to provide a comprehensive overview of definitions and psychological dimensions of AIL in school education by addressing the following questions: how is AIL defined and conceptualised, what are the dimensions of AIL, and what psychological dimensions are included. A total of 2642 records were identified from various databases,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

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Although ChatGPT, a state-of-the-art, large language model, seems to be a disruptive technology in higher education, it is unclear to what extent students rely on this tool for completing different tasks. To address this gap, we asked university students (N = 490) recruited via CloudResearch to rate the extent to which they rely on ChatGPT for completing 13 tasks identified in a previous pilot study. Five distinct profiles emerged: ‘Versatile low reliers’ (38.2%) were characterised by low overall self-reported reliance across the tasks, while ‘all-rounders’ (10.4%) had high overall self-reported reliance. The ‘knowledge seekers’ (16.5%) scored particularly high on tasks such as content...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA profesorado

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The increasing significance of artificial intelligence (AI) in various industries highlights the necessity for industry leaders and professionals to comprehend and gain knowledge about AI. The urgency for AI literacy is more critical than ever due to the potential unethical use of AI resulting from insufficient knowledge. This issue is particularly crucial for educators because they need to understand and adapt to the impact of AI within educational institutions, with some needing to use and become literate in AI, given that students now have increased access to public AI tools. This research presents a multi-phase study to address the issue of bridging the knowledge gap in AI by conducting...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación

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High-quality test items are essential for educational assessments, particularly within Item Response Theory (IRT). Traditional validation methods rely on resource-intensive pilot testing to estimate item difficulty and discrimination. More recently, Item-Writing Flaw (IWF) rubrics emerged as a domain-general approach for evaluating test items based on textual features. This method offers a scalable, pre-deployment evaluation without requiring student data, but its predictive validity concerning empirical IRT parameters is underexplored. To address this gap, we conducted a study involving 7,126 multiple-choice questions across various STEM subjects (physical science, mathematics, and life/...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación creación de materiales

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Large language models (LLMs) that power chatbots such as ChatGPT have capabilities across numerous domains. Teachers and students have been increasingly using chatbots in science, technology, engineering, and mathematics (STEM) subjects in various ways, including for assessment purposes. However, there has been a lack of systematic investigation into LLMs’ capabilities and limitations in automatically generating items for STEM subject assessments, especially given that LLMs can hallucinate and may risk promoting misconceptions and hindering conceptual understanding. To address this, we systematically investigated LLMs' conceptual understanding and quality of working in generating question...

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