Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita aprendizaje autónomo

Resumen:

Texto completo

While there are several “writing buddy” Generative Artificial Intelligence (GenAI) apps that check grammar and language usage, not many focus exclusively on enhancing the brainstorming process for writing across disciplines. To fill this gap, a team of staff and student assistants with programming and User Interface (UI) and User Experience (UX) expertise designed and prototyped a web app named “Waai,” which rhymes with ‘why,’ that could assist students throughout the writing process for a first-year general writing module for all undergraduate students at a Singaporean university.Utilising surveys, focus group discussions, and app data that shows the nature and type of student engagement...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial pensamiento computacional andamiaje/scaffolding

Resumen:

Texto completo

Introduction: Generative AI is reshaping programming education, yet its effects on conceptual learning, intrinsic motivation, and cognitive load remain unclear. This study tests whether assistance deepens understanding or primarily boosts task completion, and how scaffolded versus answer-giving designs matter. Objectives: This study compares performance, learning, cognitive load, frustration, and motivation across three AI support types, and examines students’ perceptions. Methods: A three-arm randomized controlled trial was conducted in an introductory programming (CS1) course at TUM (N=275). Participants completed a 90-minute exercise on concurrency, implementing a parallel sum with...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial materiales didácticos grandes modelos de lenguaje

Resumen:

Texto completo

This study presents the results of the implementation of Generative-AI Interactive Textbook, an intelligent textbook built on a large language model based on GPT-4, which is directly integrated into the subject of Electrical Engineering course and provides interactive, adaptive teaching functions. The textbook was deployed in the 2024/2025 academic year, and the data was compared with the summary results from 2021 to 2024. The sample consisted of 736 students. The results suggest that the effects associated with the introduction of GenAI-T vary depending on the type of assessment and the analytical context. In multi-year analyses, a statistically significant improvement in mid-term...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ortografía alfabetización

Resumen:

Texto completo

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

Resumen:

Texto completo

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....

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial chatbots

Resumen:

Texto completo

The introduction of Artificial Intelligence technology enables the integration of Chatbot systems into various aspects of education. This technology is increasingly being used for educational purposes. Chatbot technology has the potential to provide quick and personalised services to everyone in the sector, including institutional employees and students. This paper presents a systematic review of previous studies on the use of Chatbots in education. A systematic review approach was used to analyse 53 articles from recognised digital databases. The review results provide a comprehensive understanding of prior research related to the use of Chatbots in education, including information on...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura académica educación superior

Resumen:

Texto completo

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots enseñanza/aprendizaje de lenguas

Resumen:

Texto completo

Despite the advancement of Chatbot technology, little is known about its affordances for language learning, especially in the context of Malaysian higher education institutions. Adapting the Push-Pull Mooring-Habit (PPMH) theoretical framework, this mixed-methods study examined Malaysian university students' experience in using Chatbots for English language learning, focusing on four main aspects; Performance Expectancy, Effort Expectancy, Social Isolation and Covid-19 Fear. A total of 360 undergraduate students from three public universities in Malaysia completed the questionnaire after being engaged with chatbots for three months. Twenty of them were also interviewed for an in-depth...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa

Resumen:

Texto completo

This review provides a comprehensive analysis of adaptive learning platforms (ALPs) in education, focusing on their pedagogical foundations, AI-driven implementations, and the challenges and successes of real-world applications. By collecting and analyzing learner data, ALPs dynamically adjust instructional content and pathways to offer personalized learning experiences, enhancing learning outcomes. The paper explores ALP design frameworks, core algorithms, and evaluation metrics, and assesses their performance across diverse educational contexts through case studies. Lastly, the review highlights key challenges ALPs face, such as privacy concerns and faculty support for implementation, and...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ética creencias y actitudes de los profesores

Resumen:

Texto completo

This study investigates how teachers perceive and understand ethical issues arising from the use of artificial intelligence (AI) in education, and identifies the factors influencing their ethical awareness. Grounded in the Social Intuitionist Model (SIM), which emphasizes intuitive and emotionally driven moral judgments, the research explores teachers’ ethical perceptions as shaped by classroom experiences (micro/meso contexts) and broader social, cultural, and institutional influences (macro contexts) surrounding AI integration. Using a case study approach, data were collected through semi-structured interviews with 26 teachers from primary and secondary schools, selected for their...

Ver ficha completa