Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT educación superior

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The advent of generative artificial intelligence (AI) applications, such as ChatGPT, has significantly impacted various aspects of human life, including higher education. This study explores university students' attitudes toward ChatGPT, focusing on the cognitive, affective, and behavioral components of attitudes, on the basis of Mitcham's philosophical framework of attitudes toward technology. A total of 595 university students from six public and private universities in northern Peru participated in an online survey. The results of the structural equation modeling (SEM) analysis revealed that the affective component (β = 0.672∗∗∗) and the cognitive component (β = 0.260∗∗) positively...

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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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Artificial Intelligence (AI) is impacting the way we teach and learn. However, there are still substantial barriers to the integration of AI in educational settings, as teachers often lack the necessary competences to understand and use AI for pedagogical purposes. Therefore, in the early stages of teacher preparation, it is essential to assess the readiness of pre-service teachers for this transition in different initial teacher education (ITE) contexts. This study aims to investigate the readiness of pre-service teachers in Portugal and Spain to integrate AI into future teaching practices. To this end, a study was conducted with 203 pre-service teachers from both countries that compared...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial feedback/retroalimentación enseñanza en línea e híbrida

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Feedback is an essential component of scaffolding for learning. Feedback provides insights into the assistance of learners in terms of achieving learning goals and improving self-regulated skills. In online courses, feedback becomes even more critical since instructors and students are separated geographically and physically. In this context, feedback allows the instructor to customize learning content according to the students' needs. However, giving feedback is a challenging task for instructors, especially in contexts of large cohorts. As a result, several automatic feedback systems have been proposed to reduce the workload on the part of the instructor. Although these systems have...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aula invertida/flipped learning metacognición

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The increasing integration of Artificial Intelligence (AI) within educational contexts is fostering significant pedagogical shifts, with flipped learning concurrently gaining prominence as a dynamic, student-centered instructional model. Despite their individual merits, there remains a paucity of empirical research on the synergistic effects when AI enhances flipped learning, particularly concerning crucial EFL learner variables such as metacognitive awareness, writing development, and foreign language boredom. This study, therefore, aimed to address this gap by examining the impact of an AI-enhanced flipped learning environment. To this end, a quasi-experimental design was implemented...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial analítica del aprendizaje tecnología educativa

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Nowadays, fewer students are choosing to enroll in STEM (science, technology, engineering, and mathematics) fields. STEM students in schools and in higher educational institutions appear to be waning, as evidenced by low secondary school STEM enrolments. To add to this, there are also STEM stream students who dropped out and switched to non-STEM streams. This resulted in a shortage of qualified candidates for STEM-based higher education programmes, and subsequently an insufficient number of STEM graduates. Researchers have found several potential contributing factors that may have impacted students’ selection of STEM. However, this relationship is still unclear and needs further...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial enseñanza/aprendizaje de lenguas CALL/ELAO

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This study examines the effectiveness of artificial intelligence (AI) in language teaching, particularly in English as a Foreign Language (EFL) classrooms, following AI's increased adoption after the COVID-19 pandemic. Through a multilevel meta-analysis of 117 effect sizes across 46 empirical studies published between 2022 and 2025, results show that AI has a statistically significant medium-to-large overall impact on language learning (g = 0.74, 95 % CI [0.57, 0.92], p < .001) across all five major skills, with vocabulary showing the strongest effects, followed by reading, writing, listening, and speaking.Grounded in constructivist, adaptive learning, and cognitive load theories,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación ChatGPT

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Adopting mixed methods, the study compared teacher feedback and ChatGPT feedback on 35 Chinese university EFL learners’ essay revision, their Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) and their perceived benefits and drawbacks of the feedback. Students wrote two English essays and received writing feedback from their English teacher and ChatGPT respectively. They revised one essay using teacher feedback and another using ChatGPT feedback. Upon revision, students responded to a 5-point Likert-scale questionnaire regarding PU and PEOU of the two types of feedback. The results showed that students obtained significantly higher scores on the revised essays using ChatGPT...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT pensamiento computacional

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The educational application of Generative AI (GAI) has garnered significant interest, sparking discussions about the pedagogical value of GAI-generated content. This study investigates the perceived effectiveness of concept explanations produced by GAI compared to those created by human teachers, focusing on programming concepts of sequence, selection, and iteration. The research also explores teachers' and students' ability to discern the source of these explanations. Participants included 11 teachers and 70 sixth-grade students who were presented with concept explanations created or generated by teachers and ChatGPT. They were asked to evaluate the helpfulness of the explanations and...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial metodología de investigación grandes modelos de lenguaje

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Automating the process of qualitatively coding text data from learners has been a long-standing ambition of learning analytics researchers since it represents an essential step toward delivering timely and scalable feedback. Automating this process is especially challenging in the case of ordered coding schemes —necessary for temporal analytical methods— where one text utterance can be assigned more than one qualitative code and the assignment order matters. This problem goes beyond multi-class and multi-label classification and, therefore, cannot be easily tackled using classic language models such as BERT. Recent advances in generative artificial intelligence, especially with the advent...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

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Access to AI-driven chatbots is triggering schools to transform. Easy access and questions of cheating are balanced against potential upsides of individual support, time savings, and the risk of falling behind. Therefore, insights into teachers’ AI self-efficacy and attitudes towards the integration of AI-driven chatbots in education necessitate research. This study approaches teachers' readiness to use AI-driven chatbots. A survey and poll questions were administered, yielding 312 and 406 responses respectively, focusing on AI self-efficacy, attitudes, and perceived usefulness in education. Preliminary findings show that while teachers are generally positive about the potential of AI in...

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