Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

The attractiveness of online games, social media, and mobile apps is frequently considered a challenge for online learners. Procrastinatory behaviour is often associated with a relative lack of self-regulatory skills that would otherwise help learners to resist distractions and to progress in learning. This paper reports a pilot study, conducted with 49 online learners, in which we describe the use of a virtual learning assistant as a tool for collecting online learners' web navigation behaviour. As this virtual learning assistant operates as an extension to the Chrome web browser, it is possible that data collection is achieved independently of, and beyond specific learning management...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: análisis de errores

Resumen:

Texto completo

Las estrategias de autocorrección y autoevaluación constituyen una parte importante en el desarrollo de las competencias. Si en las personas jóvenes y adultas no existe una actitud consciente en cuanto al aprendizaje se puede afirmar que éste no será eficaz o no todo lo eficaz que podría ser. Son tres los conceptos básicos que vamos a definir brevemente en este artículo: la contribución del análisis de errores, el concepto de corrección y el concepto de autonomía. Se trata de relacionar estos términos para aplicar con mayor eficacia algunas estrategias que redunden en un aprendizaje más efectivo.

Self-correction and self-evaluation strategies are an important part of the development...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Texto completo

With the rapid integration of generative AI (GenAI) into higher education, concerns over cognitive offloading, overreliance, and diminished critical thinking underscore an urgent need to prioritize learning-to-learn (L2L) competencies. However, the lack of a clear and detailed conceptualization of L2L, a key 21st-century skill for lifelong learning, hinders interdisciplinary research and limits the development of informed, pedagogically sound AI applications. This paper presents a scoping review of L2L definitions within pedagogical and psychological literature, based on sources retrieved from ERIC, Scopus, and Web of Science. The review follows the PRISMA-ScR framework and identifies 21...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Texto completo

This systematic review aims to explore published research on the use of ChatGPT in language learning between November 2022 and November 2023, outlining the types of papers, methodologies adopted, publishing journals, major research trends, topics of interest, and existing gaps demanding attention. The PRISMA framework was utilized to capture the latest published articles, selecting 36 articles that met the inclusion criteria. Findings extracted from this review include (1) authors worldwide contribute to this topic, with Asia and North America leading; (2) the wide distribution across various journals underscores the interdisciplinary nature of this research topic, such as computer science...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Texto completo

There is a huge and growing amount of data that is already captured in the many, diverse digital tools that support learning. Additionally, learning data is often inaccessible to teachers or served in a manner that fails to support or inform their teaching and design practice. We need systematic, learner-centred ways for teachers to design learning data that supports them. Drawing on decades of Artificial Intelligence in Education (AIED) research, we show how to make use of important AIED concepts: (1) learner models; (2) Open Learner Models (OLMs); (3) scrutability and (4) Ontologies. We show how these concepts can be used in the design of OLMs, interfaces that enable a learner to see and...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Texto completo

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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

Resumen:

Texto completo

Reflection and goal-setting are interrelated processes in well-established educational theories to promote in-depth self-reflection and self-regulated learning. Prior studies have considered reflection to be an important antecedent for meaningful goal-setting. Yet, there lacks empirical evidence to shed light on how students' abilities to reflect inform their abilities to set goals. Hence, in the present study, we aimed to quantify the connection between students' retrospective reflection and their subsequent goal-setting, and derive more in-depth insights to benefit educators in their teaching to promote deeper reflection, more specific goal-setting and better self-regulation. To this end...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: diferencias individuales

Resumen:

Texto completo

En este artículo se realiza una reflexión general acerca de las bases que dan soporte a los trabajos relacionados con las variables individuales y sociales de los alumnos y su influencia en los procesos de aprendizaje de lenguas. A partir de esta reflexión se propone la creación de una plataforma que permita aglutinar criterios, metodologías y resultados, para optimizar los esfuerzos que se realizan en este campo y elaborar un marco conceptual, operativo y estructural sólido que permita realizar avances significativos en la investigación y desarrollo en torno a temas relacionados con la centralidad del alumno en el proceso de enseñanza/aprendizaje.

This article shoes a general...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

This qualitative case study examines undergraduate students’ engagement with generative artificial intelligence (GenAI) in academic learning in an English-medium university setting. This study employs self-determination theory (SDT) as the primary interpretive framework, treating technology acceptance perceptions (e.g., usefulness and ease of use) as descriptive cues rather than explanatory constructs. Data from 23 semi-structured interviews were analyzed using reflexive thematic analysis, complemented by epistemic network analysis (ENA) to examine the structural relationships among themes in students’ discourse, with automated coding validated against a manually coded subset. Students...

Ver ficha completa