ChatGPT

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates how postsecondary learners employ generative AI, specifically ChatGPT, to support their self-directed learning (SDL) for writing purposes. Following a sequential mixed methods design, we analyzed 384 survey responses and 10 semi-structured interviews with postsecondary writers. Findings suggest that the major learning task that the learners used ChatGPT for writing is brainstorming and seeking inspiration for ideas. While the entering motivation for using ChatGPT varies from curiosity about innovative technologies to fulfilling academic requirements, such entering motivation transformed into task motivation when the learners perceived the potential benefits of...

Is ChatGPT a good study companion? The role of AI-generated summaries and reflective prompts in learning from educational videos

Ayşe Candan Şimşek, Gerrit Anders, Jonathan Göth (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Online videos have become a central tool in modern education. Alongside this shift, Artificial Intelligence (AI) is reshaping personalized learning experiences, with generative large language models like ChatGPT offering new ways to tailor information to individual learners. Based on the Cognitive Theory of Multimedia Learning (CTML), which proposes two principles that relate to the interaction with the learning material (segmenting and generative activity), we conducted two experiments in which participants were asked to pause an educational video at times of comprehension difficulty. In Experiment 1 (N = 101), we examined whether GPT-generated summaries -introduced at self-paced pause...

Exploring the paradoxical use of ChatGPT in education: Analyzing benefits, risks, and coping strategies through integrated UTAUT and PMT theories using a hybrid approach of SEM and fsQCA

Wen-Ling Hsu, Andri Dayarana K. Silalahi (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

ChatGPT's impact on education is both significant and inevitable, presenting a paradox of threats and benefits. While studies have explored ChatGPT's usage, intention, and motivation, few have addressed its paradoxical use from a benefit-risk-coping perspective, leaving gaps in practical and theoretical solutions. This study integrates the Unified Theory of Acceptance and Use of Technology (UTAUT) and Protection Motivation Theory (PMT) to elucidate ChatGPT's paradoxical use in education. Using Structural Equation Modeling (SEM) and fuzzy sets Qualitative Comparative Analysis (fsQCA), it aims to provide insights and solutions for managing the benefits, risks, and coping mechanisms associated...

Enhancing python learning with PyTutor: Efficacy of a ChatGPT-Based intelligent tutoring system in programming education

Albert C.M. Yang, Ji-Yang Lin, Cheng-Yan Lin (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Programming is regarded as a focal point in the current rapidly evolving educational landscape. To aid learning in this domain, we developed PyTutor, an innovative intelligent tutoring system (ITS) that is designed to assist beginners in Python programming. PyTutor utilizes the ChatGPT model to offer continuous guidance, problem-solving hints, and detailed code explanations. It features a structured hint system for each question, covering pseudocode, cloze, basic, and advanced coding solutions. In our 11-week experiment, we compared 35 students who used PyTutor with 36 students who did not. The results indicated the effectiveness of PyTutor, particularly for students with weak foundations...

Applying large language models and chain-of-thought for automatic scoring

Gyeong-Geon Lee, Ehsan Latif, Xuansheng Wu (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates the application of large language models (LLMs), specifically GPT-3.5 and GPT-4, with Chain-of-Though (CoT) in the automatic scoring of student-written responses to science assessments. We focused on overcoming the challenges of accessibility, technical complexity, and lack of explainability that have previously limited the use of artificial intelligence-based automatic scoring tools among researchers and educators. With a testing dataset comprising six assessment tasks (three binomial and three trinomial) with 1,650 student responses, we employed six prompt engineering strategies to automatically score student responses. The six strategies combined zero-shot or few-...

Unveiling the dynamics of generative AI adoption: A business intelligence analysis through topic modeling-based bibliometric study

Hanadi Aldreabi, Mohammad Alhur, Manaf Al-Okaily (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Generative Artificial Intelligence (GenAI) has gained notable attention in educational literature, with supporters and critics expressing varying opinions. Despite its popularity, only a few reviews are available on the subject, with limitations such as small sample sizes and limited scope. This study aims to clarify the major themes influencing the discussion on GenAI in educational contexts. It employs a strong Business Intelligence paradigm and uses bibliometric analysis and topic modeling focusing on the R program's structural topic model (STM) Package, VOSviewer, and bibliometric software. The results highlight the esteem of GenAI in education and evidence of international...

Application of ChatGPT for automated problem reframing across academic domains

Hafsteinn Einarsson, Sigrún Helga Lund, Anna Helga Jónsdóttir (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This paper explores the potential of large language models, specifically ChatGPT, to reframe problems from probability theory and statistics, making them accessible to students across diverse academic fields including biology, economics, law, and engineering. The aim of this study is to enhance interdisciplinary learning by rendering complex concepts more accessible, relevant, and engaging. We conducted a pilot study using ChatGPT to adapt problems across 17 disciplines, evaluated through expert review. Our results demonstrate the significant potential of ChatGPT in reshaping problems for diverse settings, preserving theoretical meaning in 77.1% of cases, and requiring no or only minor...

Implementing generative AI (GenAI) in higher education: A systematic review of case studies

Marina Belkina, Scott Daniel, Sasha Nikolic (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

The introduction of Generative Artificial Intelligence (GenAI) tools, like ChatGPT, into higher education heralds a transformative era, reshaping instructional methods, enhancing student support systems, and redefining the educational landscape. Recent literature reviews on GenAI highlight a lack of focus on how these tools are being practically implemented in educational settings. Addressing this gap, the present study systematically examines empirical case studies that demonstrate the integration of GenAI into teaching and learning in higher education, offering actionable insights and guidance for academic practice.We conducted a search of relevant databases and identified 21 empirical...

Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learning

Lucas Kohnke (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rapid development of generative artificial intelligence (GenAI) tools (e.g. ChatGPT) has elicited mixed reactions among English language instructors and learners. This study explores how first-year students in an English for Academic Purposes (EAP) course at a Hong Kong university perceive GenAI and traditional grammar-checking tools (e.g. Grammarly, MS Word). We employed a qualitative methodology grounded in the interpretivist paradigm, conducting semi-structured interviews with 14 students. The findings revealed the students perceived GenAI tools to be more comprehensive and authoritative, as they provide detailed explanations and contextual insights that enhance language proficiency...

Effects of adaptive feedback generated by a large language model: A case study in teacher education

Annette Kinder, Fiona J. Briese, Marius Jacobs (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates the effects of adaptive feedback generated by large language models (LLMs), specifically ChatGPT, on performance in a written diagnostic reasoning task among German pre-service teachers (n = 269). Additionally, the study analyzed user evaluations of the feedback and feedback processing time. Diagnostic reasoning, a critical skill for making informed pedagogical decisions, was assessed through a writing task integrated into a teacher preparation course. Participants were randomly assigned to receive either adaptive feedback generated by ChatGPT or static feedback prepared in advance by a human expert, which was identical for all participants in that condition, before...