ética

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Despite significant advancements in AI-driven educational systems and ongoing calls for responsible AI for education, several critical issues remain unresolved—acting as elephant in the room within AI in education, learning analytics, educational data mining, learning sciences, and educational psychology communities. This critical analysis identifies and examines nine persistent challenges across the conceptual, methodological, and ethical dimensions that continue to undermine the fairness, transparency, and effectiveness of current AI methods and applications in education. These include: 1) the lack of clarity around what AI for education truly means—often ignoring the distinct purposes,...

Explainable Artificial Intelligence in education

Hassan Khosravi, Simon Buckingham Shum, Guanliang Chen (2022)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

There are emerging concerns about the Fairness, Accountability, Transparency, and Ethics (FATE) of educational interventions supported by the use of Artificial Intelligence (AI) algorithms. One of the emerging methods for increasing trust in AI systems is to use eXplainable AI (XAI), which promotes the use of methods that produce transparent explanations and reasons for decisions AI systems make. Considering the existing literature on XAI, this paper argues that XAI in education has commonalities with the broader use of AI but also has distinctive needs. Accordingly, we first present a framework, referred to as XAI-ED, that considers six key aspects in relation to explainability for...

Teaching AI awareness in middle school classrooms: Design, implementation and evaluation of two education modules on algorithmic bias and filter bubbles

Mehtab Iqbal, Khushbu Singh, Sushmita Khan (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The nascent digital footprints of adolescents make them particularly susceptible to being misrepresented by AI systems. We design, implement, and evaluate two educational modules on the causes and consequences of two particularly salient types of AI misrepresentation: algorithmic biases and filter bubbles. We implement these modules in middle school math and computer science classrooms by integrating our materials with the existing curricula and curricular requirements of the partner school. This integration, as well as the many confounding factors of the classroom, are nontrivial problems that have heretofore not been considered in privacy education research and required us to adopt...

A cross-national assessment of artificial intelligence (AI) Chatbot user perceptions in collegiate physics education

Benjamin Agyare, Joseph Asare, Amani Kraishan (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study explores the perception of artificial intelligence (AI)-based Chatbots, specifically Open AI's ChatGPT use, among physics students in four universities in Ghana, Jordan, and the United States. We utilized a survey instrument adapted from the Technology Acceptance Model (TAM) to elicit responses from 804 students. TAM constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEU), Subjective Norms (SN), Attitude Towards Technology Use (ATU), Behavioral Intention (BI), and User Behavior (UB) were assessed. We also assessed perceptions of ethical use (EU) and student learning outcomes (SLO) using a Structural Equation Model (SEM) approach. A measurement model had good fit...

A case study of using AI for General Certificate of Secondary Education (GCSE) grade prediction in a selective independent school in England

Gyorgy Denes (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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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...

Preparing pre-service teachers for responsible generative AI use: Curriculum implications for ethics, privacy, and AI literacy

Lucas Kohnke, Di Zou, Chun Lai (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigated what pre-service teachers should learn about generative artificial intelligence (GenAI) by backtracking from anticipated classroom dilemmas to teacher-education design needs. Through qualitative interviews with 17 pre-service teachers at a Hong Kong university, the research explored perspectives on integrating AI into education, focusing on ethical concerns and pedagogical strategies. Grounded in the interpretivist paradigm, it revealed concerns about academic integrity, privacy and the challenge of maintaining essential human skills in a GenAI-driven educational environment. Although pre-service teachers recognised GenAI's potential to enhance teaching and learning...

Value-sensitive design in action: Designing student-centered intelligent tutoring systems with community college students and instructors

Eunhye Grace Ko, Joan E. Hughes (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Amidst increased interest in AI ethics in education, we delve into the design of human-centered AI intelligent tutoring systems (ITS) through Value Sensitive Design (VSD). We conducted design activities, engaging in discussions with community college students, instructors, and field experts including developers, and data scientists. The research culminated 16 designs incorporating human-in-the-loop, explainable AI, and privacy controls, emphasizing student-centricity in ITS. The study highlights the historical oversight of student and instructor values in learning platform design, demonstrating how VSD can integrate student-centered perspectives into ITS to promote trust, privacy, and...

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...

A framework and exemplars for ethical and responsible use of AI Chatbot technology to support teaching and learning

Sarah A. Chauncey, H. Patricia McKenna (2023)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

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...

Trajectories of AI policy in higher education: Interpretations, discourses, and enactments of students and teachers

Jack Tsao (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Generative artificial intelligence (GenAI) in higher education has introduced a spectrum of ethical challenges, significantly impacting learning outcomes, pedagogies, and assessments. Based on the experiences and perspectives of students and teachers at a research-intensive university in Hong Kong, the study draws on qualitative interview data with 58 undergraduate and graduate students and 12 teachers conducted in early 2025. Through the concept of policy trajectories (Ball, 1993; Ball et al., 2012), the research analyses the interconnections between material contexts and discursive constructions in how AI policies (and their absence) are framed, interpreted, enacted, and resisted. The...