ética

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates students' aversion to AI grading systems compared to human professors, focusing on how dissatisfaction with the current evaluation system and grade outcomes affect fairness perceptions. Drawing from 228 college students in South Korea, the experiment tested three hypotheses: (1) students show AI reluctance, (2) dissatisfaction with the current system mitigates the AI reluctance, and (3) this mitigation is contingent on whether students receive high or low grades. Results confirm a general aversion to AI graders. Yet, students who are dissatisfied with the status quo system displayed increased preference for AI graders, especially when receiving low grades. In...

Children as creators, thinkers and citizens in an AI-driven future

Safinah Ali, Daniella DiPaola, Irene Lee (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Generative Artificial Intelligence (AI) approaches open up new avenues of digital creation, and are simultaneously accompanied by societal and ethical implications such as the creation of Deepfakes and spread of misinformation, renewing our understanding of technical AI systems as socio-technical systems. Applications of, and media generated by generative AI techniques are abundantly present on social media platforms frequented by children, who are not yet aware of the existence of AI-manipulated media. Previous work has highlighted the importance of digital media literacy and AI literacy for children. In this work, we introduce middle school students to generative AI techniques as a tool...

Not for people like me: How frontier AI models redirect skeptical rural school staff

Zachary Rossmiller (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

As AI enters schools, the staff it affects are increasingly urged to consult conversational AI about whether to adopt it—yet that AI is built by organizations with a commercial stake in adoption, raising the possibility that systems consulted by skeptical users are predisposed to encourage it. We test this with a fixed prompt in which a rural Montana K–12 school administrative aide voices two concerns: that AI may threaten her job, and that AI companies do not have people like her in mind. Ten frontier models from ten laboratories are each sampled 500 times at temperature 0.7. The 5000 responses are scored by a blind three-model AI panel (three model families, two openness regimes) on a...

Generative AI in high school English career preparation units: Student interactions, perceptions, and ethical concerns

Kyungbin Kwon, Sohheon Yang, Ugur Kale (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rapid integration of generative AI into K–12 education presents both opportunities and challenges for supporting students’ learning. This mixed-methods case study examined how high school students interacted with an AI-enhanced resume writing unit and a text-based mock interview unit within an English Language Arts course. Quantitative results indicated students’ positive perceptions of AI utility across constructs of awareness, usage, evaluation, and ethics. Qualitative analysis revealed that students used AI to explore career information, generate and refine resume content, and iteratively revise and refine interview responses. While many students engaged critically—questioning,...

Redesigning an AI bill of rights with/for young people: Principles for exploring AI ethics with middle and high school students

Sarah K. Burriss, Nicole Hutchins, Zachary Conley (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

“AI ethics” has become a popular term for signaling concerns with the development and application of artificial intelligence, and a hot-button issue in both academic and public discourse. The current work tends to center adult-oriented, adult-generated, and issues-based conceptions of ethics. This paper reports on an alternative model for “doing ethics” via co-design with young people, highlighting the need for students to engage in AI ethics work, especially as AI is increasingly used in their education and social lives. In particular, we focus on developing a rights-based approach, using the White House Blueprint for an AI Bill of Rights as a starting point for redesigning core AI ethics...

Affective computing in online higher education: A systematic literature review

Krist Shingjergji, Deniz Iren, Corrie Urlings (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Although affective states play a crucial role in education, they are often difficult to communicate and observe in online learning environments. This challenge has led to growing research on systems that can automatically detect affective states. This systematic literature review used PRISMA to analyze 96 studies on affective computing in online higher education, published between 2019 and 2024. The findings show that the most frequently studied affective states include learning-centered states, such as engagement, confusion, frustration, sentiment, as well as basic emotions, such as happiness, anger, sadness, surprise, and fear. Terminology often overlaps, and basic emotions are commonly...

Integrating the adapted UTAUT model with moral obligation, trust and perceived risk to predict ChatGPT adoption for assessment support: A survey with students

Chung Yee Lai, Kwok Yip Cheung, Chee Seng Chan (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

ChatGPT stands out among other AI technology tools to provide assessment support in the higher education context. This exploratory study investigates the motivators and barriers which influence the use intention of ChatGPT for assessment support among undergraduates in Hong Kong. We tested the adapted and extended UTUAT model using the structural equation modeling approach. Through self-report online questionnaire, we received usable responses from 483 undergraduates of eight Hong Kong universities.In a highly competitive Chinese context, assessment results hold immense significance in determining the value and merit of students. The findings reveal that trust acts as the strongest...

Appraisal of high-stake examinations during SARS-CoV-2 emergency with responsible and transparent AI: Evidence of fair and detrimental assessment

MD. Rayhan, MD. Golam Rabiul Alam, M. Ali Akber Dewan (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

In situations like the coronavirus pandemic, colleges and universities are forced to limit their offline and regular academic activities. Extended postponement of high-stakes exams due to health risk hereby reduces productivity and progress in later years. Several countries decided to organize the exams online. Since many other countries with large education boards had an inadequate infrastructure and insufficient resources during the emergency, education policy experts considered a solution to simultaneously protect public health and fully resume high-stakes exams -by canceling offline exam and introducing a uniform assessment process to be followed across the states and education boards....

Is GPT-4 fair? An empirical analysis in automatic short answer grading

Luiz Rodrigues, Cleon Xavier, Newarney Costa (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Short open-ended questions represent a central resource in formative and summative assessments both face-to-face and online settings, ranging from elementary to higher education. However, grading these questions remains challenging for instructors, raising attention to the field of Automatic Short Answer Grading (ASAG). While ASAG has yielded valuable contributions to learning analytics, it often faces generalizability issues. Accordingly, the rapid advancement in Large Language Models (LLMs) has motivated their adoption to empower ASAG systems. Despite that, previous research has not investigated whether LLMs are fair graders in the context of ASAG. Therefore, this paper presents an...

Safer interaction with IVAs: The impact of privacy literacy training on competent use of intelligent voice assistants

André Markus, Maximilian Baumann, Jan Pfister (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Intelligent voice assistants (IVAs) are widely used in households but can compromise privacy by inadvertently recording or encouraging personal disclosures through social cues. Against this backdrop, interventions that promote privacy literacy, sensitize users to privacy risks, and empower them to self-determine IVA interactions are becoming increasingly important. This work aims to develop and evaluate two online training modules that promote privacy literacy in the context of IVAs by providing knowledge about the institutional practices of IVA providers and clarifying users' privacy rights when using IVAs. Results show that the training modules have distinct strengths. For example,...