herramientas

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

ChatGPT has quickly infiltrated the educational landscape and teachers are engaging with this tool to support their teaching activities, including lesson development. In this study, eight elementary school teachers are guided in the development of motivationally-supportive mathematics lessons using ChatGPT as a tool to support student positive mathematics emotions, motivation, and engagement as theorized within Control Value Theory (CVT). Results reveal that teachers found ChatGPT useful for this purpose and that the lessons implemented demonstrated some success in fostering motivationally-supportive math activities. Compared to non-ChatGPT lessons, in lessons developed with ChatGPT, the...

The role of ChatGPT readiness in shaping language teachers' language teaching innovation and meeting accountability: A bisymmetric approach

Amir Reza Rahimi, Ana Sevilla Pavón (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

There are some dichotomies surrounding ChatGPT's application and impact on education as a central part of artificial intelligence (AI) integration. Problems concerning negative preconceptions and the limited usage of this form of AI have been reported, as some teachers perceive it as a competitor. This is due to insufficient readiness for its integration and a lack of understanding of how it can facilitate teaching innovation. Due to this, the researchers applied a bisymmetric approach, where necessity conditional analysis (NCA) as a symmetrical approach employs necessity logic to identify the must-have factors required for language teachers' passing accountability, while PLS-SEM as an...

Assessing ChatGPT-generated comments for video-based learning content to enhance knowledge and emotional support based on scaffolding theory

Jiaqi Wang, Yegang Du, Qun Jin (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

With the rise of Generative Artificial Intelligence (GenAI), tools such as ChatGPT have shown great potential in enhancing online learning. However, existing applications in video-based learning remain limited, as they typically require learners to pause or switch interfaces to access AI support, disrupting learning continuity. To address this challenge, this study proposes a framework that utilizes ChatGPT to generate comments for an individual learner (i-Comments), displayed as scrolling text over educational videos, providing both knowledge and emotional support based on scaffolding theory. The present study evaluates the framework's generation capabilities to gain empirical insight that...

Comparing expert tutor evaluation of reflective essays with marking by generative artificial intelligence (AI) tool

Isaiah T. Awidi (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Estudio que compara la corrección de ensayos reflexivos hecha por tutores expertos con la de ChatGPT. Se analizaron 108 reflexiones anonimizadas de estudiantes de ingeniería, ya calificadas por 39 tutores formados con una rúbrica común (profundidad, análisis, lógica y claridad, y feedback); ChatGPT recibió las mismas instrucciones y rúbricas y puntuó los textos de forma independiente.

Resultados: el acuerdo entre ambos evaluadores fue moderado (ICC = 0,728), con diferencias significativas en las puntuaciones medias. ChatGPT se ciñó de forma más estricta a los criterios, mientras que los tutores mostraron más...

From teachers to chatbots: Scaffolded corrective feedback and student trust in online L2 English classrooms

Ali Soyoof, Barry Lee Reynolds, Ehsan Rassaei (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Teacher corrective feedback (TCF) plays a vital role in second language (L2) learning. Recent studies have examined feedback provided by both human teachers and large language models (LLMs). However, little is known about how students' trust differs toward scaffolded corrective feedback (SCF)—that is, feedback that incrementally progresses from indirect to direct during interaction—when it is provided by an LLM such as ChatGPT versus a language teacher. To address this gap, this study compared the effects of SCF, delivered by language teachers and ChatGPT, on L2 learning outcomes and student trust. Using a mixed-methods design, 40 lower-intermediate Iranian learners of English as a foreign...

Exploring attitudes toward ChatGPT among college students: An empirical analysis of cognitive, affective, and behavioral components using path analysis

Benicio Gonzalo Acosta-Enriquez, Carmen Graciela Arbulú Pérez Vargas, Olger Huamaní Jordan (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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...

Investigating the affordances of OpenAI's large language model in developing listening assessments

Vahid Aryadoust, Azrifah Zakaria, Yichen Jia (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

To address the complexity and high costs of developing listening tests for test-takers of varying proficiency levels, this study investigates the capabilities of an OpenAI's large language model, ChatGPT 4, in developing listening assessments. Employing prompt engineering and fine-tuning of prompts, the study specifically focuses on creating listening scripts and test items using ChatGPT 4 for test-takers across a spectrum of proficiency levels (academic, low, intermediate, and advanced). For comparability, the 24 topics of these scripts were selected from topics found in academic listening tests. We conducted two types of analyses to evaluate the quality of the output. First, we performed...

A hybrid MCDM approach for unveiling ChatGPT's effect on students' learning

Jannatul Ferdous Mim, Md. Mohibul Islam, Aizizul Haque Raza (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The education sector received significant benefits from ChatGPT as an Artificial Intelligence (AI) chatbot because it strengthens human-machine teamwork while making education more efficient and adapting to individual students and reducing their workload. This research paper focuses on investigating three primary research objectives concerning the integration of ChatGPT into educational settings. Firstly, the study aims to assess the effects of ChatGPT on students' learning outcomes with identifying the main cause and effect impacts. Secondly, it seeks to identify and analyze various strategies that can be employed to effectively utilize ChatGPT for educational purposes. Lastly, the...

“ChatGPT seems too good to be true”: College students’ use and perceptions of generative AI

Clare Baek, Tamara Tate, Mark Warschauer (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates how U.S. college students (N = 1001) perceive and use ChatGPT, exploring its relationship with societal structures and student characteristics. Regression results show that gender, age, major, institution type, and institutional policy significantly influenced ChatGPT use for general, writing, and programming tasks. Students in their 30s–40s were more likely to use ChatGPT frequently than younger students. Non-native English speakers were more likely than native speakers to use ChatGPT frequently for writing, suggesting its potential as a support tool for language learners. Institutional policies allowing ChatGPT use predicted higher use of ChatGPT. Thematic analysis...

“ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing

Mark Feng Teng (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The present research was to bridge a research gap in comprehensively understanding students’ perceptions and experiences in utilizing ChatGPT for their writing process in English as a foreign language (EFL) context. The participants were 45 EFL learners in Macau. The study aimed to explore the potential impact of ChatGPT on writing, as well as their perceptions and experiences of ChatGPT in generating feedback for writing. A mixed-methods approach was employed, with quantitative data collected from a questionnaire and qualitative insights drawn from interviews conducted after a semester-long writing course. The findings supported the significant positive effects of AI assistance on writing...