inteligencia artificial

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

This systematic review is a synthesis of 32 empirical and conceptual studies published between December 2022 and March 2026 to investigate AI literacy among language teachers in higher education. The review has answered four research questions related to conceptualisations of AI literacy, pedagogical practices and professional-development models, assessment approaches, and reported outcomes, challenges, and gaps guided by the theoretical lens of governing the unseen, which prefigures institutional policies. Based on PRISMA 2020, the systematic search of ERIC, the British Educational Index, and Web of Science resulted in the identification of studies, which were subjected to thematic...

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...

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...

New systems of learning for distance learning institutions? A six-study review of implementing AIDA

Bart Rienties, Tim Coughlan, John Domingue (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study examines how a large-scale distance learning institution in the UK designed, implemented, and evaluated an artificial intelligence digital assistant (AIDA) using Sharples' (2025) embedded systems approach. Through six iterative Design-Based Research studies over 18 months, involving 498 students and 20 staff, we explored three questions: (1) how perceptions of AIDA change with experience; (2) its impact on engagement and learning; and (3) how GenAI can be responsibly deployed at a system level. Early Studies 1–3 gathered student preferences for AIDA's design and identified benefits of 24/7, context-specific support alongside concerns over ethics, academic integrity, and data...

Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy

Jane Southworth, Kati Migliaccio, Joe Glover (2023)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

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Artificial Intelligence (AI) is a ubiquitous concept and tool already found across society and an integral part of everyday life. As such, basic understanding and knowledge of AI should be a critical component of student education to foster successful global citizens. This position paper describes one possible path to address potential gaps in AI education and integrate AI across the curriculum at a traditional research university. The University of Florida (UF) is infusing AI across the curriculum and developing opportunities for student engagement within identified areas of AI literacy regardless of student discipline. The AI Across the Curriculum initiative being developed at UF...

Comparing human and LLM ordered coding of qualitative data: How coding differences cascade through temporal analysis

Kamila Misiejuk, Sonsoles López-Pernas, Eduardo Araujo Oliveira (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Automating the process of qualitatively coding text data from learners has been a long-standing ambition of learning analytics researchers since it represents an essential step toward delivering timely and scalable feedback. Automating this process is especially challenging in the case of ordered coding schemes —necessary for temporal analytical methods— where one text utterance can be assigned more than one qualitative code and the assignment order matters. This problem goes beyond multi-class and multi-label classification and, therefore, cannot be easily tackled using classic language models such as BERT. Recent advances in generative artificial intelligence, especially with the advent...

From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning

Eduard Pogorskiy, Jens F. Beckmann (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Compared to traditional classroom learning, success in online learning tends to depend more on the learner’s skill to self-regulate. Self-regulation is a complex meta-cognitive skill set that can be acquired. This study explores the effectiveness of a virtual learning assistant in terms of (a) developmental, (b) general compensatory, and (c) differential compensatory effects on learners’ self-regulatory skills in a sample of N = 157 online learners using an experimental intervention-control group design. Methods employed include behavioural trace data as well as self-reporting measures. Participants provided demographic information and responded to a 24-item self-regulation...

Students’ multimodal prompting practices as epistemic work in AI literacy development

Sylvana Sofkova Hashemi (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

: As generative artificial intelligence (GenAI) rapidly transforms higher education, critical questions arise about how students engage with these open-ended tools and the implications for learning. This study provides empirical insight into this research gap investigating (1) the prompting strategies students develop when interacting with a university-provided GenAI tool and (2) how engagement in prompt engineering activities shapes their understanding of GenAI and AI literacy. Data were collected in an exploratory workshop with 28 postgraduate students engaged in collaborative multimodal prompting tasks, including the creation of short stories or poems and corresponding images. Students’...

From literature to research-based learning: An AI-powered information extraction system to enhance undergraduate thesis completion

Rong An, Weian Zhu, Qian Zhao (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Undergraduate thesis completion in STEM education is often constrained by limited timeframes, insufficient training, and the difficulty of navigating unstructured scientific literature. This study describes the design and evaluation of an AI-powered information extraction system that converts research publications into structured, traceable, and comparable datasets to support literature-driven comparison. The system is positioned as an epistemic scaffold that enables the inspection of evidence claim relationships through source traceability and structured comparisons while reducing low-level data-handling demands. A mixed-methods pilot study was conducted with 20 undergraduates from four...

Generative AI-assisted workflows in architectural conceptual design: Performance, creative self-efficacy, and cognitive load

Yao Xiao, Han Jiang, Rachel Hurley (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Generative AI (GenAI) is increasingly adopted in design education, yet evaluating its educational value through final outcomes provides an incomplete picture. This study compares two ecologically plausible workflows in an architectural conceptual design task: GenAI-assisted image generation and ArchDaily-based precedent search. The comparison concerns complete workflows rather than the isolated contributions. Thirty-six students completed a two-phase design task, first designing independently and then revising with their assigned workflow. Screen-recording demonstrated active engagement in both conditions. Eight judges rated design performance, while participants reported task-specific and...