inteligencia artificial

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates how teachers perceive, manage, and reflect on the cognitive implications of integrating Generative Artificial Intelligence (GenAI) into their professional practice with a focus on the evolving interplay between human judgment and automation. Using a collective case-study design, we conducted interviews with 18 in-service teachers selected from mainland Chinese and Hong Kong educational settings. We employed the cognitive offloading framework to guide data collection and thematic coding, aiming to capture teachers’ reasoning within AI-supported teaching and administration. Results revealed three interrelated processes: recognising and evaluating the need of using...

Artificial intelligence in vocational education and training: A systematic review of educational purposes, theoretical conceptualizations, and empirical effectiveness

Viola Deutscher, Herbert Thomann, Olga Zlatkin-Troitschanskaia (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Background Artificial intelligence (AI) increasingly shapes vocational education and training (VET). Despite its transformative potential, a systematic overview of the design characteristics and empirical effectiveness of AI-based interventions in vocational contexts remains lacking. Aim This review synthesizes empirical research on AI-supported interventions in VET, focusing on educational purposes, theoretical conceptualizations of human-AI interaction, methodological designs, and evidence of learning outcomes. Method Following PRISMA guidelines, 26 empirical studies published between 2015 and 2026 were identified through ERIC, Web of Science, and Elicit, and analyzed using a theory-...

Governing the unseen: A systematic review of AI literacy among language teachers in higher education

Yanyao Deng, Ferdi Çelik, Volkan Duran (2026)

Detalles Cerrar ✕

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)

Detalles Cerrar ✕

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)

Detalles Cerrar ✕

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...

University teachers' perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical study

Cormac McGrath, Teresa Cerratto Pargman, Niklas Juth (2023)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo en HTML

This study investigates university teachers’ relationships with emerging technologies by focusing on the uptake of artificial intelligence in higher education practices. We utilise an experimental philosophy approach to i) determine university teachers’ intuitions around universities’ responsibilities to adopt new artificial intelligence technologies, ii) understand the conditions under which university teachers consider artificial intelligence defensible and, hence, would be willing to introduce such tools and services into their daily practice and iii) specify teachers’ self-reported knowledge of artificial intelligence. An online survey, where participants were sent one of three...

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

Bart Rienties, Tim Coughlan, John Domingue (2026)

Detalles Cerrar ✕

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)

Detalles Cerrar ✕

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Texto completo en HTML

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)

Detalles Cerrar ✕

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)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo en HTML

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...