Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

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Generative artificial intelligence (AI) has rapidly increased capacity for producing textual, visual and auditory outputs, yet there are ongoing concerns regarding the quality of those outputs. There is an urgent need to develop students’ evaluative judgement – the capability to judge the quality of work of self and others – in recognition of this new reality. In this conceptual paper, we describe the intersection between evaluative judgement and generative AI with a view to articulating how assessment practices can help students learn to work productively with generative AI. We propose three foci: (1) developing evaluative judgement of generative AI outputs; (2) developing evaluative...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The proliferation of artificial intelligence (AI) tools has transformed numerous aspects of daily life, yet its impact on critical thinking remains underexplored. This study investigates the relationship between AI tool usage and critical thinking skills, focusing on cognitive offloading as a mediating factor. Utilising a mixed-method approach, we conducted surveys and in-depth interviews with 666 participants across diverse age groups and educational backgrounds. Quantitative data were analysed using ANOVA and correlation analysis, while qualitative insights were obtained through thematic analysis of interview transcripts. The findings revealed a significant negative correlation between frequent AI tool usage and...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Recent advances in generative pre-trained transformer large language models have emphasised the potential risks of unfair use of artificial intelligence (AI) generated content in an academic environment and intensified efforts in searching for solutions to detect such content. The paper examines the general functionality of detection tools for AI-generated text and evaluates them based on accuracy and error type analysis. Specifically, the study seeks to answer research questions about whether existing detection tools can reliably differentiate between human-written text and ChatGPT-generated text, and whether machine translation and content obfuscation techniques affect the...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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This chapter presents a critical analysis of generative AI (GenAI) detection tools in higher education assessments. The rapid advancement and widespread adoption of GenAI, particularly in education, necessitates a reevaluation of traditional academic integrity mechanisms. I explore the effectiveness, vulnerabilities, and ethical implications of AI detection tools in the context of preserving academic integrity. My analysis synthesizes insights from various case studies, newspaper articles, and student testimonies to scrutinize the practical and philosophical challenges associated with AI detection. I argue that reliance on detection mechanisms is misaligned with the educational landscape, where...

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Tipo: libro

Metodología: propuesta didáctica

Temas: inteligencia artificial

Resumen:

Guía práctica para docentes sobre cómo integrar la inteligencia artificial en el aula con un propósito pedagógico: planificar clases significativas, fomentar el pensamiento crítico y tomar decisiones informadas y éticas. Su autor, Med Kharbach, es el responsable del conocido sitio Educators Technology.

Se organiza en cuatro partes y diez capítulos: fundamentos de la alfabetización en IA, marcos para integrar la IA, aplicación práctica en el aula y reflexión y desarrollo profesional del docente. Su lema resume el enfoque: enseñar con IA sin que el aprendizaje deje de ser humano.

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Given the potential applications of generative AI (GenAI) in education and its rising interest in research, this systematic review mapped the thematic landscape of 407 publications indexed in the Web of Science, ScienceDirect and Scopus. Using EPPI Reviewer, publication type, educational level, disciplines, research areas and applications of GenAI were extracted. Eight discursive themes were identified, predominantly focused on ‘application, impact and potential’, ‘ethical implication and risks’, ‘perspectives and experiences’, ‘institutional and individual adoption’, and ‘performance and intelligence’. GenAI was conceptualised as a tool for ‘pedagogical enhancement’, ‘specialised training and practices’, ‘writing assistance and productivity’, ‘professional skills and development’, and as an ‘interdisciplinary learning tool’. Key gaps...

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Tipo: capítulo

Metodología: estudio empírico

Temas: inteligencia artificial

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Providing personalized, detailed feedback at scale in large undergraduate STEM courses remains a persistent challenge. We present an empirically evaluated practice exam system that integrates AI generated feedback with targeted textbook references, deployed in a large introductory biology course. Our system specifically aims to encourage metacognitive behavior by asking students to explain their answers and declare their confidence. It uses OpenAI's GPT-4o to generate personalized feedback based on this information, while directing them to relevant textbook sections. Through detailed interaction logs from consenting participants across three midterms (541, 342, and 413 students respectively), totaling 28,313 question-student...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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In this paper, we present the concept of AI Readiness, along with a framework for developing AI Readiness training. ‘AI Readiness ’ can be framed as a contextualised way of helping people to understand AI , in particular, data-driven AI. The nature of AI Readiness training is not the same as merely learning about AI. Rather, AI Readiness recognises the diversity of the professions, workplaces and sectors for whom AI has a potential impact. For example, AI Readiness for lawyers may be based on the same principles as AI Readiness for Educators. However, the details will be contextualised differently. AI Readiness recognises that such contextualisation is not an option: it is essential...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Artificial intelligence (AI) is regarded as a pivotal instrument in the realm of inclusive education, offering a means to enhance accessibility and personalize learning experiences for students with disabilities. This study presents a comprehensive and systematic review of the impact of AI on inclusive education, elucidating both its advantages and the challenges associated with its implementation. In accordance with the PRISMA guidelines, studies published between 2021 and 2024 in databases including Scopus, Web of Science, ScienceDirect, and ERIC were subjected to analysis. A bibliometric analysis was conducted using Bibliometrix to identify key trends, and ATLAS.ti was employed to organize topics such as...

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Tipo: guía

Temas: inteligencia artificial

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Marco de política de la Higher Education Authority irlandesa para el uso de la IA generativa en la docencia universitaria. Se dirige al profesorado, a los responsables académicos y al personal de apoyo —no a los estudiantes— y se centra deliberadamente en la enseñanza y el aprendizaje: diseño de los aprendizajes, pedagogía, participación del alumnado, evaluación e integridad académica.

No impone reglas uniformes ni un único modelo de adopción: ofrece una orientación basada en valores para que cada institución elabore sus propias políticas, con cuatro objetivos —dar a las universidades un conjunto de valores adaptable, promover...

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