inteligencia artificial

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Reflection and goal-setting are interrelated processes in well-established educational theories to promote in-depth self-reflection and self-regulated learning. Prior studies have considered reflection to be an important antecedent for meaningful goal-setting. Yet, there lacks empirical evidence to shed light on how students' abilities to reflect inform their abilities to set goals. Hence, in the present study, we aimed to quantify the connection between students' retrospective reflection and their subsequent goal-setting, and derive more in-depth insights to benefit educators in their teaching to promote deeper reflection, more specific goal-setting and better self-regulation. To this end...

Evaluating lab assistant chatbot on student learning and behaviors in a programming short course

Thanapon Noraset, Akara Supratak, Chaiyong Ragkhitwetsagul (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rise of generative AI has increased interest in its application as an intelligent lab assistant in programming education, but concerns persist over its educational value and potential exploitation. While previous work supports using a customized chatbot as an assistant that provides specific guidance rather than allowing students to prompt responses freely, empirical evidence directly comparing these approaches is still lacking. This study evaluates the impact of two chatbot designs, Unrestricted and Assistant, on student learning and behavior in a short Python programming course. Through a controlled experiment involving 42 participants, we found that students using the Assistant...

Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions

Jiahong Su, Yuchun Zhong (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

With the rapid technological development of society brought on by Artificial Intelligence (AI), the demand for AI-literate workers will increase in the future. It is critical to develop the next generation's AI competencies and educate them about how to work with and use AI. Previous studies on AI were predominantly focused on secondary and university education; however, research on the Artificial Intelligence curriculum in early childhood education is scarce. Due to the lack of conformity on the standardisation of AI curriculum for early childhood education, this study examines the AI curriculum for kindergarten children using the framework which consists of four key components, including...

Artificial intelligence in classroom management: A systematic review on educational purposes, technical implementations, and ethical considerations

Tim Fütterer, Patricia Goldberg, Babette Bühler (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Artificial intelligence (AI) is increasingly shaping education, including classroom management. This systematic review analyzes 104 studies (2000–2022) on the use of AI in classroom management, focusing on educational purposes, technical implementations, and ethical considerations. Our findings show a growing use of AI technologies—particularly machine learning and deep learning—for tasks such as attendance tracking, behavior monitoring, and engagement assessment. These tools can streamline classroom management and offer detailed insights into student behavior. However, only a minority of studies leveraged AI's full potential, such as real-time feedback or multimodal data. Ethical issues,...

Perceptions and use of metaverse in higher education: A descriptive study in China and Spain

Yinglong Qiu, Rosa Isusi-Fagoaga, Adela García-Aracil (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The coronavirus disease – 2019 pandemic has accelerated the proliferation of virtual technologies and had have an enormous impact on education. In this paper, we analyse teachers’ perceptions about the use of the metaverse in educational practices and how it contributes to the local development. We focused our study in China and Spain as reference countries in the metaverse, but whose collaboration, in this arena, is not significant. For that purpose, we designed a questionnaire to explore the views of 20 teachers from each of the two universities selected, one in China and the other one in Spain, which applies an innovation and entrepreneurship education. The results show that the...

What undergraduate students need to know and actually know about generative AI

Sina Rismanchian, Eesha Tur Razia Babar, Shayan Doroudi (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

In November 2022, the release of ChatGPT sparked widespread adoption of generative AI chatbots among students, yet little is known about what undergraduate students actually understand about these tools or how accurately they perceive their capabilities. To address this gap, we propose a theoretically grounded framework for Generative AI (GenAI) literacy that integrates three forms of conceptual knowledge about large language models (LLMs)—foundations, capabilities, and limitations, and societal impact—with students' perceptions and folk theories of AI chatbots. We then developed and validated a GenAI literacy survey, including multiple-choice knowledge items and perception items, using...

The effects of chatbot use on foreign language reading anxiety and reading performance among Chinese secondary school students

Shuyan Zheng (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The present study investigates the effectiveness of a GenAI-based chatbot, “Reading Bot,” in reducing foreign language reading anxiety (FLRA) and improving foreign language reading performance (FLRP) among Chinese secondary school students learning English as a foreign language (EFL). To do so, a mixed-methods quasi-experimental pre-test/post-test design with qualitative interviews was employed. After ensuring homogeneity between the two groups, one class was designated as the experimental group (n = 42), utilizing a chatbot as a treatment, while the other class served as the comparison group (n = 42), receiving traditional teacher support. Both groups participated in five 45-min reading...

Fostering machine learning literacy in senior primary education: Evaluating a structured pedagogical course design

Siu-Cheung Kong, Qiaoyi Wang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Current K–12 artificial intelligence (AI) literacy education emphasizes tool usage over fundamental concepts, yet AI literacy requires grasping how and why AI works – critical for an AI-driven society. This highlights the need for machine learning (ML) education for young learners. We designed and evaluated a six-to 8-h ML course for 752 senior primary students (average age 11.36) across seven Hong Kong primary schools. Pre- and post-test results showed significant improvement in ML understanding, with a Wilcoxon effect size of 0.55. Students comprehended supervised learning and reinforcement learning, including algorithms such as k-nearest neighbours and artificial neural networks, via...

Artificial intelligence literacy in primary education: An arts-based approach to overcoming age and gender barriers

Iris Heung Yue Yim (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial Intelligence (AI) literacy education was previously taught primarily at the university and secondary school levels but has recently started to be expanded to primary school settings. When available at the primary school level, AI literacy is often taught within computer science courses, which may potentially reinforce gender stereotypes and discourage female students' engagement. In AI literacy education, the predominant teaching methods are constructivist approaches, which, while effective in fostering active learning, heavily emphasize technical skills and are therefore limited in their pedagogical scope, as they underplay other important questions, such as disinformation, data...

Towards an understanding of the engagement and emotional behaviour of MOOC students using sentiment and semantic features

Xiaohui Tao, Aaron Shannon-Honson, Patrick Delaney (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Online learning and teaching increased in 2020, driven by the COVID-19 pandemic. As many researchers attempted to understand the impact stress had on the emotional behaviours and academic performance of students, most studies explored these pre- and during-COVID behaviours in the context of brick and mortar institutions transitioning to online delivery. There is an opportunity to compare the experiences of students in the MOOC environment in this period, particularly in terms of the difference of engagement, semantics and sentiment/stress behaviours in 2019 and 2020. In this study, we use a dataset from AdelaideX between this time period to identify the most significant features...