Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study examined how university students engaged with generative AI as a strategic learning resource in academic writing tasks, with particular attention to the role of AI anxiety. Using an explanatory sequential mixed-methods design, survey data and post-task written reflections were collected from 107 university students. The quantitative analysis examined the relationships among AI anxiety, evaluative capacity, ethical awareness, and regulatory engagement, while the qualitative analysis explored how students described verifying, revising, selectively adopting, or rejecting AI-generated content during actual academic writing tasks. The findings showed that AI anxiety was positively...

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Metodología: estudio empírico

Temas: inteligencia artificial

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This study explored the experiences and perceptions of Thai and Vietnamese EFL learners regarding the use of ChatGPT for second language (L2) writing. It aimed to contribute to the ongoing discourse on using generative Artificial Intelligence (GAI) tools to enhance L2 writing skills. Utilizing a mixed-methods research design with quantitative data gathered from 357 survey respondents from three educational institutions in Thailand and Vietnam and qualitative data from 16 interviewees from the same group of respondents, this study found that ChatGPT was perceived positively for L2 writing. Participants in the study found it a valuable tool for L2 writing, where its ability to generate ideas...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Generative AI, currently most visible in education through large language models (LLMs), is increasingly embedded in students’ everyday learning practices, supporting tasks such as writing, coding, reasoning, and analysis. Yet its educational value remains uncertain because systems designed to improve immediate task performance may also weaken the cognitive and metacognitive processes that support durable learning. This paper addresses this learning–performance paradox by asking how AI systems can be designed to support learning rather than merely produce better outputs. To address this, in this paper, we make three contributions. First, we synthesise current LLM-based study support with...

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Metodología: estudio empírico

Temas: inteligencia artificial

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This study introduces a novel method for explainable speaking skill assessment that utilizes a unique dataset featuring video recordings of conversational interviews for high-stakes outcomes (i.e., admission to high schools and universities). Unlike traditional automated speaking assessments that prioritize accuracy at the expense of interpretability, our approach employs a new multimodal dataset that integrates acoustic and linguistic features, visual cues, turn-taking patterns, and expert-derived scores quantifying various speaking skill aspects observed during interviews with young adolescents. This dataset is distinguished by its open-ended question format, which allows for varied...

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Metodología: estudio empírico

Temas: inteligencia artificial

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This study investigates how integrating generative AI (GenAI) with instructional scaffolding and prompt engineering supports higher-order thinking skills (HOTS) and programming logic. A mixed-methods design was used, combining quantitative and qualitative data. The intervention followed a one-group pretest-post-test structure over seven weeks with 25 computer science students with no prior C++ experience. The GenAI-Ped framework guided the design. It combines Bloom's taxonomy, Seelf-Regulated Learning, Universal Design for Learning, and Vygotsky's Zone of Proximal Development. Students received scaffolded support across six instructional phases, including prompt training and guided GenAI...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The integration of artificial intelligence (AI) in application-based contexts has created the need for skilled workers with AI knowledge and competencies. In order to meet this demand, it is necessary to integrate AI into vocational education and training (VET) in Germany, for example in the form of an additional AI qualification. Such an additional qualification in the field of AI in the VET system is innovative and comparatively new. Therefore, this article explores the views of both teachers and apprentices regarding the requirements for an additional AI qualification, - perspectives which have not been sufficiently researched, yet. Results from a mixed-methods needs analysis based on...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Online videos have become a central tool in modern education. Alongside this shift, Artificial Intelligence (AI) is reshaping personalized learning experiences, with generative large language models like ChatGPT offering new ways to tailor information to individual learners. Based on the Cognitive Theory of Multimedia Learning (CTML), which proposes two principles that relate to the interaction with the learning material (segmenting and generative activity), we conducted two experiments in which participants were asked to pause an educational video at times of comprehension difficulty. In Experiment 1 (N = 101), we examined whether GPT-generated summaries -introduced at self-paced pause...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in Education (AIED) offers new scalable, data-intensive systems but raises concerns about data privacy and agency. Excluding stakeholders—like students and teachers—from the design process can potentially lead to mistrust and inadequately aligned tools. Despite a shift towards human-centred design in recent LA and AIED research, there remain gaps in our understanding of the importance of human control, safety, reliability, and trustworthiness in the design and implementation of these systems. We conducted a systematic literature review to explore these concerns and gaps. We analysed 108 papers to provide insights...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial Intelligence (AI) is reshaping language education, making AI literacy crucial for teachers to engage critically and effectively with this technology. Nonetheless, most existing assessments target students or general users, leaving a gap in measuring AI literacy within language teacher education. This study sought to develop and validate the Teachers’ AI Literacy Scale (TAILS), grounded in the ED-AI literacy framework, which comprises six dimensions: knowledge, evaluation, collaboration, contextualization, autonomy, and ethics. The scale was tested with preservice English language teachers through two phases: exploratory factor analysis (EFA) with 165 participants and confirmatory...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Developing assessment rubrics is resource-intensive, limiting frequent formative assessment. This study introduces HARMOGEN-R (Hybrid Assessment Rubric Model Generation with Reasoning), a framework that uses reasoning-enhanced Large Language Models (LLMs) for initial rubric generation and standard models for synthesis. It supports two generation approaches, namely, structured, with predefined evaluation criteria, and free-form, with Artificial Intelligence (AI) defined criteria. Using a within-subjects design, four AI-generated rubrics and a human-created baseline were compared across 308 open-ended responses (text and code) from three formative programming assignments in an undergraduate...

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