inteligencia artificial

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Advancements in large language models (LLMs) have transformed AI-driven education, enabling innovative applications across various learning and teaching domains. However, LLMs still face several challenges, including hallucination and static internal knowledge, which hinder their reliability in educational settings. Retrieval-Augmented Generation (RAG) enhances LLMs by retrieving relevant information from an external knowledge base and incorporating it into the LLM's generation process. This approach improves factual accuracy and enables dynamic knowledge updates, making LLMs particularly suitable for educational applications. In this paper, we comprehensively review existing research that...

Can large language models meet the challenge of generating school-level questions?

Subhankar Maity, Aniket Deroy, Sudeshna Sarkar (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

In the realm of education, crafting appropriate questions for examinations is a meticulous and time-consuming task that is crucial for assessing students' understanding of the subject matter. This paper explores the potential of leveraging large language models (LLMs) to automate question generation in the educational domain. Specifically, we focus on generating educational questions from contexts extracted from school-level textbooks. Our study aims to prompt LLMs such as GPT-4 Turbo, GPT-3.5 Turbo, Llama-2-70B, Llama-3.1-405B, and Gemini Pro to generate a complete set of questions for each context, potentially streamlining the question generation process for educators. We performed a...

Exploring the “what” and “how” of opportunities and challenges of AI in EFL teacher education

Sina Omidvar, Hussein Meihami (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial Intelligence (AI) has significantly impacted second language education, including English as a foreign language (EFL) teaching and learning. Although various studies have been conducted to examine the opportunities and challenges of AI in EFL teaching and learning, comparable work on the opportunities and challenges of AI in EFL teacher education is limited. This study aimed to explore the “what” and “how” of opportunities and challenges of AI in EFL teacher education. To that end, we used descriptive narrative design in which we collected autobiographical narratives and conducted semi-structured interviews with 35 EFL teachers, four EFL teacher educators, and four computer...

Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI?

Lina Markauskaite, Rebecca Marrone, Oleksandra Poquet (2022)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we help learners develop them? How can we empirically study and assess their development? With this paper, we open the discussion by adopting a dialogical knowledge-making approach. Our team of 11 co-authors participated in an orchestrated written...

How AI literacy correlates with affective, behavioral, cognitive and contextual variables: A systematic review

Arne Bewersdorff, Claudia Nerdel, Xiaoming Zhai (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

This systematic review maps the empirical landscape of AI literacy by examining its correlations with a diverse array of affective, behavioral, cognitive and contextual variables. Building on the review of AI literacy scales by Lintner (2024), we analyzed 31 empirical studies that applied six of those AI literacy scales, covering 14 countries and a range of participant groups. Our findings reveal robust correlations of AI literacy with AI self-efficacy, positive AI attitudes, motivation, and digital competencies, and negative correlations with AI anxiety and negative AI attitudes. Personal factors such as age appear largely uncorrelated with AI literacy. The review reveals measurement...

Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong Kong

Eric Chi Keung Cheng, Tianchong Wang (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial Intelligence (AI) has rapidly emerged as a transformative force across diverse sectors worldwide, with policy initiatives signalling its rising prominence. In the realm of education, AI holds promise for revolutionising learning and teaching. However, the incorporation of AI in basic education faces significant challenges for many schools, particularly when explicit curriculum guidelines are absent, and teachers have limited exposure to AI technologies. This study delves into the importance of integrating Artificial Intelligence in Education (AIED), particularly in primary and secondary school settings, with a specific emphasis on the obstacles and facilitators. The research...

A framework for evaluation of large language models in essay assessment: Reliability, alignment, and causal reasoning

Tongxi Liu, Luyao Ye, Wei Yan (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Recent advances in large language models have revitalized research on automated essay evaluation, yet critical concerns remain regarding their reliability, validity, and interpretability. This study presents a comparative analysis of five LLMs (GPT-4.1, Llama 4 Maverick, Gemini 2.5 Flash, Claude Sonnet 4, and DeepSeek R1) in the assessment of long English essays authored by non-native speakers in higher education. The analysis draws on LLM-generated scores for 60 essays to examine (a) intra-model reliability across repeated scoring runs, (b) the degree of alignment between model outputs and expert human ratings, and (c) causal feature dependencies that clarify how linguistic characteristics...

Sequential, typological, and academic dynamics of self-regulated learners: Learning analytics of an undergraduate chemistry online course

Ken-Zen Chen, Shao-Chi Li (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This research explored the typologies of self-regulated learners in an asynchronous online Chemistry I (OCI) course of an undergraduate active learning program. Student readiness and capability regarding self-regulated learning (SRL), the activity logs in the learning management system, and academic achievement were collected to investigate behavioral sequences of different typologies of learning self-regulation. Seventeen students who took OCI in the 2019 school year were recruited for the study. Through learning analytics for the 3965 behavioral codes, the study generated three key results. First, hierarchical cluster analysis classified two typologies of self-regulated online learners:...

Towards human-AI collaboration in the competency-based curriculum development process: The case of industrial engineering and management education

Antonio Padovano, Martina Cardamone (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

In the endeavor to advance industrial engineering and management (IEM) education, this research underscores the imperative of supporting a dynamic and responsive adaptation of a competency-based curriculum (CBC) to meet the demands of an ever-evolving industrial landscape and job market. Our study contributes to competency-based education (CBE) by demonstrating how Artificial Intelligence (AI) can inform the definition of a CBC in the IEM field, thus initiating the pioneering steps towards a collaborative human-AI approach in CBC design. Through a stepwise methodology based on semantic analysis, text mining, natural language processing (NLP) models, informetrics approaches, and clustering...

In the AI era: A project-based digital storytelling framework for art and design education

Tian Yali, Tang Mengxiao, Li Gengrui (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The ascent of generative artificial intelligence (AI) challenges art and design education to reaffirm the value of human creativity. This study proposes and examines a pedagogical response: a project-based learning (PBL) model with digital storytelling (DS) at its core, designed to cultivate the emotional, cultural, and narrative capacities that AI lacks. Conducted through an embedded case study of the 15-week “Creative Shanzhou” project with 426 Chinese undergraduate students, the research implemented a theoretically-grounded PBL-DS framework. Digital storytelling served as the primary methodology for students to translate local cultural heritage into emotionally resonant, multimodal...