inteligencia artificial

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The recent advances in artificial intelligence (AI) present both challenges and opportunities for educational practitioners. A new AI curriculum has been developed and piloted in many primary schools in Beijing, China. The present study had two aims: (1) to test the factor structure of students’ motivation to learn AI and (2) to examine possible gender differences in students’ motivation to learn AI. This online questionnaire–based research recruited 420 primary students from the piloting schools. Structural equation modeling was employed to test a hypothesized model comprising six motivational factors and strategies: (1) intrinsic motivation, (2) career motivation, (3) attention, (4)...

Designing a model of sustainable education based on artificial intelligence in higher education

kamran Bagherimajd, Kosar khajedad (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence (AI) in higher education (HE) plays a role in promoting the sustainability of society by fostering innovation and preparing students for the digital age. In this regard, the aim of the present research has been to design an AI-based sustainable education (SE) model in HE. The research method was a monomethod design with multiple sequential, qualitative and qualitative phases. In the first part of the qualitative section, the meta-synthesis approach has been used in accordance with the findings of Springer, Emerald, and Elsevier international journals from 2000 to 2024. A total of 213 articles were reviewed and 39 articles were entered the final analysis. In the...

Personalized feedback in digital learning environments: Classification framework and literature review

Uwe Maier, Christian Klotz (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Digital learning technologies offer many opportunities to personalize instruction and learning in K-12 and higher education. In the last ten years, a growing body of research described personalized feedback implementations and investigated their effects on educational outcomes. Building on personalized education and adaptive learning systems models, this review provides an analytic framework to summarize key features of personalized feedback implementations and main empirical results. The systematic literature search resulted in 39 studies published in the last ten years. We found that scholars developed and investigated personalized feedback on the microscale, mesoscale, and macroscale of...

AI tools and POE model in educational technology Learning: Exploring participant experiences using thematic analysis

Sandy I-Ching Wang, Eric Zhi-Feng Liu (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

In an era where international education trends increasingly prioritize the integration of artificial intelligence (AI), there is a critical need to understand how students effectively use these tools to foster innovative and deep learning. This study addresses this gap by investigating higher education students’ experiences with advanced AI tools within a nine-week instructional experiment structured by the Predict-Observe-Explain (POE) model. Our primary motivation was to explore how a structured, inquiry-based framework could scaffold the development of sophisticated AI literacy, guiding students toward strategic human-AI partnerships. We employed a qualitative case study design,...

On the paradigms of learning analytics: Machine learning meets epistemology

Shayan Doroudi (2024)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Baker et al. (2021) recently proposed using a philosophical framework to classify learning analytics research in terms of four paradigms. Here I build on their theme of reflecting on philosophical differences in different approaches to learning analytics. I first present two limitations of their classification, which raise questions for how to best classify different approaches in learning analytics. In an attempt to resolve these questions, I draw upon the bias-variance tradeoff from machine learning and show how different learning analytics approaches can be viewed in terms of their positions on the tradeoff. However, I claim that this is not enough, as we must also be attuned to the...

Value-sensitive design in action: Designing student-centered intelligent tutoring systems with community college students and instructors

Eunhye Grace Ko, Joan E. Hughes (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Amidst increased interest in AI ethics in education, we delve into the design of human-centered AI intelligent tutoring systems (ITS) through Value Sensitive Design (VSD). We conducted design activities, engaging in discussions with community college students, instructors, and field experts including developers, and data scientists. The research culminated 16 designs incorporating human-in-the-loop, explainable AI, and privacy controls, emphasizing student-centricity in ITS. The study highlights the historical oversight of student and instructor values in learning platform design, demonstrating how VSD can integrate student-centered perspectives into ITS to promote trust, privacy, and...

Leveraging AI-powered mobile learning: A pedagogically informed framework

Sofia Moya, Mar Camacho (2024)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

The convergence of Artificial Intelligence (AI) and mobile learning (mLearning) has revolutionized digital education, heralding a transformative paradigm shift in learning methodologies. AI-powered mLearning holds promise but requires deep understanding of pedagogical principles. Concerns over smartphone overuse have heightened discussions about mLearning integration. In this context, with the rising penetration of AI in various educational settings, it is crucial that research delves into the pedagogically sound integration of AI into mLearning environments. A systematic literature review of forty-two articles has yielded a framework summarizing mLearning attributes, functionalities, and...

GenAI as a runaway object in higher education: A socio-cultural view on AI-influenced academic practice in mathematics

Dionysia Bakogianni, Yvonne Liljekvist, Phuong Bui (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study explores how generative AI (GenAI) technologies are reshaping research and teaching practices at the university level. Drawing on Cultural-Historical Activity Theory (CHAT) (Engeström, 1987), we examine the interrelated activity systems of teaching and research through the lens of GenAI as a “runaway object”, a concept describing technologies that evolve unpredictably, disrupt boundaries, and reconfigure roles, tools, and epistemic norms. Based on qualitative data from ten academics in a mathematics department at a Swedish university, the analysis identifies five dominant themes that characterize emerging changes across both activity systems: boundary fluidity, shifting objects,...

Examining teachers’ behavioural intention of using generative artificial intelligence tools for teaching and learning based on the extended technology acceptance model

Siu-Cheung Kong, Yin Yang, Chunyu Hou (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rapid development of generative artificial intelligence (GenAI) tools has given rise to a growing discussion of the potential challenges and benefits that the use of these technologies may present in the field of education. This study examines the acceptance of the use of GenAI tools for teaching and learning among primary and secondary school teachers in Hong Kong. It uses an extension of the technology acceptance model (TAM) with a modified framework that incorporates two key factors: self-efficacy and subjective norm. Data were collected from a sample of 367 primary and secondary school teachers in Hong Kong using questionnaires containing items for six constructs: self-efficacy,...

A cross-country analysis of self-determination and continuance use intention of AI tools in business education: Does instructor support matter?

Egena Ode, Rabake Nana, Irene O. Boro (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study builds on the recent interest in AI adoption research in academic settings by highlighting the need for culturally sensitive AI educational tools. The study achieved this by demonstrating how cultural differences shape students' motivation and AI use. This study adopts a cross-country comparative analytical approach to explore postgraduate students’ motivation to continue using AI tools in the context of higher education. The study developed a theoretical model based on Self-Determination Theory (SDT) and Expectation Disconfirmation Theory (EDT) to explore how perceived competence, perceived relatedness and perceived autonomy influence the continuance use intention of AI tools in...