Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Although studied for decades by the research community, artificial intelligence (AI) in education has recently sparked much public debate with the wide-spread popularity of systems such as ChatGPT and DALL-E. Existing literature offers a wealth of research on design, deploying and evaluating AI-driven systems in education. However, the challenges related to the growing influence of AI in the society, calls for revisiting research foundations of AI in education in order to inform decision-making in policy and guide future research. This special issue of Computers & Education: Artificial Intelligence brings 11 papers that explore the theme of empowering learners for the age of AI...

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Temas: inteligencia artificial

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Generative Artificial Intelligence (GenAI) tools are widely used by learners and this trend is poised to continue. However, little is known about whether and how GenAI use impacts learning and performance. This study aimed to investigate the effect of GenAI on performance by examining a key affordance of GenAI—seeking help via question asking. We compared the questions that learners asked GenAI versus a human tutor online during a writing task. Using quantitative ethnographic methods, we found that: (a) participants in the GenAI condition asked significantly more questions compared to those in the Tutor condition; (b) GenAI participants tended to ask one-off questions, while Tutor...

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Temas: inteligencia artificial

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In this paper, we argue that a particular set of issues mars traditional assessment practices. They may be difficult for educators to design and implement; only provide discrete snapshots of performance rather than nuanced views of learning; be unadapted to the particular knowledge, skills, and backgrounds of participants; be tailored to the culture of schooling rather than the cultures schooling is designed to prepare students to enter; and assess skills that humans routinely use computers to perform. We review extant artificial intelligence approaches that–at least partially–address these issues and critically discuss whether these approaches present additional challenges for assessment...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Generative Large Language Models (LLMs) demonstrate impressive results in different writing tasks and have already attracted much attention from researchers and practitioners. However, there is limited research to investigate the capability of generative LLMs for reflective writing. To this end, in the present study, we have extensively reviewed the existing literature and selected 9 representative prompting strategies for ChatGPT – the chatbot based on state-of-art generative LLMs to generate a diverse set of reflective responses, which are combined with student-written reflections. Next, those responses were evaluated by experienced teaching staff following a theory-aligned...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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This study analyzes 2398 research articles published between 2020 and 2024 across eight core venues related to the field of Artificial Intelligence in Education (AIED). Using a three-level knowledge co-occurrence network analysis, this study analyzes the knowledge structure of the field, the evolving knowledge clusters, and the emerging frontiers. The findings reveal that AIED research is centered on developing AI-assisted systems and using AI to support educational analysis, with sustained themes such as intelligent tutoring systems, learning analytics, and natural language processing, alongside rising interest in large language models (LLMs) and generative artificial intelligence (GenAI...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Assessment feedback is important to student learning. Learning analytics (LA) powered by artificial intelligence exhibits profound potential in helping instructors with the laborious provision of feedback. Inspired by the recent advancements made by Generative Pre-trained Transformer (GPT) models, we conducted a study to examine the extent to which GPT models hold the potential to advance the existing knowledge of LA-supported feedback systems towards improving the efficiency of feedback provision. Therefore, our study explored the ability of two versions of GPT models – i.e., GPT-3.5 (ChatGPT) and GPT-4 – to generate assessment feedback on students' writing assessment tasks, common in...

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Feedback is a crucial element of a student's learning process. It enables students to identify weaknesses and improve self-regulation. However, studies show this to be an area of great dissatisfaction in higher education. With ever-growing course participation numbers, delivering effective feedback is becoming an increasingly challenging task. The efficacy of feedback will depend on four levels of feedback; namely, feedback about the self, task, process or self-regulation. Hence, this paper explores the use of automated content analysis to examine feedback provided by instructors for feedback practices measured on self, task, process, and self-regulation levels. For this purpose, four...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Generative AI is becoming part of academic writing, but its educational value depends on how control is shared between learner and system. This study examined an agency gap : performance differences that may arise when AI agent initiative is misaligned with learners’ generative AI literacy. Seventy-nine medical and nursing students completed two multimodal analytical writing tasks using healthcare simulation data visualisations. They were randomly assigned to a reactive agent that responded only when prompted or a proactive agent that provided sequenced questions and feedback. Generative AI literacy was measured using the validated 20-item Generative AI Literacy Assessment Test. Epistemic...

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Temas: inteligencia artificial

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Self-regulated learning (SRL) encapsulates learners' abilities to control, monitor, and regulate cognitive and metacognitive processes such as motivation, emotion, and learning strategies. A crucial element of SRL proficiency lies in learners' capacity to plan and implement effective learning strategies. As such, extensive academic research has been devoted to understanding the impact of learning strategies on learning performance, and the role of instructional methods (including real-time scaffolding) in amplifying students' ability to adopt effective learning strategies. However, while numerous studies have focused on learning strategies and SRL scaffolding, few have investigated their...

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Metodología: estudio empírico

Temas: inteligencia artificial

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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...

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