Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y educación

Resumen:

This paper explores the integration of AI agents within the Project Approach in early childhood education (ECE) to enhance children's creative learning in the digital age. Addressing the current lack of guidance in this area, the paper conceptualizes how AI agents can be specifically tailored to foster creativity in young learners. Drawing upon theoretical foundations and empirical evidence, it proposes a “Creative Project Approach” that integrates generative AI and robotics in ECE. A pedagogical framework is developed, consisting of five key steps: (1) identifying learning needs, (2) facilitating child-robot interaction with teacher guidance, (3) situating AI and robot use in various...

Style, sentiment, and quality of undergraduate writing in the AI era: A cross-sectional and longitudinal analysis of 4,820 authentic empirical reports

Matthew H.C. Mak, Lukasz Walasek (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas análisis de producción de IA estudio empírico

Resumen:

As generative artificial intelligence (GenAI) becomes widespread in education, its influence on students' academic practice raises concern. We conducted pre-registered analyses of 4820 empirical reports authored by 2000 psychology undergraduates (2016–2025) to examine how ChatGPT's launch in November 2022 may influence the style, sentiment, and quality of students' writing. Following ChatGPT's release, prevalence of ChatGPT-associated lexical markers (e.g., delve, intricate) surged until 2024, then declined in 2025, possibly due to some students actively masking GenAI traces. Writing style (indexed by lexical diversity/density/sophistication, nominalisation, readability) became increasingly...

Empowering university teachers in higher education: A generative AI-responsive competency framework

Daner Sun, Shen Ba, Yingying Cha (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y educación

Resumen:

The integration of generative artificial intelligence (GenAI) into higher education necessitates a reconceptualization of teacher competencies, moving beyond technical proficiency to encompass pedagogical strategies for fostering critical, ethical, and developmentally appropriate student-AI collaboration. Existing competency frameworks, however, exhibit notable limitations in equipping university teachers with actionable guidance for designing GenAI-mediated learning experiences that cultivate their students’ higher-order thinking and subject knowledge. In response, this paper develops and proposes a GenAI-responsive competency framework for university teachers to supplement existing...

Artificial intelligence agents in computer-supported collaborative learning: A systematic literature review

Shen Ba, Xuechun Shi, Shuang Wu (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y aprendizaje chatbots revisión de bibliografía

Resumen:

Artificial intelligence (AI) agents are rapidly reshaping the landscape of computer-supported collaborative learning (CSCL), presenting both new opportunities and challenges for educators and learners. Despite their increasing prevalence, there remains a lack of comprehensive, theory-informed synthesis regarding the roles and impacts of AI agents within CSCL. This systematic literature review analyses 46 empirical studies published between 2014 and 2025, with the aim of clarifying the methodological and contextual characteristics of the field, the pedagogical and technological features of AI-mediated CSCL environments, the instructional and mediational functions of AI agents, and the...

Preparing pre-service teachers for responsible generative AI use: Curriculum implications for ethics, privacy, and AI literacy

Lucas Kohnke, Di Zou, Chun Lai (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
ética de la IA IA y educación estudio empírico

Resumen:

This study investigated what pre-service teachers should learn about generative artificial intelligence (GenAI) by backtracking from anticipated classroom dilemmas to teacher-education design needs. Through qualitative interviews with 17 pre-service teachers at a Hong Kong university, the research explored perspectives on integrating AI into education, focusing on ethical concerns and pedagogical strategies. Grounded in the interpretivist paradigm, it revealed concerns about academic integrity, privacy and the challenge of maintaining essential human skills in a GenAI-driven educational environment. Although pre-service teachers recognised GenAI's potential to enhance teaching and learning...

Governing the unseen: A systematic review of AI literacy among language teachers in higher education

Yanyao Deng, Ferdi Çelik, Volkan Duran (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y enseñanza-aprendizaje de lenguas revisión de bibliografía

Resumen:

This systematic review is a synthesis of 32 empirical and conceptual studies published between December 2022 and March 2026 to investigate AI literacy among language teachers in higher education. The review has answered four research questions related to conceptualisations of AI literacy, pedagogical practices and professional-development models, assessment approaches, and reported outcomes, challenges, and gaps guided by the theoretical lens of governing the unseen, which prefigures institutional policies. Based on PRISMA 2020, the systematic search of ERIC, the British Educational Index, and Web of Science resulted in the identification of studies, which were subjected to thematic...

Acceptance of artificial intelligence in teaching science: Science teachers' perspective

Abdulla Al Darayseh (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

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Over the last few decades, there has been growing interest in artificial intelligence (AI) and how to apply it effectively in the educational process. The behavioural intention and attitudes of teachers play an important role in this regard. The technology acceptance model (TAM) has been shown to be effective in predicting factors that may positively or negatively influence behavioural intentions to use technology. The current study therefore aims to use this model to reveal teachers’ perceptions of the factors that influence the use of AI applications in science education. This research uses the descriptive method where a 6-dimensional scale is designed based on the components of...

A gamified web based system for computer programming learning

Giuseppina Polito, Marco Temperini (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación estudio empírico

Resumen:

The availability of Automated Assessment tools for computer programming tasks can be a significant asset in Computer Science education. Systems providing such kind of service are built around an interface, allowing to administer the tasks (exercises to train programming skills), and show the results, accompanied by meaningful feedback. To produce such results, they apply techniques ranging from static analysis of program correctness, to testing-based evaluation. These systems can also support Competitive Programming, which is known to have educational meaning too. We developed the 2TSW system, supporting the automated correction of computer programming tasks, in a gamified web-based...

Educational data journeys: Where are we going, what are we taking and making for AI?

Sarah K. Howard, Teresa Swist, Dragan Gašević (2022)

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y educación

Resumen:

Educational systems generate huge quantities of digital data. Digital educational data is captured and used at all points -- from classrooms and schools, to the level of educational departments. As growing trends in ‘data-driven instruction’ suggest, all these data have great potential to support student, teacher and leadership practices, help guide work and learning decisions, and inform policy development. Moreover, an increasing focus is being placed on the development of artificial intelligence to automate and improve how data are used. Yet, stakeholder data practices remain invisible and little understood, which complicates how artificial intelligence can be embedded in this context....

Exploring English language learning via Chabot: A case study from a self determination theory perspective

Nagaletchimee Annamalai, Mohd Elmagzoub Eltahir, Samer H. Zyoud (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas chatbots estudio empírico

Resumen:

This study applied Self Determination Study to understand 25 undergraduate students' motivation to learn the English language via chatbot. The data collected from interviews were categorized based on three psychological needs of learners: autonomy, competence and relatedness. The interview data were categorized based on the thematic analysis suggested by Braun and Clarke. The findings revealed that chatbots support competence, autonomy, and relatedness. However, the findings also revealed that chatbots lack an emotional environment and give inaccurate English language learning information. To address these problems, students suggested that chatbots should be used solely for assessment...