Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas análisis de producción de IA IA y evaluación chatGPT

Resumen:

The potential application of generative artificial intelligence (AI) in schools and universities poses great challenges, especially for the assessment of students’ texts. Previous research has shown that people generally have difficulty distinguishing AI-generated from human-written texts; however, the ability of teachers to identify an AI-generated text among student essays has not yet been investigated. Here we show in two experimental studies that novice (N = 89) and experienced teachers (N = 200) could not identify texts generated by ChatGPT among student-written texts. However, there are some indications that more experienced teachers made more differentiated and more accurate...

AI in essay-based assessment: Student adoption, usage, and performance

David Smerdon (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación estudio empírico

Resumen:

The rise of generative artificial intelligence (AI) has sparked debate in education about whether to ban AI tools for assessments. This study explores the adoption and impact of AI tools on an undergraduate research proposal assignment using a mixed-methods approach. From a sample of 187 students, 69 completed a survey, with 46 (67%) reporting the use of AI tools. AI-using students were significantly more likely to be higher-performing, with a pre-semester average GPA of 5.46 compared to 4.92 for non-users (7-point scale, p = .025). Most students used AI assistance for the highest-weighted components of the task, such as the research topic and methods section, using AI primarily for...

Assessing the quality of automatic-generated short answers using GPT-4

Luiz Rodrigues, Filipe Dwan Pereira, Luciano Cabral (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
análisis de producción de IA modelos de lenguaje (LLM) IA y evaluación estudio empírico

Resumen:

Open-ended assessments play a pivotal role in enabling instructors to evaluate student knowledge acquisition and provide constructive feedback. Integrating large language models (LLMs) such as GPT-4 in educational settings presents a transformative opportunity for assessment methodologies. However, existing literature on LLMs addressing open-ended questions lacks breadth, relying on limited data or overlooking question difficulty levels. This study evaluates GPT-4's proficiency in responding to open-ended questions spanning diverse topics and cognitive complexities in comparison to human responses. To facilitate this assessment, we generated a dataset of 738 open-ended questions across...

Generative AI in higher education: Seeing ChatGPT through universities' policies, resources, and guidelines

Hui Wang, Anh Dang, Zihao Wu (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación chatGPT ética de la IA estudio empírico

Resumen:

The advancements in Generative Artificial Intelligence (GenAI) can provide opportunities for enriching educational experiences, but at the same time raise concerns regarding academic integrity. Many educators have expressed anxiety and hesitation when it comes to integrating GenAI in their teaching practices. Thus, recommendations and guidance from institutions are needed to support instructors in this new and emerging GenAI era. In response to this need, this study explores different U.S. universities' academic policies and guidelines regarding the use of GenAI tools (e.g., ChatGPT) for teaching and learning, and from there, gains understanding of how these universities respond and adapt...

Co-designing AI with youth partners: Enabling ideal classroom relationships through a novel AI relational privacy ethical framework

Michael Alan Chang, Mike Tissenbaum, Thomas M. Philip (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
ética de la IA IA y educación estudio empírico

Resumen:

In recent years, the design of AI-based tools for educational spaces have been largely driven by researchers who impart their past expertises, experiences, and perspectives in the design process. While this typically leads to technically feasible designs and are often well-grounded in theories of learning, youth agency is typically limited in this process. In this paper, we argue that designers have a significant ethical responsibility to incorporate youth voices – in particular, their dreams and concerns – into the design of AI tools starting from conception. This need is particularly important as new applications for AI, such as AI-supported collaboration, introduce new surveillance...

AI4Design: A generative AI-based system to improve creativity in design–A field evaluation

Luca Abrusci, Karma Dabaghi, Stefano D'Urso (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

Chatbots serve as valuable instruments for enhancing students' educational experience and aiding them in their day-to-day academic tasks. Advances in Generative AI (GAI) have ushered in increasingly sophisticated and adaptive chatbots, with ChatGPT and DALL⋅E being prime examples. ChatGPT excels at generating text-based answers across diverse areas of knowledge, while DALL⋅E is adept at converting text-based concepts into visual imagery. These technologies are increasingly used by students across various levels of education. In this study, we introduce AI4Design, a web-based system designed to assist design students with their course projects by acting as an intelligent chatbot. The field...

Designing a generative AI enabled learning environment for mathematics word problem solving in primary schools: Learning performance, attitudes and interaction

Jingxi Liu, Daner Sun, Jin Sun (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT IA y aprendizaje estudio empírico

Resumen:

Mathematics word problem solving is a critical component of elementary education, yet many students encounter persistent difficulties in this area due to the combined cognitive demands of linguistic comprehension and mathematical reasoning. While previous studies have explored various pedagogical strategies to enhance problem-solving skills, the integration of generative artificial intelligence (GenAI) in this domain remains underexplored. This study introduces the ChatGPT-supported Mathematics Problem-Solving System (ChatGPT-MPS), a GenAI-enabled learning environment designed to support primary students in developing problem-solving strategies and deepening conceptual understanding. To...

Developing a theory-grounded AI tool for the generation of culturally responsive lesson plans

Matthew Nyaaba, Xiaoming Zhai (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y creación de materiales prompts chatGPT estudio empírico

Resumen:

As educators begin using Generative AI (GenAI) for lesson planning, they often encounter generated content that fails to consider the classroom's cultural context. In this study, we address this issue by adopting a design science research approach to develop a theory-based prompt grounded in culturally responsive pedagogy (CRP) and using it to customize a Culturally Responsive Lesson Planner (CRLP) GPT. Guided by the CRP framework, the CRLP uses an Interactive Semi-Automated (ISA) prompt architecture that engages teachers in dialogue to collect cultural and contextual details before generating a lesson plan. To evaluate the CRLP's effectiveness, we asked two expert reviewers to compare...

Level-specific feedback generation for scene descriptions via fine-tuning multimodal large language models

ZhiWei Xie, Tse-Tin Chan, Philip L.H. Yu (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas modelos de lenguaje (LLM) IA y evaluación estudio empírico

Resumen:

Scene description tasks effectively enhance students' English writing skills in contextual settings, facilitating the establishment of authentic situational connections. However, evaluating descriptive quality and providing accurate, level-appropriate feedback present significant challenges. Although Multimodal Large Language Models (MLLMs) have demonstrated strong capabilities in vision-language tasks, their generated feedback for scene description tasks often remains generic. It fails to account for students' educational stages. To address this limitation, we construct a novel level-specific feedback dataset for scene description tasks. This dataset is constructed using GPT-4o with...

Generative AI in higher education: A bibliometric review of emerging trends, power dynamics, and global research landscapes

Kun Dai, Yabing Liu, Xiaofan Zhang (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

The rapid evolution of Generative Artificial Intelligence (GenAI) is reshaping higher education (HE), offering transformative opportunities for academic engagement while posing significant challenges to academic integrity, ethical frameworks, and global research power dynamics. This study maps the recent (2022–2025) research landscape of GenAI in HE through a bibliometric analysis of 2762 articles from the Web of Science Core Collection. Employing multipolarity as an analytical lens, this study examines the power dynamics within this research domain reflected by publication records from different countries (or regions). Findings highlight surging global interest in GenAI in HE, with...