Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación conceptos básicos

Resumen:

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Artificial intelligence literacy is a concept that has been the focus of exhaustive research recently. However, there are very few psychometrically sound and thoroughly evaluated instruments that attempt to assess AI literacy in a valid way. Therefore, this study presents an item set to assess the AI literacy of non-experts. In the context of a Delphi expert study, 53 subject matter experts participated in three iterative questionnaire rounds to generate potential AI literacy items and assess their content validity. In addition, the experts made suggestions on how the items’ wording accuracy could be improved and evaluated the wording suggestions of the other experts. Of 47...

A shape of play to come: Exploring children's play and imaginaries with robots and AI

Robin Samuelsson (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

We are rapidly moving into an era where AI and robots are part of everyday interactions in society and education, and there are immense discussions today about current and future technologies. Still, children are often not included in this discussion, while there is much to learn from current uses and children's understandings of AI and robotics. The study is based on a seven-month ethnographical work that details the implementation of a robot in two preschool groups of children aged 1–2 and 3–5 (n = 38). The study descriptively combines a framework for children's play analysis with explorative qualitative child interviews (n = 6) with the 3-5-year-olds to examine how children play with the...

Developing an artificial intelligence literacy framework: Evaluation of a literacy course for senior secondary students using a project-based learning approach

Siu-Cheung Kong, Man-Yin William Cheung, Olson Tsang (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

The advent of artificial intelligence (AI) in the workplace is pressuring employees to learn how to harness this technology. The goal of promoting AI literacy is to equip educated citizens with the readiness to apply AI. The aim of this study is to provide evidence to guide the development of an AI Literacy Framework to prepare educated citizens to participate in future society. We report on a 14-h AI literacy course for senior secondary students, emphasising problem-solving competence development and adopting the project-based learning approach. One hundred and twenty-eight students completed the course, and a mixed-methods analysis was conducted to evaluate the results. A post-course test...

The role of ChatGPT readiness in shaping language teachers' language teaching innovation and meeting accountability: A bisymmetric approach

Amir Reza Rahimi, Ana Sevilla Pavón (2024)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

There are some dichotomies surrounding ChatGPT's application and impact on education as a central part of artificial intelligence (AI) integration. Problems concerning negative preconceptions and the limited usage of this form of AI have been reported, as some teachers perceive it as a competitor. This is due to insufficient readiness for its integration and a lack of understanding of how it can facilitate teaching innovation. Due to this, the researchers applied a bisymmetric approach, where necessity conditional analysis (NCA) as a symmetrical approach employs necessity logic to identify the must-have factors required for language teachers' passing accountability, while PLS-SEM as an...

Learning with machines: Toward a theory of epistemic co-agency

Anita Samuel (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y educación

Resumen:

The rapid integration of generative AI (GenAI) systems into educational settings necessitates a reevaluation of how learners reason, construct, and assume responsibility for knowledge. Existing learning theories like constructivism, sociocultural theory, and connectivism presume human-centered epistemic agency and fail to account for the ways GenAI simulates reasoning, reframes arguments, and co-constructs meaning. This paper introduces the Epistemic Entanglement Framework, a theory-informed model that captures how learners engage with AI systems. Drawing on distributed cognition, sociomaterialism, and posthumanist theory, the framework proposes epistemic co-agency as a reflexive stance...

Generative AI interactive textbook in electrotechnics: A four-year comparative study on student performance and inclusion

Branislav Fecko, Jozef Dziak, Tibor Vince (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y creación de materiales IA y aprendizaje estudio empírico

Resumen:

This study presents the results of the implementation of Generative-AI Interactive Textbook, an intelligent textbook built on a large language model based on GPT-4, which is directly integrated into the subject of Electrical Engineering course and provides interactive, adaptive teaching functions. The textbook was deployed in the 2024/2025 academic year, and the data was compared with the summary results from 2021 to 2024. The sample consisted of 736 students. The results suggest that the effects associated with the introduction of GenAI-T vary depending on the type of assessment and the analytical context. In multi-year analyses, a statistically significant improvement in mid-term...

A scoping review of generative AI-powered agentic AI in education: Research landscape, agentic capabilities, and insights from the frontier agent paradigm, exemplified by OpenClaw

Ningxia Wang, Di Zou, Haoran Xie (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
modelos de lenguaje (LLM) IA y educación revisión de bibliografía

Resumen:

Generative AI-powered agentic systems are increasingly proposed for educational applications. However, the research landscape remains fragmented, and the relationship between technical capabilities and pedagogical design remains poorly understood. To address this gap, this scoping review systematically mapped 474 studies published between January 2020 and May 2026. Guided by three research questions, we analysed publication characteristics, study designs, agent roles, AI models and architectures, six dimensions of agentic capability, and the extent to which educational theory was incorporated. The results show that the field has expanded rapidly, particularly since 2025. At the same time,...

Overview and confirmatory and exploratory factor analysis of AI literacy scale

Martin J. Koch, Carolin Wienrich, Samantha Straka (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Comprehensive concepts of AI literacy (AIL) and valid measures are essential for research (e.g., intervention studies) and practice (e.g., personnel selection/development) alike. To date, several scales have been published, sharing standard features but differing in some aspects. We first aim to briefly overview instruments identified from unsystematic literature research in February 2023. We identified four scales and one collection of items. We describe the instruments and compare them. We identified common themes and overlaps in the instruments and developmental procedure. We also found differences regarding scale development procedures and latent dimensions. Following this literature...

AI-enhanced interview simulation in the metaverse: Transforming professional skills training through VR and generative conversational AI

Abdullah Bin Nofal, Hassan Ali, Muhammad Hadi (2025)

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Tipo: artículo

Temas:
modelos de lenguaje (LLM) chatbots

Resumen:

Interviewing skills play a pivotal role in the job application and search, professional development to prepare for interviewing is a neglected area of research. Professional training methods are available but are often prohibitively expensive, limiting opportunities primarily to privileged individuals. To bridge this accessibility gap and democratize access to job opportunities, there is a need to develop automated interview simulation platforms. The advent of Generative AI (GenAI) technology, in particular Large Language Models (LLMs), makes this is viable proposition but progress is hindered by the absence of open-source implementations for reproducibility and comparison, as well as the...

Investigating the tripartite interaction among teachers, students, and generative AI in EFL education: A mixed-methods study

Lihang Guan, John Chi-Kin Lee, Yue Zhang (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

This study explores the holistic integration of artificial intelligence (AI) in English as a Foreign Language (EFL) education, addressing significant gaps in empirical research on AI and EFL. Drawing on existing literature on the ecological views of AI in education, the study conceptualizes holistic integration as a balanced interaction among teachers, students, and AI technologies, enhancing rather than replacing traditional human interactions in pedagogy through mediating teacher-student interactions. The research utilized a mixed-method approach to investigate AI's impact on EFL students' proficiency and perceptions in teacher-led classrooms. 66 Participants from an eastern Chinese city...