Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Researchers have sought for decades to automate holistic essay scoring. Over the years, these programs have improved significantly. However, accuracy requires significant amounts of training on human-scored texts—reducing the expediency and usefulness of such programs for routine uses by teachers across the nation on non-standardized prompts. This study analyzes the output of multiple versions of ChatGPT scoring of secondary student essays from three extant corpora and compares it to quality human ratings. We find that the current iteration of ChatGPT scoring is not statistically significantly different from human scoring; substantial agreement with humans is achievable and may be...

Investigating the mediating role of TPACK on teachers’ AI competency and their teaching performance in higher education

Xiao Tan, Gary Cheng, Man Ho Ling (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

The growing integration of artificial intelligence (AI) in education has significantly influenced teachers' professional development. While AI offers substantial support for teaching practices and serves as a powerful instructional aid, it also places greater demands on teachers, prompting an urgent need for role transformation and skill enhancement. Therefore, the interplay among teachers' AI competency, technological pedagogical content knowledge (TPACK), and teaching performance has emerged as a critical area of research. This study employed a mixed-methods approach, combining questionnaire surveys with classroom observations, to assess the AI competency, TPACK levels, and teaching...

Trajectories of AI policy in higher education: Interpretations, discourses, and enactments of students and teachers

Jack Tsao (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
ética de la IA IA y educación estudio empírico

Resumen:

Generative artificial intelligence (GenAI) in higher education has introduced a spectrum of ethical challenges, significantly impacting learning outcomes, pedagogies, and assessments. Based on the experiences and perspectives of students and teachers at a research-intensive university in Hong Kong, the study draws on qualitative interview data with 58 undergraduate and graduate students and 12 teachers conducted in early 2025. Through the concept of policy trajectories (Ball, 1993; Ball et al., 2012), the research analyses the interconnections between material contexts and discursive constructions in how AI policies (and their absence) are framed, interpreted, enacted, and resisted. The...

Taming the black box: Design principles for rule-integrated LLM tutoring systems in primary school mathematical problem solving

Chee-Kit Looi, Zhaolong Liu, Daner Sun (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
modelos de lenguaje (LLM) prompts IA y aprendizaje estudio empírico

Resumen:

The integration of large language models (LLMs) into intelligent tutoring systems promises personalized learning, yet procedural domains such as primary mathematics remain challenging due to inconsistency and pedagogical opacity. LLM tutors may give unsolicited answers or show unstable scaffolding when students vary arithmetic, units, or rounding. This design science research develops and evaluates a rule-guided tutoring system for mathematical word problems in primary schools. We formalize a distinction between rule-guided scaffolding, in which tutoring is governed by a three-layer architecture (diagnosis → intent selection → constrained response generation), and ad-hoc scaffolding, where...

Seeking knowledge or efficiency: Profiling students’ AI-use through survey-based latent class analysis

Mattias W. Hugerth, Luisa W. Hugerth (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatbots IA y aprendizaje estudio empírico

Resumen:

The spread of easily accessible generative AI in the form of chatbots has impacted secondary education, but the effects of this are largely unknown. Previous studies have shown that using chatbots in a learning context can be both harmful or helpful depending on how they are used. While students are undoubtedly utilising this technology, there is scarce data on the extent, intention, or approach to its use, or what drives it. The present study builds upon the findings of a previous qualitative study, aiming to investigate and quantify students' use of generative AI for schoolwork. Through a survey sent to multiple upper secondary schools, we collected 1266 responses to analyse upper...

Enhancing AI literacy course satisfaction through empowerment in AI problem-solving and ethical awareness: Development and validation of an AI project-based learning scale

Jinyu Zhu, Siu-Cheung Kong (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

The use of the project-based learning (PBL) approach in developing AI literacy is widely adopted. However, student satisfaction with AI literacy courses has not been thoroughly explored. This study addresses this gap by examining the associations between students’ perceived PBL, empowerment in using AI for problem-solving, AI ethical awareness, and satisfaction with AI literacy courses. A total of 1,027 secondary and university students from 102 secondary schools and a university in Hong Kong participated in an AI literacy course, among whom 446 provided complete data for the structural equation modelling (SEM) analysis. We developed a context-grounded scale to measure students’ perceptions...

Rewriting the curriculum: A systematic review of generative AI-driven pedagogical change and emerging systems of learning in higher education

Alvedi Sabani, Mohamed H. Farah, Putra Endi Catyanadika (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico revisión de bibliografía

Resumen:

The rapid rise of generative artificial intelligence (GenAI) tools such as ChatGPT is transforming the landscape of higher education. Beyond their immediate use in writing support and tutoring, these tools are driving a more profound transformation in pedagogy, curriculum design, and the foundational structures of learning itself. Drawing on a triangulated mixed-methods design, this study integrates a scoping review, bibliometric mapping (VOSviewer, n=209 records), a systematic literature review of 36 peer-reviewed articles (2023–2025), and ten semi-structured interviews with academic leaders and educators across five institutions in Australia and Indonesia. The central aim of the study is...

Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic?

José Luis Martín-Núñez, Anil Yasin Ar, Rodrigo Pérez Fernández (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

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The concept of Artificial Intelligence (AI), born as the possibility of simulating the human brain's learning capabilities, quickly evolves into one of the educational technology concepts that provide tools for students to better themselves in a plethora of areas. Unlike the previous educational technology iterations, which are limited to instrumental use for providing platforms to build learning applications, AI has proposed a unique education laboratory by enabling students to explore an instrument that functions as a dynamic system of computational concepts. However, the extent of the implications of AI adaptation in modern education is yet to be explored. Motivated to fill the...

Developing a gamified AI-enabled online learning application to improve students’ perception of university physics

Da Yang Tan, Chin Wei Cheah (2021)

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Tipo: artículo

Temas:
IA y aprendizaje

Resumen:

This article discusses the current progress of the on-going design efforts in creating an AI-enabled gamified web-based online learning application in the university introductory physics courses. The application aims to cater to the learning needs of students with diversity of the background, particularly students with little or weak background. The overall design architecture and principles are discussed, focusing on the rationale and design of the gamified elements that have been incorporated within the application, namely: (i) incremental difficulties, (ii) points and streaks, (iii) leaderboard, and (iv) gamified and animated user interface. Particularly, the gamified elements are...

Analyzing K-12 AI education: A large language model study of classroom instruction on learning theories, pedagogy, tools, and AI literacy

Di Wu, Meng Chen, Xu Chen (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación modelos de lenguaje (LLM) estudio empírico

Resumen:

There is growing recognition among researchers and stakeholders about the significant impact of artificial intelligence (AI) technology on classroom instruction. As a crucial element in developing AI literacy, AI education in K-12 schools is increasingly gaining attention. However, most existing research on K-12 AI education relies on experiential methodologies and suffers from a lack of quantitative analysis based on extensive classroom data, hindering a comprehensive depiction of AI education's current state at these educational levels. To address this gap, this article employs the advanced semantic understanding capabilities of large language models (LLMs) to create an intelligent...