Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

With the rapid technological development of society brought on by Artificial Intelligence (AI), the demand for AI-literate workers will increase in the future. It is critical to develop the next generation's AI competencies and educate them about how to work with and use AI. Previous studies on AI were predominantly focused on secondary and university education; however, research on the Artificial Intelligence curriculum in early childhood education is scarce. Due to the lack of conformity on the standardisation of AI curriculum for early childhood education, this study examines the AI curriculum for kindergarten children using the framework which consists of four key components, including...

An AI-enhanced pattern recognition approach to temporal and spatial analysis of children's embodied interactions

Ceren Ocak, Theodore J. Kopcha, Raunak Dey (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Multimodal video analysis is a complex and time-consuming process for a researcher; it entails capturing, watching, and re-watching video data to identify which segments best inform or address the questions that drive the research. Modern AI applications can alleviate the challenges that arise during the fine-grained analysis of learners' multimodal interactions captured through video. In this study, we present a supervised approach to training a deep neural network to analyze children's computational thinking (CT) captured through multimodal video data. The approach first uses a set of images extracted from video data to train the AI to map them to labels generated using a priori theory....

Perceptions and use of metaverse in higher education: A descriptive study in China and Spain

Yinglong Qiu, Rosa Isusi-Fagoaga, Adela García-Aracil (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

The coronavirus disease – 2019 pandemic has accelerated the proliferation of virtual technologies and had have an enormous impact on education. In this paper, we analyse teachers’ perceptions about the use of the metaverse in educational practices and how it contributes to the local development. We focused our study in China and Spain as reference countries in the metaverse, but whose collaboration, in this arena, is not significant. For that purpose, we designed a questionnaire to explore the views of 20 teachers from each of the two universities selected, one in China and the other one in Spain, which applies an innovation and entrepreneurship education. The results show that the...

Teachers’ motivation and engagement to harness generative AI for teaching and learning: The role of contextual, occupational, and background factors

Rebecca J. Collie, Andrew J. Martin (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Since their release in late 2022, generative AI (genAI) tools have led to widespread use, including among teachers. The aim of our study is to examine several factors that may be implicated in teachers' motivation and engagement to harness genAI in teaching and learning. We examined contextual (i.e., autonomy-supportive leadership, autonomy-thwarting leadership), occupational experience (i.e., professional growth striving, change-related stress), and background factors (i.e., gender, age, teaching experience, contract length, class size, school level) as predictors of motivation (i.e., genAI valuing) and, in turn, engagement (i.e., integration in teaching-related work and student learning...

Navigating the ethical terrain of AI in education: A systematic review on framing responsible human-centered AI practices

Yao Fu, Zhenjie Weng (2024)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
ética de la IA IA y educación revisión de bibliografía

Resumen:

With the rapid development of artificial intelligence (AI) in recent years, there has been an increasing number of studies on integrating AI in various educational contexts, ranging from early childhood to higher education. Although systematic reviews have widely reported the effects of AI on teaching and learning, limited reviews have examined and defined responsible AI in education (AIED). To fill this gap, we conducted a convergent systematic mixed studies review to analyze key themes emerging from primary research. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, we searched Scopus and Web of Science and identified 40 empirical studies...

The effects of chatbot use on foreign language reading anxiety and reading performance among Chinese secondary school students

Shuyan Zheng (2024)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

The present study investigates the effectiveness of a GenAI-based chatbot, “Reading Bot,” in reducing foreign language reading anxiety (FLRA) and improving foreign language reading performance (FLRP) among Chinese secondary school students learning English as a foreign language (EFL). To do so, a mixed-methods quasi-experimental pre-test/post-test design with qualitative interviews was employed. After ensuring homogeneity between the two groups, one class was designated as the experimental group (n = 42), utilizing a chatbot as a treatment, while the other class served as the comparison group (n = 42), receiving traditional teacher support. Both groups participated in five 45-min reading...

Addressing the use of generative AI in academic writing

Johan van Niekerk, Petrus M.J. Delport, Iain Sutherland (2025)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

The rise of generative AI has been a major disruptive force in academia. Academics are concerned about its impact on student learning. Students can use generative AI technologies, such as ChatGPT, to complete many academic tasks on their behalf. This could lead to poor academic outcomes as students use ChatGPT to complete assessments, rather than engaging with the learning material. One particularly vulnerable academic activity is academic writing. This paper reports the results of an active learning intervention where ChatGPT was used by students to write an academic paper. The resultant papers were then analysed and critiqued by students to highlight the weaknesses of such AI-produced...

Enhancing data analysis and programming skills through structured prompt training: The impact of generative AI in engineering education

Ashish Garg, K. Nisumba Soodhani, Ramkumar Rajendran (2025)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

The advent of Generative Artificial Intelligence (GenAI) and large language models like LLama, Palm2, GPT, Gemini, and Claude has revolutionized education by generating human-like text and contextually relevant responses. Our research investigates the impact of structured prompt training on students' learning in data analysis and programming. We experimented with 157 first-year engineering students divided into three groups: a control group (internet access, no GenAI), an experimental group 1 (internet and GenAI without prompt training), and an experimental group 2 (internet and GenAI with prompt training). The prompt training session included techniques like few-shot prompting, chain...

Retrieval-augmented generation for educational application: A systematic survey

Zongxi Li, Zijian Wang, Weiming Wang (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

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

Resumen:

Advancements in large language models (LLMs) have transformed AI-driven education, enabling innovative applications across various learning and teaching domains. However, LLMs still face several challenges, including hallucination and static internal knowledge, which hinder their reliability in educational settings. Retrieval-Augmented Generation (RAG) enhances LLMs by retrieving relevant information from an external knowledge base and incorporating it into the LLM's generation process. This approach improves factual accuracy and enables dynamic knowledge updates, making LLMs particularly suitable for educational applications. In this paper, we comprehensively review existing research that...

Factors affecting acceptance of ChatGPT-4o by English language instructors: The extended TAM approach

Eylem Kılıç, H. Eray Çelik (2025)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Artificial intelligence-based educational technologies, especially ChatGPT-4o, have the potential to revolutionize education, and the adoption of these technologies is closely related to perceptual and emotional status of the users. The present study investigated the factors affecting the adoption of ChatGPT-4o by English language instructors in Turkey using Extended Technology Acceptance Model. Stratified sampling was used to select 30 universities in the “Social Sciences and Humanities-Language and Literature” category, with quality scores between 20 and 60. A total of 480 English Language Instructors employed at the Schools of Foreign Languages at these universities participated in the...