Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Artificial intelligence has become seamlessly integrated into personal, professional, and educational spheres. Generative AI (GenAI), in particular, is revolutionising content creation in second language (L2) writing instruction through advanced machine learning models. This study examines the influence of GenAI on L2 learners' language competencies, focusing on tools commonly used by first-year English for Academic Purposes students. Through qualitative and quantitative analysis, including surveys and interviews, this research explored students’ experiences and perceptions of GenAI tools, including Grammarly and Quillbot. The findings revealed that two-thirds of the students (66.7%)...

Implementing generative AI (GenAI) in higher education: A systematic review of case studies

Marina Belkina, Scott Daniel, Sasha Nikolic (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación chatGPT revisión de bibliografía

Resumen:

The introduction of Generative Artificial Intelligence (GenAI) tools, like ChatGPT, into higher education heralds a transformative era, reshaping instructional methods, enhancing student support systems, and redefining the educational landscape. Recent literature reviews on GenAI highlight a lack of focus on how these tools are being practically implemented in educational settings. Addressing this gap, the present study systematically examines empirical case studies that demonstrate the integration of GenAI into teaching and learning in higher education, offering actionable insights and guidance for academic practice.We conducted a search of relevant databases and identified 21 empirical...

A study of developing administrative Staff's conceptual understanding of generative artificial intelligence through professional Development: Evaluation of a course using tests, surveys and thematic analysis of reflective writings

Siu-Cheung Kong, Wenxi Hu (2025)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Emerging research underscores the growing importance of artificial intelligence (AI) literacy for administrative staff as AI technologies continue to reshape the labor market. However, there remains a limited study about the curriculum components of AI literacy for administrative staff. This study aims to bridge this gap by designing and evaluating a professional development programme for administrative staff grounded in a four-dimensional AI literacy framework. A total of 62 administrative staff from diverse professional backgrounds participated in a 30-h course on understanding Generative Artificial Intelligence (GenAI) and its applications. Pre- and post-course conceptual tests and...

AI literacy development in middle school: Profiles and demographic predictors from an ABCE perspective

Zheng Liang Sun, Yau Yu Chan (2025)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This study examines artificial intelligence (AI) literacy among middle school students through the lens of the ABCE framework, which encompasses Affective, Behavioral, Cognitive, and Ethical dimensions. Using a sample of 1669 students from Shanghai, China, the research validates the AI Literacy Questionnaire (AILQ) as a robust psychometric tool for assessing these four domains. Latent profile analysis identified four distinct AI literacy profiles, Poor, Moderate, Good, and Excellent, revealing that 72.3 % of students achieved high literacy levels (Good or Excellent), while 27.7 % remained in lower proficiency groups (Poor or Moderate). Key demographic findings highlight the role of gender...

Epistemic network analysis of in-service teachers’ competency to teach artificial intelligence for secondary education

King Woon Yau, Tianle Dong, Ching Sing Chai (2025)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Teachers play a vital role in driving successful artificial intelligence (AI) education. Research on teachers' competency to teach AI (TCAI) is still limited. This study investigated the progression of in-service teachers' AI competency with the Technological Pedagogical Content Knowledge (TPACK) framework using Epistemic Network Analysis (ENA). Seven secondary school teachers who engaged in an AI education project were interviewed over a three-year period of curriculum development and implementation. The differences in ENA patterns in various stages indicated an evolution of teachers’ TPACK over the years. The ENA results also revealed different patterns between experienced and less...

Artificial intelligence literacy at school: A systematic review with a focus on psychological foundations

Shuyan Feng, Astrid Carolus (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación conceptos básicos revisión de bibliografía

Resumen:

Artificial Intelligence (AI) is significantly changing school education. The increasing prevalence of AI calls for a framework of AI-related literacy specifically tailored to the educational context. A growing body of research has attempted to conceptualise AI literacy (AIL) from different disciplinary perspectives and with different foci. This systematic review aims to provide a comprehensive overview of definitions and psychological dimensions of AIL in school education by addressing the following questions: how is AIL defined and conceptualised, what are the dimensions of AIL, and what psychological dimensions are included. A total of 2642 records were identified from various databases,...

Bias and representation in AI generated text-to-image in education: A systematic review

Lilach Alon, Dorit Hadar Shoval, Inbar Levkovich (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
ética de la IA análisis de producción de IA revisión de bibliografía

Resumen:

AI generated text-to-image tools are rapidly entering educational settings, yet little is known about how their visual biases intersect with goals of equity, inclusion, and critical AI literacy. This systematic literature review maps and analyzes empirical studies that examine bias and representation in educational uses of AI generated text-to-image. Following PRISMA guidelines, we identified 31 peer reviewed studies published between 2023 and 2025 across K-12, higher education, and professional learning contexts. We used a six part analytic framework (gender; race, ethnicity, and socioeconomic status; culture and religion; age; body and (dis)ability; and content) to code how studies...

Human-AI collaboration in higher education: Exploring the impact of technology expectations and distrust

Liana Razmerita, Xiaojiang Zheng, Jonathan P. Allen (2026)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Drawing on expectation confirmation theory (ECT), this study explores the factors that impact Human-Artificial Intelligence (AI) collaboration and investigates the effect of students' distrust towards GenAI. An online survey was administered to students in higher education using GenAI (N = 245). This study found positive and significant relationships between effort expectation and performance expectation, as predicted by ECT, with positive confirmation of GenAI collaboration significantly influencing intentions and positively impacting student behavior. This study further revealed that GenAI distrust negatively moderates the relationships between (1) effort expectation and performance...

Applying psychometric methods to distinguish between human and generative AI responses to multiple-choice assessments

Alona Strugatski, Giora Alexandron (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación análisis de producción de IA estudio empírico

Resumen:

The growing use of generative AI (GenAI) tools like ChatGPT raises serious concerns about academic integrity, especially in the context of assessments. While detection efforts have focused on open-ended responses, multiple-choice questions (MCQs), which are common in high-stakes testing, remain largely overlooked, partly due to their perceived detection difficulty. The present work establishes a theoretical and empirical foundation for applications of psychometric theory to separate GenAI and human responses. Specifically, it investigates whether person-fit statistics (PFS), a class of methods within Item Response Theory (IRT) used to evaluate how well an examinee’s response pattern fits...

Transitions through lifelong learning: Implications for learning analytics

Oleksandra Poquet, Kirsty Kitto, Jelena Jovanovic (2021)

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y educación

Resumen:

The ability to develop new skills and competencies is a central concept of lifelong learning. Research to date has largely focused on the processes and support individuals require to engage in upskilling, re-learning or training. However, there has been limited attention examining the types of support that are necessary to assist a learner's transition from “old” workplace contexts to “new”. Professionals often undergo significant restructuring of their knowledge, skills, and identities as they transition between career roles, industries, and sectors. Domains such as learning analytics (LA) have the potential to support learners as they use the analysis of fine-grained data collected from...