Tipo: artículo

Metodología: estudio empírico

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IA y educación conceptos básicos estudio empírico

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In November 2022, the release of ChatGPT sparked widespread adoption of generative AI chatbots among students, yet little is known about what undergraduate students actually understand about these tools or how accurately they perceive their capabilities. To address this gap, we propose a theoretically grounded framework for Generative AI (GenAI) literacy that integrates three forms of conceptual knowledge about large language models (LLMs)—foundations, capabilities, and limitations, and societal impact—with students' perceptions and folk theories of AI chatbots. We then developed and validated a GenAI literacy survey, including multiple-choice knowledge items and perception items, using...

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Tipo: artículo

Metodología: estudio empírico

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

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Adopting mixed methods, the study compared teacher feedback and ChatGPT feedback on 35 Chinese university EFL learners’ essay revision, their Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) and their perceived benefits and drawbacks of the feedback. Students wrote two English essays and received writing feedback from their English teacher and ChatGPT respectively. They revised one essay using teacher feedback and another using ChatGPT feedback. Upon revision, students responded to a 5-point Likert-scale questionnaire regarding PU and PEOU of the two types of feedback. The results showed that students obtained significantly higher scores on the revised essays using ChatGPT...

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Tipo: artículo

Metodología: estudio empírico

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IA y educación IA y aprendizaje estudio empírico

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As generative AI becomes more common in teacher education, programs need instructional models that help preservice teachers use AI purposefully, critically, and productively in authentic academic work. However, evidence on how structured AI-supported inquiry improves both AI literacy and performance remains limited. Grounded in Deweyan Inquiry and the Practical Inquiry model, this quasi-experimental study examined the effects of QUEST + AI, an AI-supported inquiry model built around five phases: Question, Understand, Engage, Solve, and Teach. Ninety-five preservice teachers in an educational research methods course participated in a 10-week study using two intact classes (experimental n =...

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Tipo: artículo

Metodología: trabajo teórico

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IA y educación

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The Community of Inquiry (CoI) framework is widely used to guide and explain learning in online and blended environments. However, generative artificial intelligence (GenAI) challenges a key assumption in CoI research and practice: that indicators of presence can be attributed primarily to human learners, instructors, and their interactions. GenAI can produce fluent discourse that resembles strong cognitive, social, or teaching presence. Yet such discourse may not reflect learners' thinking, relationships, or regulatory intentions. To date, research often frames GenAI as a tool, a dialogic partner, or a possible fourth presence. These views, however, do not fully capture GenAI's pervasive...

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Tipo: artículo

Metodología: estudio empírico

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IA y enseñanza-aprendizaje de lenguas chatGPT estudio empírico

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This study explored the experiences and perceptions of Thai and Vietnamese EFL learners regarding the use of ChatGPT for second language (L2) writing. It aimed to contribute to the ongoing discourse on using generative Artificial Intelligence (GAI) tools to enhance L2 writing skills. Utilizing a mixed-methods research design with quantitative data gathered from 357 survey respondents from three educational institutions in Thailand and Vietnam and qualitative data from 16 interviewees from the same group of respondents, this study found that ChatGPT was perceived positively for L2 writing. Participants in the study found it a valuable tool for L2 writing, where its ability to generate ideas...

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Tipo: artículo

Metodología: trabajo teórico

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IA y creación de materiales IA y educación

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This study investigates the integration of Generative AI (GenAI) tools into educational practices, specifically focusing on the design of Inquiry-Based Learning (IBL) lesson plans. Based on a particular IBL framework that synthesizes the core attributes of IBL by combining the strengths of various models, the study explores educators' potential utilization of GenAI tools across the framework's phases. Among other capabilities, GenAI tools were examined for their support in content creation, assessment and feedback processes, as well as in the design of learning activities and lesson plans. This examination informed the classification of GenAI tools in this study, organizing them according...

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Tipo: artículo

Metodología: estudio empírico

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IA y evaluación modelos de lenguaje (LLM) chatGPT estudio empírico

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This study investigates the effects of adaptive feedback generated by large language models (LLMs), specifically ChatGPT, on performance in a written diagnostic reasoning task among German pre-service teachers (n = 269). Additionally, the study analyzed user evaluations of the feedback and feedback processing time. Diagnostic reasoning, a critical skill for making informed pedagogical decisions, was assessed through a writing task integrated into a teacher preparation course. Participants were randomly assigned to receive either adaptive feedback generated by ChatGPT or static feedback prepared in advance by a human expert, which was identical for all participants in that condition, before...

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Tipo: artículo

Metodología: estudio empírico

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IA y enseñanza-aprendizaje de lenguas IA y evaluación estudio empírico

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This study introduces a novel method for explainable speaking skill assessment that utilizes a unique dataset featuring video recordings of conversational interviews for high-stakes outcomes (i.e., admission to high schools and universities). Unlike traditional automated speaking assessments that prioritize accuracy at the expense of interpretability, our approach employs a new multimodal dataset that integrates acoustic and linguistic features, visual cues, turn-taking patterns, and expert-derived scores quantifying various speaking skill aspects observed during interviews with young adolescents. This dataset is distinguished by its open-ended question format, which allows for varied...

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Tipo: artículo

Metodología: estudio empírico

Temas:
ética de la IA estudio empírico

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As generative artificial intelligence (GenAI) tools become increasingly integrated into educational environments, concerns have emerged about their potential to facilitate academic dishonesty. Drawing on the modified theory of planned behavior, this study aimed to understand undergraduate students’ academic cheating behaviors using GenAI. The study conducted a mixed-method approach, utilizing focus groups and polls to gather insights from 25 undergraduate students enrolled in a course that incorporated GenAI into its pedagogical design in the United States. The results revealed that the integration of GenAI into higher education is perceived as inevitable. While students clearly recognized...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje prompts estudio empírico

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This study investigates how integrating generative AI (GenAI) with instructional scaffolding and prompt engineering supports higher-order thinking skills (HOTS) and programming logic. A mixed-methods design was used, combining quantitative and qualitative data. The intervention followed a one-group pretest-post-test structure over seven weeks with 25 computer science students with no prior C++ experience. The GenAI-Ped framework guided the design. It combines Bloom's taxonomy, Seelf-Regulated Learning, Universal Design for Learning, and Vygotsky's Zone of Proximal Development. Students received scaffolded support across six instructional phases, including prompt training and guided GenAI...

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