Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Hybrid learning strategies blend face-to-face instruction with online components, using Learning Management Systems (LMSs) as key platforms for educational resources. In strategies like the flipped classroom, students need to follow a specific learning pathway to complete certain activities in the LMS before class. This includes watching videos and completing readings and quizzes, to prepare for hands-on exercises during classroom time. Consistent student engagement with this approach is vital for success – but in large subjects with hundreds of enrolments, monitoring that engagement is a complex task. Using the data collected in an LMS, this paper presents an approach for detecting...

How can GenAI foster an inclusive language classroom? A critical language pedagogy perspective from Philippine university teachers

Mark Bedoya Ulla, Ma Jenny C. Advincula, Christine Dawn S. Mombay (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

Recent studies have recognized the potential and drawbacks of using generative artificial intelligence (GenAI), especially ChatGPT, in education. However, studies exploring the possibility of GenAI tools in language education are scarce from the perspective of critical pedagogy. This qualitative study explores the perspectives of 14 academics in Philippine higher education institutions (HEIs) regarding the use of GenAI in pedagogical contexts and how such use of these GenAI tools fosters an environment of inclusivity and equality among learners. Employing an open-ended survey questionnaire and follow-up individual interviews, the findings not only highlight the perceived benefits of GenAI...

Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach

Qing Ma, Peter Crosthwaite, Daner Sun (2024)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

With the widespread use of Generative AI in education, effectively utilizing and integrating it into teaching have become key focal points and challenges in education. Different subjects and target audiences require varied norms and strategies for implementing Generative AI, such as ChatGPT. These differences directly impact the educational integration of Generative AI in various educational contexts. To address these disparities and establish common ground, we propose the concept of ChatGPT literacy to bridge research gaps. In this study, we tailor the concept of ChatGPT literacy specifically for language teachers, aiming to delineate the essential competencies needed to proficiently and...

Generative AI in academic writing: Does information on authorship impact learners’ revision behavior?

Anna Radtke, Nikol Rummel (2025)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

The role of generative artificial intelligence (AI) in education has expanded significantly over recent years. AI-based text generators such as ChatGPT provide an accessible and effective tool for learners, particularly in academic writing. While revision is considered an essential part of both individual and collaborative writing, research on the revision of AI-generated texts remains limited. However, with the growing adoption of generative AI in education, learners’ ability to effectively revise AI-generated content is likely to become increasingly important in the future. The aim of this study was to investigate whether learners exhibit different revision behaviors when presented with...

Optimising team dynamics: The role of AI in enhancing challenge-based learning participation experience and outcomes

Athina Georgara, Marc Santolini, Olga Kokshagina (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

The approach of engaging students with real-world challenges to enhance collaboration and problem-solving has attracted significant interest from scholars and practitioners across diverse disciplines. Often called Challenge-Based Learning (CBL), this educational approach emphasises developing collaborative and problem-solving skills, with significant learning occurring within team settings. Prior studies highlight the influence of team composition on the efficacy of learning outcomes, pointing out that factors such as gender diversity, personality trait diversity, and a wide range of skills affect team dynamics and performance. Despite these insights, the practical organisation of these...

Teaching AI awareness in middle school classrooms: Design, implementation and evaluation of two education modules on algorithmic bias and filter bubbles

Mehtab Iqbal, Khushbu Singh, Sushmita Khan (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación ética de la IA estudio empírico

Resumen:

The nascent digital footprints of adolescents make them particularly susceptible to being misrepresented by AI systems. We design, implement, and evaluate two educational modules on the causes and consequences of two particularly salient types of AI misrepresentation: algorithmic biases and filter bubbles. We implement these modules in middle school math and computer science classrooms by integrating our materials with the existing curricula and curricular requirements of the partner school. This integration, as well as the many confounding factors of the classroom, are nontrivial problems that have heretofore not been considered in privacy education research and required us to adopt...

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...

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...

Students’ engagement with generative AI in academic learning: A self-determination theory and epistemic network analysis study

Razia Isaeva, H. Nuran Caner, Mustafa Caner (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

This qualitative case study examines undergraduate students’ engagement with generative artificial intelligence (GenAI) in academic learning in an English-medium university setting. This study employs self-determination theory (SDT) as the primary interpretive framework, treating technology acceptance perceptions (e.g., usefulness and ease of use) as descriptive cues rather than explanatory constructs. Data from 23 semi-structured interviews were analyzed using reflexive thematic analysis, complemented by epistemic network analysis (ENA) to examine the structural relationships among themes in students’ discourse, with automated coding validated against a manually coded subset. Students...