Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Artificial intelligence (AI) adoption in education requires strategic leadership from education managers, yet little research examines AI readiness among this stakeholder group, particularly in post-Soviet transitional contexts. As decision-makers who control whether and how AI enters educational practice, managers’ readiness is essential for evidence-based policy. This study investigates (1) the current state of AI adoption readiness among Ukrainian education managers, including the gap between personal and institutional readiness; (2) the barriers and facilitators that most strongly influence AI readiness; (3) distinct manager typologies based on readiness profiles; and (4) policy...

Artificial neural networks in academic performance prediction: Systematic implementation and predictor evaluation

Carlos Felipe Rodríguez-Hernández, Mariel Musso, Eva Kyndt (2021)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The applications of artificial intelligence in education have increased in recent years. However, further conceptual and methodological understanding is needed to advance the systematic implementation of these approaches. The first objective of this study is to test a systematic procedure for implementing artificial neural networks to predict academic performance in higher education. The second objective is to analyze the importance of several well-known predictors of academic performance in higher education. The sample included 162,030 students of both genders from private and public universities in Colombia. The findings suggest that it is possible to systematically implement artificial...

Towards automated content analysis of educational feedback: A multi-language study

Ikenna Osakwe, Guanliang Chen, Alex Whitelock-Wainwright (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación estudio empírico

Resumen:

Feedback is a crucial element of a student's learning process. It enables students to identify weaknesses and improve self-regulation. However, studies show this to be an area of great dissatisfaction in higher education. With ever-growing course participation numbers, delivering effective feedback is becoming an increasingly challenging task. The efficacy of feedback will depend on four levels of feedback; namely, feedback about the self, task, process or self-regulation. Hence, this paper explores the use of automated content analysis to examine feedback provided by instructors for feedback practices measured on self, task, process, and self-regulation levels. For this purpose, four...

Artificial intelligence literacy in higher and adult education: A scoping literature review

Matthias Carl Laupichler, Alexandra Aster, Jana Schirch (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

Since artificial intelligence (AI) is finding its way into more and more areas of everyday life, improving the AI skills of non-experts is important and will become even more relevant in the future. While it is necessary that children learn about the possibilities of AI at an early age, adults in higher education and beyond should also have at least a basic understanding of AI (i.e., AI literacy) to be able to interact effectively with the technology. To evaluate the current state of the literature on AI literacy in higher and adult education, a scoping literature review was conducted with the objective of identifying thematic foci and recent research trends. Ten research databases were...

A shape of play to come: Exploring children's play and imaginaries with robots and AI

Robin Samuelsson (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

We are rapidly moving into an era where AI and robots are part of everyday interactions in society and education, and there are immense discussions today about current and future technologies. Still, children are often not included in this discussion, while there is much to learn from current uses and children's understandings of AI and robotics. The study is based on a seven-month ethnographical work that details the implementation of a robot in two preschool groups of children aged 1–2 and 3–5 (n = 38). The study descriptively combines a framework for children's play analysis with explorative qualitative child interviews (n = 6) with the 3-5-year-olds to examine how children play with the...

Developing an artificial intelligence literacy framework: Evaluation of a literacy course for senior secondary students using a project-based learning approach

Siu-Cheung Kong, Man-Yin William Cheung, Olson Tsang (2024)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The advent of artificial intelligence (AI) in the workplace is pressuring employees to learn how to harness this technology. The goal of promoting AI literacy is to equip educated citizens with the readiness to apply AI. The aim of this study is to provide evidence to guide the development of an AI Literacy Framework to prepare educated citizens to participate in future society. We report on a 14-h AI literacy course for senior secondary students, emphasising problem-solving competence development and adopting the project-based learning approach. One hundred and twenty-eight students completed the course, and a mixed-methods analysis was conducted to evaluate the results. A post-course test...

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...

The role of ChatGPT readiness in shaping language teachers' language teaching innovation and meeting accountability: A bisymmetric approach

Amir Reza Rahimi, Ana Sevilla Pavón (2024)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

There are some dichotomies surrounding ChatGPT's application and impact on education as a central part of artificial intelligence (AI) integration. Problems concerning negative preconceptions and the limited usage of this form of AI have been reported, as some teachers perceive it as a competitor. This is due to insufficient readiness for its integration and a lack of understanding of how it can facilitate teaching innovation. Due to this, the researchers applied a bisymmetric approach, where necessity conditional analysis (NCA) as a symmetrical approach employs necessity logic to identify the must-have factors required for language teachers' passing accountability, while PLS-SEM as an...

Teachers’ generative AI self-efficacy, valuing, and integration at work: Examining job resources and demands

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

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Generative AI (genAI) tools have involved rapid and broad uptake since their wide release in late 2022, including among teachers. We investigated several factors that play a role in teachers’ motivation and engagement to harness genAI in teaching and learning. We examined contextual factors (in-school support to apply genAI, time pressure, disruptive student behavior) as predictors of motivation (genAI self-efficacy and genAI valuing) and, in turn, engagement (i.e., genAI integration in teaching-related work and student learning activities) over the course of one school term. Among 368 Australian primary and secondary school teachers, our findings revealed that genAI support was associated...

Can large language models meet the challenge of generating school-level questions?

Subhankar Maity, Aniket Deroy, Sudeshna Sarkar (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y creación de materiales modelos de lenguaje (LLM) prompts IA y evaluación

Resumen:

In the realm of education, crafting appropriate questions for examinations is a meticulous and time-consuming task that is crucial for assessing students' understanding of the subject matter. This paper explores the potential of leveraging large language models (LLMs) to automate question generation in the educational domain. Specifically, we focus on generating educational questions from contexts extracted from school-level textbooks. Our study aims to prompt LLMs such as GPT-4 Turbo, GPT-3.5 Turbo, Llama-2-70B, Llama-3.1-405B, and Gemini Pro to generate a complete set of questions for each context, potentially streamlining the question generation process for educators. We performed a...