Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

This study presents an innovative solution for evaluating university-level teaching quality using artificial intelligence (AI), focusing on key aspects such as clarity of explanation and lecture structure. Traditional student surveys, while valuable, are often subject to biases and lack the necessary granularity, creating a need for objective, scalable solutions that provide consistent results. We propose an automated framework utilizing advanced natural language processing (NLP) models to assess teaching quality based on lecture transcripts. The methodology combines AI-driven transcription, machine learning-based assessments, and correlation with institutional student evaluations to...

Leveraging an LLM-enhanced bilingual conversational agent for EFL children’s dialogic reading: Insights from children, parents, and educators

Feiwen Xiao, Zhaohui Li, Jiaju Lin (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas chatbots modelos de lenguaje (LLM) estudio empírico

Resumen:

Dialogic reading, a technique in which adults and children engage in interactive discussions around a story, has been shown to improve children’s language and literacy development. Despite its evidence-based benefits, its adoption amongfamilies with English as a Foreign Language (EFL) backgrounds has been particularly challenging due to limited English proficiency, restricted conversational skills, and a low inclination to read in English. This paper presents “Storio'', an e-book integrated with a bilingual large language model (LLM)-based conversational agent named “Mia'', used as a design probe to investigate interactions between EFL children (N=17) and the agent, and to gather insights...

Promoting pre-service music teachers’ TPACK with generative AI: an intervention through designing with AI

Haiying Li, Ching Sing Chai, Xinlei Wang (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación IA y creación de materiales estudio empírico

Resumen:

Generative artificial intelligence (GenAI) presents transformative opportunities for education, yet its integration into music teacher preparation remains underdeveloped. Two critical gaps exist: (1) scant empirical studies on how pre-service music teachers can leverage GenAI to develop their expertise; and (2) the potential of designing with AI to develop technological pedagogical content knowledge (TPACK) in music education is unexplored, despite evidence of the effectiveness of learning by design in other disciplines. This study implemented a six-week designing with AI intervention grounded in TPACK framework, engaging 59 pre-service music teachers in collaborative GenAI-assisted lesson...

Exploring the relationship between empowerment in using artificial intelligence for problem-solving and artificial intelligence ethical awareness: Multi-group structural equation modelling

Siu-Cheung Kong, Jinyu Zhu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
ética de la IA IA y educación estudio empírico

Resumen:

While increasing attention has been given to cultivating students' artificial intelligence (AI) ethical awareness, the factors that contribute to its development remain underexplored. Psychological empowerment is a crucial motivational factor influencing students' intentions to incorporate ethical norms in developing AI-based solutions. Hence, this study filled this up by exploring the relationship between empowerment in using AI for problem-solving and AI ethical awareness. Empowerment in using AI for problem-solving in this study comprised three components: impact, self-efficacy and meaningfulness. Data was collected from 681 students from secondary schools and a university in Hong Kong....

From literature to research-based learning: An AI-powered information extraction system to enhance undergraduate thesis completion

Rong An, Weian Zhu, Qian Zhao (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

Undergraduate thesis completion in STEM education is often constrained by limited timeframes, insufficient training, and the difficulty of navigating unstructured scientific literature. This study describes the design and evaluation of an AI-powered information extraction system that converts research publications into structured, traceable, and comparable datasets to support literature-driven comparison. The system is positioned as an epistemic scaffold that enables the inspection of evidence claim relationships through source traceability and structured comparisons while reducing low-level data-handling demands. A mixed-methods pilot study was conducted with 20 undergraduates from four...

Fostering machine learning literacy in senior primary education: Evaluating a structured pedagogical course design

Siu-Cheung Kong, Qiaoyi Wang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Current K–12 artificial intelligence (AI) literacy education emphasizes tool usage over fundamental concepts, yet AI literacy requires grasping how and why AI works – critical for an AI-driven society. This highlights the need for machine learning (ML) education for young learners. We designed and evaluated a six-to 8-h ML course for 752 senior primary students (average age 11.36) across seven Hong Kong primary schools. Pre- and post-test results showed significant improvement in ML understanding, with a Wilcoxon effect size of 0.55. Students comprehended supervised learning and reinforcement learning, including algorithms such as k-nearest neighbours and artificial neural networks, via...

AI-mediated research agency formation in higher education: Autonomy, self-efficacy and innovation in early-career scientific training

Shanshan Han, Pingqing Liu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Generative AI is becoming part of the infrastructure of higher education research training, yet little is known about how AI-mediated environments shape early-career researchers’ agency. This study examines AI dependence, defined as reliance on intelligent tools as a primary source of cognitive support in judgement-intensive research tasks, and interprets its educational risk as epistemic delegation: the transfer of problem framing, methodological choice and interpretive authority from the researcher to the intelligent system. Drawing on an AI-mediated research agency formation framework, we examined whether research autonomy and research self-efficacy mediate the association between AI...

Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review

Saman Rizvi, Jane Waite, Sue Sentance (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

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There is an emerging interest in Artificial Intelligence (AI) teaching and learning in the K-12 setting. While some work has explored the educational content and resources used for this purpose, there is limited empirical evidence on the effectiveness of such AI education interventions. The primary objective of the systematic literature review presented in this paper was to examine research with empirical evidence reporting learning outcomes for teaching and learning AI in K-12 between 2019 and 2022. Through a rigorous selection process, a total of 28 studies were included in the final analysis out of 8,175 papers identified from five research databases using specific search terms....

A fuzzy expert system-based adaptive learning approach to improving students’ learning performances by considering affective and cognitive factors

Gwo-Jen Hwang, Han-Yu Sung, Shao-Chen Chang (2020)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

Scholars have indicated the importance of providing guidance and support for individual learners. In the past decades, most studies have developed adaptive learning systems to address this issue mainly based on students’ cognitive status, such as their learning achievements. However, several educators have pointed out the need to take learners’ affective status into account. Therefore, this study proposed an expert system approach by taking into account both the affective and cognitive status of individual learners. An adaptive learning system was implemented based on the proposed approach. In addition, an experiment was conducted in a fifth-grade Mathematics course to compare the learning...

A systematic review of ontology use in E-Learning recommender system

Nur W. Rahayu, Ridi Ferdiana, Sri S. Kusumawardani (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

Ontology and knowledge-based systems typically provide e-learning recommender systems. However, ontology use in such systems is not well studied in systematic detail. Therefore, this research examines the development and evaluation of ontology-based recommender systems. The study also discusses technical ontology use and the recommendation process. We identified multidisciplinary ontology-based recommender systems in 28 journal articles. These systems combined ontology with artificial intelligence, computing technology, education, education psychology, and social sciences. Student models and learning objects remain the primary ontology use, followed by feedback, assessments, and context...