Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación chatGPT ética de la IA estudio empírico

Resumen:

The advancements in Generative Artificial Intelligence (GenAI) can provide opportunities for enriching educational experiences, but at the same time raise concerns regarding academic integrity. Many educators have expressed anxiety and hesitation when it comes to integrating GenAI in their teaching practices. Thus, recommendations and guidance from institutions are needed to support instructors in this new and emerging GenAI era. In response to this need, this study explores different U.S. universities' academic policies and guidelines regarding the use of GenAI tools (e.g., ChatGPT) for teaching and learning, and from there, gains understanding of how these universities respond and adapt...

Co-designing AI with youth partners: Enabling ideal classroom relationships through a novel AI relational privacy ethical framework

Michael Alan Chang, Mike Tissenbaum, Thomas M. Philip (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
ética de la IA IA y educación estudio empírico

Resumen:

In recent years, the design of AI-based tools for educational spaces have been largely driven by researchers who impart their past expertises, experiences, and perspectives in the design process. While this typically leads to technically feasible designs and are often well-grounded in theories of learning, youth agency is typically limited in this process. In this paper, we argue that designers have a significant ethical responsibility to incorporate youth voices – in particular, their dreams and concerns – into the design of AI tools starting from conception. This need is particularly important as new applications for AI, such as AI-supported collaboration, introduce new surveillance...

AI4Design: A generative AI-based system to improve creativity in design–A field evaluation

Luca Abrusci, Karma Dabaghi, Stefano D'Urso (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

Chatbots serve as valuable instruments for enhancing students' educational experience and aiding them in their day-to-day academic tasks. Advances in Generative AI (GAI) have ushered in increasingly sophisticated and adaptive chatbots, with ChatGPT and DALL⋅E being prime examples. ChatGPT excels at generating text-based answers across diverse areas of knowledge, while DALL⋅E is adept at converting text-based concepts into visual imagery. These technologies are increasingly used by students across various levels of education. In this study, we introduce AI4Design, a web-based system designed to assist design students with their course projects by acting as an intelligent chatbot. The field...

Designing a generative AI enabled learning environment for mathematics word problem solving in primary schools: Learning performance, attitudes and interaction

Jingxi Liu, Daner Sun, Jin Sun (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT IA y aprendizaje estudio empírico

Resumen:

Mathematics word problem solving is a critical component of elementary education, yet many students encounter persistent difficulties in this area due to the combined cognitive demands of linguistic comprehension and mathematical reasoning. While previous studies have explored various pedagogical strategies to enhance problem-solving skills, the integration of generative artificial intelligence (GenAI) in this domain remains underexplored. This study introduces the ChatGPT-supported Mathematics Problem-Solving System (ChatGPT-MPS), a GenAI-enabled learning environment designed to support primary students in developing problem-solving strategies and deepening conceptual understanding. To...

Developing a theory-grounded AI tool for the generation of culturally responsive lesson plans

Matthew Nyaaba, Xiaoming Zhai (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y creación de materiales prompts chatGPT estudio empírico

Resumen:

As educators begin using Generative AI (GenAI) for lesson planning, they often encounter generated content that fails to consider the classroom's cultural context. In this study, we address this issue by adopting a design science research approach to develop a theory-based prompt grounded in culturally responsive pedagogy (CRP) and using it to customize a Culturally Responsive Lesson Planner (CRLP) GPT. Guided by the CRP framework, the CRLP uses an Interactive Semi-Automated (ISA) prompt architecture that engages teachers in dialogue to collect cultural and contextual details before generating a lesson plan. To evaluate the CRLP's effectiveness, we asked two expert reviewers to compare...

Level-specific feedback generation for scene descriptions via fine-tuning multimodal large language models

ZhiWei Xie, Tse-Tin Chan, Philip L.H. Yu (2025)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Scene description tasks effectively enhance students' English writing skills in contextual settings, facilitating the establishment of authentic situational connections. However, evaluating descriptive quality and providing accurate, level-appropriate feedback present significant challenges. Although Multimodal Large Language Models (MLLMs) have demonstrated strong capabilities in vision-language tasks, their generated feedback for scene description tasks often remains generic. It fails to account for students' educational stages. To address this limitation, we construct a novel level-specific feedback dataset for scene description tasks. This dataset is constructed using GPT-4o with...

Generative AI in higher education: A bibliometric review of emerging trends, power dynamics, and global research landscapes

Kun Dai, Yabing Liu, Xiaofan Zhang (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

The rapid evolution of Generative Artificial Intelligence (GenAI) is reshaping higher education (HE), offering transformative opportunities for academic engagement while posing significant challenges to academic integrity, ethical frameworks, and global research power dynamics. This study maps the recent (2022–2025) research landscape of GenAI in HE through a bibliometric analysis of 2762 articles from the Web of Science Core Collection. Employing multipolarity as an analytical lens, this study examines the power dynamics within this research domain reflected by publication records from different countries (or regions). Findings highlight surging global interest in GenAI in HE, with...

Teaching AI competencies: Experiences from coaching interdisciplinary teams to develop AI prototypes

Aidin Azamnouri, Dominik Hörauf, Brigitte Schönberger (2026)

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Tipo: artículo

Metodología: experiencia práctica

Temas:
IA y educación

Resumen:

Artificial Intelligence (AI) is changing and revolutionizing today’s economy and work life. A basic understanding of this technology is beneficial for even non-technical roles, highlighting the interdisciplinary nature of AI and its diverse applications. However, it is difficult to create significant, practically relevant learning experiences related to AI for students of different backgrounds, especially for students outside of computer science programs. To tackle this problem, we designed and evaluated an interdisciplinary, project-based course combined with creativity methods, where students from diverse study programs worked on an everyday challenge and tried to build AI prototypes to...

Factors influencing university students’ intention to use and reliance on generative artificial intelligence: An extended technology acceptance model with critical use

Trang H. Nguyen, Long T. Truong, Nhu H.T. Nguyen (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

In light of the growing popularity, accessibility, and utility of Generative Artificial Intelligence (GenAI) tools, their impact on learning can be either supportive or detrimental, depending on how students use them. This calls for an examination of students’ intention to use and reliance on GenAI to inform timely interventions within higher education to ensure favourable learning outcomes. This study investigates factors influencing intentions to use and reliance on GenAI among Engineering and Computer Science/ Information Technology (CS/IT) students. Drawing on an extended Technology Acceptance Model (TAM), the study integrates the construct of critical use and conceptualises reliance...

Not for people like me: How frontier AI models redirect skeptical rural school staff

Zachary Rossmiller (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
análisis de producción de IA ética de la IA modelos de lenguaje (LLM) estudio empírico

Resumen:

As AI enters schools, the staff it affects are increasingly urged to consult conversational AI about whether to adopt it—yet that AI is built by organizations with a commercial stake in adoption, raising the possibility that systems consulted by skeptical users are predisposed to encourage it. We test this with a fixed prompt in which a rural Montana K–12 school administrative aide voices two concerns: that AI may threaten her job, and that AI companies do not have people like her in mind. Ten frontier models from ten laboratories are each sampled 500 times at temperature 0.7. The 5000 responses are scored by a blind three-model AI panel (three model families, two openness regimes) on a...