Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

This study aims to use the analysis, design, development, implementation, and evaluation (ADDIE) model to develop an intelligent virtual reality (VR) interactive system for learning pour-over coffee brewing. The operation of pour-over coffee brewing is complex. An intelligent system is a concrete actuator that realizes artificial intelligence (AI) decisions. When learners face the challenge of learning complex skills, an intelligent system can actively analyze their learning behaviors and provide corresponding intelligent feedback to correct them. Furthermore, head-mounted-display VR can structure an immersive environment to improve the learning experience and knowledge transfer. This...

Explainable Artificial Intelligence in education

Hassan Khosravi, Simon Buckingham Shum, Guanliang Chen (2022)

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y educación ética de la IA

Resumen:

There are emerging concerns about the Fairness, Accountability, Transparency, and Ethics (FATE) of educational interventions supported by the use of Artificial Intelligence (AI) algorithms. One of the emerging methods for increasing trust in AI systems is to use eXplainable AI (XAI), which promotes the use of methods that produce transparent explanations and reasons for decisions AI systems make. Considering the existing literature on XAI, this paper argues that XAI in education has commonalities with the broader use of AI but also has distinctive needs. Accordingly, we first present a framework, referred to as XAI-ED, that considers six key aspects in relation to explainability for...

The impact of adopting AI educational technologies on projected course satisfaction in university students

Paul Rodway, Astrid Schepman (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Artificial Intelligence (AI) applications for education are being developed at an increasing pace. It seems reasonable to assume that these applications would enhance student experiences and course satisfaction, and that therefore educational institutions should invest in these technologies to enhance their student offer. However, this should be tested empirically. In the current study a gender-balanced sample of 302 UK students rated course satisfaction, completed the General Attitudes towards AI Scale (GAAIS), comfortableness with AI educational applications, and course satisfaction if AI educational applications were adopted. Although students were, on average, moderately comfortable...

Artificial intelligence in higher education: Modelling the antecedents of artificial intelligence usage and effects on 21st century employability skills among postgraduate students in Ghana

Moses Segbenya, Brandford Bervell, Evans Frimpong-Manso (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The utilisation of Artificial Intelligence (AI) in higher education has been a contemporary issue attracting varied perspectives. However, the nuances among the antecedents of AI usage among postgraduate students and the acquisition of 21st-century employability skills are under-researched. This study sought to fill the chasm by adopting a concurrent integrated mixed method to collect data using a questionnaire with closed-ended and open-ended items from 294 postgraduate students in Ghana. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) techniques were employed for the quantitative data analyses while thematic pattern matching was used to analyse the...

Comparing expert tutor evaluation of reflective essays with marking by generative artificial intelligence (AI) tool

Isaiah T. Awidi (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación chatGPT análisis de producción de IA estudio empírico

Resumen:

Estudio que compara la corrección de ensayos reflexivos hecha por tutores expertos con la de ChatGPT. Se analizaron 108 reflexiones anonimizadas de estudiantes de ingeniería, ya calificadas por 39 tutores formados con una rúbrica común (profundidad, análisis, lógica y claridad, y feedback); ChatGPT recibió las mismas instrucciones y rúbricas y puntuó los textos de forma independiente.

Resultados: el acuerdo entre ambos evaluadores fue moderado (ICC = 0,728), con diferencias significativas en las puntuaciones medias. ChatGPT se ciñó de forma más estricta a los criterios, mientras que los tutores mostraron más...

Fostering student competencies and perceptions through artificial intelligence of things educational platform

Sasithorn Chookaew, Pornchai Kitcharoen, Suppachai Howimanporn (2024)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The growing demand for artificial intelligence (AI) skills across various sectors has enhanced AI-focused careers and shaped academic exploration in educational institutions. These institutions have been actively developing teaching methods that enhance practical AI applications, particularly through integrating AI with the Internet of Things (IoT), leading to the emergence of the Artificial Intelligence of Things (AIoT). This convergence promises significant advancements in AI education, addressing gaps in structured learning methods for AIoT. This study explored AIoT's application in Smart Farming (SF) and its potential to enrich AI education and sectoral advancements. The AIoT platform...

The rapid rise of generative AI and its implications for academic integrity: Students’ perceptions and use of chatbots for assistance with assessments

Jan Henrik Gruenhagen, Peter M. Sinclair, Julie-Anne Carroll (2024)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

The rapid adoption of generative AI tools such as ChatGPT by students has the potential to disrupt the higher education sector, with concerns being raised by academics about potential threats to academic integrity. This paper contributes to the pressing discussion about responses to AI tools by examining students' perceptions and the use of generative AI to assist them with assessments. Based on a survey among 337 Australian university students, this study found that more than a third of students have used a chatbot for assistance with an assessment, and do not necessarily perceive this as a breach of academic integrity. The study further investigated to what extent different psychosocial...

Automatic item generation in various STEM subjects using large language model prompting

Kuang Wen Chan, Farhan Ali, Joonhyeong Park (2025)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Large language models (LLMs) that power chatbots such as ChatGPT have capabilities across numerous domains. Teachers and students have been increasingly using chatbots in science, technology, engineering, and mathematics (STEM) subjects in various ways, including for assessment purposes. However, there has been a lack of systematic investigation into LLMs’ capabilities and limitations in automatically generating items for STEM subject assessments, especially given that LLMs can hallucinate and may risk promoting misconceptions and hindering conceptual understanding. To address this, we systematically investigated LLMs' conceptual understanding and quality of working in generating question...

The influence of AI literacy on complex problem-solving skills through systematic thinking skills and intuition thinking skills: An empirical study in Thai gen Z accounting students

Watcharawat Promma, Narinthon Imjai, Berto Usman (2025)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The rapid integration of artificial intelligence (AI) into various sectors has heightened the need for understanding its impact on cognitive and problem-solving skills. This study investigates the influence of AI literacy (AIL) on complex problem-solving skills (CPS) by examining the mediating roles of systematic thinking skills (STS) and intuitive thinking skills (ITS) among Generation Z accounting students in Thailand. Utilizing structural equation modeling (SEM) to analyze the relationships between these constructs, the research draws on a sample of 420 final-year undergraduate accounting students from both public and private universities, selected through convenience sampling. The...

Fairness perceptions of AI in grading systems: Examining how discontent with the status quo and outcome favorability reduce AI reluctance

S. Mo Jones-Jang, Myojung Chung, Jihyang Choi (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación ética de la IA estudio empírico

Resumen:

This study investigates students' aversion to AI grading systems compared to human professors, focusing on how dissatisfaction with the current evaluation system and grade outcomes affect fairness perceptions. Drawing from 228 college students in South Korea, the experiment tested three hypotheses: (1) students show AI reluctance, (2) dissatisfaction with the current system mitigates the AI reluctance, and (3) this mitigation is contingent on whether students receive high or low grades. Results confirm a general aversion to AI graders. Yet, students who are dissatisfied with the status quo system displayed increased preference for AI graders, especially when receiving low grades. In...