Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

Given the rapid integration of generative artificial intelligence (GenAI) technologies, such as large language models, into educational contexts, fostering students’ GenAI literacy has become essential. However, previous AI literacy frameworks may inadequately reflect specific competencies necessary for proficient GenAI use. To address this gap, this study aimed to conceptualise a GenAI specific literacy framework tailored explicitly for educational settings and systematically examine recent research trends concerning GenAI literacy. Employing a systematic literature review approach, 51 empirical studies published in 2023 and 2024 were selected and analysed based on five identified...

Stretching AI's reach: Assessing an AI-driven feedback system for extended academic writing

Jim Lo, Christy Wong, Agnes Ng (2026)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Advances in large language models (LLMs) enable timely and scalable writing evaluation. Previous research has shown that LLM-driven conversational systems, such as ChatGPT, can provide feedback on short essays. However, it is unclear whether AI can effectively evaluate more demanding genres. This study investigates a custom-built writing feedback system developed at a Hong Kong university that uses OpenAI's GPT-4 Turbo (0125-preview) to provide rubric-based feedback on a 1500-word academic report. Guided by a detailed, rubric-aligned prompt, the system generated 333 feedback items from 37 undergraduates, which were analysed for accuracy, tone, and inclusion of examples. The analysis showed...

Engagement in LLM chatbot-supported learning: The pivotal roles of GenAI competency and emotion

Xianhan Huang, Shiyu Zhang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatbots IA y aprendizaje estudio empírico

Resumen:

Student engagement, widely recognised as a key determinant of learning outcomes, warrants greater attention to its antecedent mechanisms for effective learning design. As LLM-based chatbots (hereafter chatbot) are increasingly used to support student learning, understanding what drives student engagement in such environments becomes especially important. Guided by appraisal theory, this study proposes a theoretically grounded model of students' engagement in chatbot-supported learning. Unlike prior studies that focus on isolated antecedents, the model integrates learners’ capacity appraisals, including technology-related (GenAI competency) and task-related (academic self-efficacy)...

Improving instructional design proficiency of master's students in mathematics education through intelligent educational technologies

Fusheng Zhu, Qian liang, Zhanmin Mao (2026)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Research on smart education has predominantly focused on macro-level concepts and frameworks, such as core principles and system architectures, while offering limited guidance for discipline-specific integration and practical implementation. This study addresses two critical gaps: (1) how an M.Ed. course can be enhanced through intelligent educational technologies, and (2) whether a smart classroom teaching mode can effectively improve M.Ed. students’ instructional design competence, particularly in terms of precision and professionalism.Adopting a pedagogically oriented approach rather than an algorithmic one, this study proposes a three-dimensional framework encompassing learning...

Conceptualizations of GenAI and students’ professionalization: Within the multi-layered environment of learning for higher education

Anselm Böhmer, Marcella Dillig, Daniel-Cosmin Andronache (2026)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

As Generative Artificial Intelligence (GenAI) becomes increasingly integrated into higher education, there is a limited understanding of how students perceive this technology and how such perceptions influence learning and the associated systems. This study investigates how students metaphorically conceptualize GenAI, e.g., as a social actor, technique, learning material, or structure, particularly when engaging with a GenAI system designed to enhance intercultural competence, and how these conceptualizations relate to students' reported learning and professionalization-related reflections. Utilizing a triangulation of qualitative methodologies, namely Content Analysis and Grounded Theory,...

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...

Reconceptualizing digital literacy in the AI era: A systematic review of validated frameworks from an ecological perspective

Zemin Guo, Wenhui Li, Laure Lu Chen (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

Advances in artificial intelligence (AI) have raised debate regarding whether the existing digital literacy frameworks are outdated and have called for developing new frameworks to keep pace with the growing adoption of AI technologies. Drawing on an ecological perspective and analyzing 80 validated frameworks (69 digital literacy and 11 AI literacy) published between January 2014 and February 2025, this study explored the variation in digital literacy frameworks by comparing and contrasting their sub-dimensions, identified the commonalities and differences, using DigComp 2.2 as a reference, across developing and developed regions, and evaluated the influences of AI technologies on updating...

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...