Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

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The concept of Artificial Intelligence (AI), born as the possibility of simulating the human brain's learning capabilities, quickly evolves into one of the educational technology concepts that provide tools for students to better themselves in a plethora of areas. Unlike the previous educational technology iterations, which are limited to instrumental use for providing platforms to build learning applications, AI has proposed a unique education laboratory by enabling students to explore an instrument that functions as a dynamic system of computational concepts. However, the extent of the implications of AI adaptation in modern education is yet to be explored. Motivated to fill the...

AI technologies for education: Recent research & future directions

Ke Zhang, Ayse Begum Aslan (2021)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

From unique educational perspectives, this article reports a comprehensive review of selected empirical studies on artificial intelligence in education (AIEd) published in 1993–2020, as collected in the Web of Sciences database and selected AIEd-specialized journals. A total of 40 empirical studies met all selection criteria, and were fully reviewed using multiple methods, including selected bibliometrics, content analysis and categorical meta-trends analysis. This article reports the current state of AIEd research, highlights selected AIEd technologies and applications, reviews their proven and potential benefits for education, bridges the gaps between AI technological innovations and...

Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model

Aditi Bhutoria (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is...

Predictive learning analytics in online education: A deeper understanding through explaining algorithmic errors

Martin Hlosta, Christothea Herodotou, Tina Papathoma (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Existing Predictive Learning Analytics (PLA) systems utilising machine learning models show they can improve teacher practice and, at the same time, student outcomes. The accuracy, and related errors, of these systems can negatively influence their adoption. However, little effort has been made to investigate the errors made by the underlying models. This study focused on errors of models predicting students at risk of not submitting their assignments. We analysed two groups of error when the model was confident about the prediction: (a) students predicted to submit their assignment, yet they did not (False Negative; FN), and (b) students predicted not to submit their assignment yet they...

A framework and exemplars for ethical and responsible use of AI Chatbot technology to support teaching and learning

Sarah A. Chauncey, H. Patricia McKenna (2023)

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Tipo: artículo

Metodología: trabajo teórico

Temas:
chatbots ética de la IA

Resumen:

The aim of this paper is to investigate the ethical and responsible use of AI chatbots in education in support of critical thinking, cognitive flexibility and self-regulation in terms of their potential to enhance and motivate teaching and learning in contemporary education environments. AI chatbots such as ChatGPT by OpenAI appear to be improving in conversational and other capabilities and this paper explores such advances using version 4. Based on a review of the research literature, a conceptual framework is formulated for responsible use of AI chatbots in education supporting cognitive flexibility in AI-rich learning environments. The framework is then operationalized for use in this...

Immersive multi-modal pedagogical conversational artificial intelligence for early childhood education: An exploratory case study in the wild

Sinem Aslan, Lenitra M. Durham, Nese Alyuz (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje chatbots estudio empírico

Resumen:

Educational technology research has found that parents of young children widely share concerns about extended screen time, lack of physical activity, and lack of social interaction. Kid Space was developed to address these concerns by enabling multi-modal and immersive collaborative play-based learning. Kid Space utilizes multiple sensing technologies with an immersive physical space through a human-scale wall projection and incorporates a conversational AI agent to interact with children, understand individual progress, and personalize learning experiences in a blended physical and digital environment. To evaluate Kid Space in the wild, we conducted a multi-method user study involving a...

AI-based prediction of academic success: Support for many, disadvantage for some?

Lisa Herrmann, Jonas Weigert (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
ética de la IA estudio empírico

Resumen:

The use of computational tools to predict academic success has become increasingly popular. Machine learning algorithms, trained on past study histories, have been shown to provide valid predictions. However, knowing about biases and unfairness in algorithms, one should take a closer look at these predictions. This paper explores the extent to which the predictive accuracy of academic success varies between specific groups of students, focusing on traditional and non-traditional students (NTS), who have not acquired a higher education entrance qualification at school. In a case study the study compares several popular algorithms and their prediction quality, and investigates whether...

Investigating algorithmic bias in student progress monitoring

Jamiu Adekunle Idowu, Adriano Soares Koshiyama, Philip Treleaven (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
ética de la IA estudio empírico

Resumen:

This research investigates bias in AI algorithms used for monitoring student progress, specifically focusing on bias related to age, disability, and gender. The study is motivated by incidents such as the UK A-level grading controversy, which demonstrated the real-world implications of biased algorithms. Using the Open University Learning Analytics Dataset, the research evaluates fairness with metrics like ABROCA, Average Odds Difference, and Equality of Opportunity Difference. The analysis is structured into three experiments. The first experiment examines fairness as an attribute of the data sources and reveals that institutional data is the primary contributor to model discrimination,...

RICE AlgebraBot: Lessons learned from designing and developing responsible conversational AI using induction, concretization, and exemplification to support algebra learning

Chenglu Li, Wanli Xing, Yukyeong Song (2025)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

The importance and challenge of Algebra learning is widely recognized, with students across the U.S. facing difficulties due to the subject's complexity. While extensive research has focused on enhancing Algebra learning in K-12 education, the reusability, scalability, and effectiveness of the strategies employed (e.g., manual interventions and digital tutoring platforms) remain limited. Conversational AI (ConvAI), enabled by the advancement of large language models (LLMs), emerges as a potential tool for automatic, personalized, and effective student support. However, ethical concerns surrounding diversity, safety, sentiment, and stereotype associated with ConvAI are prominent, and...

Technological self-efficacy and sense of coherence: Key drivers in teachers' AI acceptance and adoption

Asmahan Masry Herzallah, Rania Makaldy (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

This study investigates the factors influencing teachers within the Israeli education system toward the adaptations of artificial intelligence (AI) in teaching by examining the roles of technological self-efficacy (TSE) and a sense of coherence (SOC). Drawing on the Technology Acceptance Model (TAM), a sample of 200 Arab and Jewish teachers in Israel completed online questionnaires. The findings indicated a positive attitude towards AI among teachers. We found a significant positive correlation between perceived usefulness, perceived ease of use, and positive attitude towards AI. TSE fully mediated the relationship between attitude towards AI and adoption intentions AI, while a SOC...