Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

Nowadays, students are encouraged to learn via online learning systems to promote students' autonomy. Scholars have found that students' self-regulated actions impact their academic success in an online learning environment. However, because traditional online learning systems cannot personalize feedback to the student's personality, most students have less chance to obtain helpful suggestions for enhancing their knowledge linked to their learning problems. This paper incorporated self-regulated online learning in the Physics classroom and used a personalized learning approach to help students receive proper learning paths and material corresponding to their learning preferences. This study...

Are deeper reflectors better goal-setters? AI-empowered analytics of reflective writing in pharmaceutical education

Yuheng Li, Mladen Raković, Wei Dai (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Reflection and goal-setting are interrelated processes in well-established educational theories to promote in-depth self-reflection and self-regulated learning. Prior studies have considered reflection to be an important antecedent for meaningful goal-setting. Yet, there lacks empirical evidence to shed light on how students' abilities to reflect inform their abilities to set goals. Hence, in the present study, we aimed to quantify the connection between students' retrospective reflection and their subsequent goal-setting, and derive more in-depth insights to benefit educators in their teaching to promote deeper reflection, more specific goal-setting and better self-regulation. To this end...

Future research recommendations for transforming higher education with generative AI

Thomas K.F. Chiu (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación chatGPT estudio empírico

Resumen:

Higher education is crucial for producing ethical citizens and professionals globally. The introduction of generative AI (GenAI), such as ChatGPT, has posed opportunities and challenges to the traditional model of education. However, the current conversations primarily focus on policy development and assessment, with limited research on the future of higher education. GenAI's impact on learning outcomes, pedagogy, and assessment is crucial for reforming and advancing the workforce. This qualitative study aims to investigate student perspectives on GenAI's impact on higher education. The study uses an initial conceptual framework driven by a systematic literature review to investigate the...

Large language models and automated essay scoring of English language learner writing: Insights into validity and reliability

Austin Pack, Alex Barrett, Juan Escalante (2024)

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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:

Advancements in generative AI, such as large language models (LLMs), may serve as a potential solution to the burdensome task of essay grading often faced by language education teachers. Yet, the validity and reliability of leveraging LLMs for automatic essay scoring (AES) in language education is not well understood. To address this, we evaluated the cross-sectional and longitudinal validity and reliability of four prominent LLMs, Google's PaLM 2, Anthropic's Claude 2, and OpenAI's GPT-3.5 and GPT-4, for the AES of English language learners' writing. 119 essays taken from an English language placement test were assessed twice by each LLM, on two separate occasions, as well as by a pair of...

Examining the effect of ChatGPT usage on students’ academic learning and achievement: A survey-based study in Ajman, UAE

Enaam Youssef, Mervat Medhat, Soumaya Abdellatif (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT IA y aprendizaje estudio empírico

Resumen:

This research examines the use of ChatGPT among university-level students in the United Arab Emirates (UAE) and its effects on their learning experiences. The precise focus remains on the effects of ChatGPT usage on Student Engagement, Critical Thinking Abilities, and Academic Achievement. Using the cross-sectional design, the Constructivism Learning Theory supports this research. Data gathered using 353 structured questionnaires is analyzed using Partial Least Square-Structural Equation Modelling (PLS-SEM). Results showed that ChatGPT usage positively affects student engagement in the learning process. The effect of ChatGPT usage on Critical Thinking Abilities also remained significant....

Enhancing students performance through dynamic personalized learning path using ant colony and item response theory (ACOIRT)

Imamah, Umi Laili Yuhana, Arif Djunaidy (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

Generating personalized learning paths (PLP) tailored to each student's characteristics and abilities is challenging, especially when using multiple-choice test scores to predict knowledge levels, which can be affected by guessing. We combined the ant colony algorithm (ACO) with Item Response Theory (IRT) to address this issue. This method models the relationship between student responses and their latent abilities, to improve the prediction of knowledge levels resulting in more accurate personalized learning paths (PLP). The parameters used to create the PLP include the initial module, targeted module, knowledge level, pretest score, and difficulty level. The difficulty level is required...

Assessing how accurately large language models encode and apply the common European framework of reference for languages

Luca Benedetto, Gabrielle Gaudeau, Andrew Caines (2025)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Large Language Models (LLMs) can have a transformative effect on a variety of domains, including education, and it is therefore pressing to understand whether these models have knowledge of – or, in other words, how they have encoded – the specific pedagogical requirements of different educational domains, and whether they use this when performing educational tasks. In this work, we propose an approach to evaluate the knowledge – or encoding – that the LLMs have of the Common European Framework of Reference for Languages (CEFR), and use it to evaluate five modern LLMs. Our study shows that the suite of tasks we propose is quite challenging for all the LLMs, and they often provide results...

What influences college students using AI for academic writing? - A quantitative analysis based on HISAM and TRI theory

Yulu Cui (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

Artificial intelligence (AI) technologies have been widely adopted as tools for academic writing, sparking interest in the factors that influence their adoption. However, existing research has predominantly focused on cognitive factors, such as perceived usefulness and ease of use, while giving insufficient attention to emotional motivations (e.g., perceived enjoyment, emotional engagement) in students' use of AI tools. This gap has led to a somewhat oversimplified or incomplete understanding of the factors influencing students' adoption of AI technologies. This study constructs a theoretical framework based on the Hedonic Information System Acceptance Model (HISAM) and the Technology...

An interactive test dashboard with diagnosis and feedback mechanisms to facilitate learning performance

Chih-Ming Chen, Jung-Ying Wang, Li-Chieh Hsu (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación IA y aprendizaje estudio empírico

Resumen:

This study developed an interactive test dashboard with diagnosis and feedback mechanisms (ITD-DFM) that can generate visualized, rich, and high-quality test feedback for each learner’s learning reflection and review based on simultaneously considering test response time and correctness to assist students’ learning. A quasi-experimental research was conducted with 50 Grade 8 students from two classes in a public junior high school in Taiwan to assess the learning performance of ITD-DFM. One class with 26 students was assigned to the experimental group using the ITD-DFM to support learning, whereas the other class with 24 students was assigned to the control group using the traditional test...

Exploring an AI-based writing Assistant's impact on English language learners

John Maurice Gayed, May Kristine Jonson Carlon, Angelu Mari Oriola (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas IA y aprendizaje estudio empírico

Resumen:

The increasing use of English as a Lingua Franca (ELF) worldwide has brought attention to tools that can assist English as a Foreign Language (EFL) learners in their journey to fluency. Much research has shown that EFL learners often do not have sufficient latitude to output at a satisfactory level when writing in a second language. In addition, cognitive (working memory) resources are spent on low-level writing tasks (word production, translation) at the expense of time being allocated to higher-level writing tasks such as organization and revision. The researcher's laboratory developed an AI-based web application called “AI KAKU” to assist EFL learners in reducing the cognitive barriers...