Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación estudio empírico

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• The analysis of gameplay data from the Blood Transfusion Serious Game (BTSG) revealed crucial insights into the engagement, performance, and competency levels of participating nurses.
• The study highlighted the efficiency of the adaptive assessment algorithm in determining competency indicators through gameplay activities.
• Notable discrepancies existed between the game-embedded result and the adaptive assessment result, suggesting potential biases in the game result, which tended to overestimate the demonstrated competence.

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

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Student feedback on teaching at the end of the semester is an important source of information for instructors to gain insights into the effectiveness of their teaching. There are usually two forms of student feedback: quantitative scores and qualitative feedback. Quantitative scores can usually be easily summarized, while the analysis of qualitative feedback is usually effort-intensive as it deals with text. To help instructors glean insights from students' qualitative feedback, many previous studies used unsupervised approaches (i.e., topic modelling) for topic extraction in student feedback. Although topic modelling enables automated detection of previously unseen topics with minimal...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

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The proliferation of educational technologies has generated unprecedented volumes of diverse, multimodal learner data, offering rich insights into learning processes and outcomes. However, leveraging this complex, multimodal data requires advanced analytical methods. While Multimodal Learning Analytics (MMLA) offers promise for exploring this data, the potential of Artificial Intelligence (AI) to enhance MMLA remains largely unexplored. This paper bridges these two evolving domains by conducting the first systematic literature review at the intersection of AI and MMLA, analyzing 43 peer-reviewed papers from 11 reputable databases published between 2019 and 2024. The findings indicate a...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

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Responding to the need for innovative educational environments in higher education, this study presents “Math City”, an immersive Metaverse platform designed to enhance inquiry-based mathematics learning and develop 21st-century skills. Traditional university-level mathematics courses often encounter difficulties in sustaining student engagement and fostering the application of abstract concepts, such as the properties of three-dimensional shapes. To address these challenges, Math City was designed using the Unity game engine, which incorporates the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) alongside gamification elements such as quests, rewards, and badges...

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y evaluación

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As generative AI (GenAI) transforms how students learn and work, higher education must rethink its assessment strategies. This paper introduces a conceptual framework, DRIVE, and a taxonomy to help educators evaluate student learning based on their interactions with GenAI chatbots. Although existing research maps student-GenAI interactions to writing outcomes, practice-oriented tools for assessing evidence of domain-specific learning beyond general AI literacy skills or general writing skills remain underexplored. We propose that GenAI interactions can serve as a valid indicator of learning by revealing how students steer the interaction (Directive Reasoning Interaction) and articulate...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación estudio empírico

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While feedback is essential for guiding student learning, providing timely and personalized guidance in large-scale educational settings remains a significant challenge. Generative AI offers a scalable solution, yet little is known about students’ perceptions of AI-generated feedback. In this paper, we aim to investigate how the identity of the feedback provider (human vs. AI) affects students’ ability to assess feedback quality and whether their judgments are biased. We propose a comprehensive rubric for assessing the pedagogical quality of formative feedback. We use it to compare the objective quality of AI-generated and human-crafted feedback (N = 979). Next, using data collected from...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

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This paper reports on the design, implementation, and refinement of Play with AI (PL-AI), a developmentally appropriate curriculum designed to introduce foundational artificial intelligence (AI) concepts to pre-kindergarten and kindergarten children. Using a design-based research (DBR) approach, two pre-K and two kindergarten teachers co-designed, piloted, and refined seven sequenced activities integrating unplugged play (e.g., children composing and testing “how-to” algorithms), tangible coding (e.g., programming Bee-Bot or Ozobot to follow paths), and guided dialogue with a social AI robot (e.g., comparing children's story endings with the robot's). The study addressed two research...

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatbots IA y educación estudio empírico

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This study examines how a large-scale distance learning institution in the UK designed, implemented, and evaluated an artificial intelligence digital assistant (AIDA) using Sharples' (2025) embedded systems approach. Through six iterative Design-Based Research studies over 18 months, involving 498 students and 20 staff, we explored three questions: (1) how perceptions of AIDA change with experience; (2) its impact on engagement and learning; and (3) how GenAI can be responsibly deployed at a system level. Early Studies 1–3 gathered student preferences for AIDA's design and identified benefits of 24/7, context-specific support alongside concerns over ethics, academic integrity, and data...

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Tipo: artículo

Metodología: estudio empírico

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

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Automating the process of qualitatively coding text data from learners has been a long-standing ambition of learning analytics researchers since it represents an essential step toward delivering timely and scalable feedback. Automating this process is especially challenging in the case of ordered coding schemes —necessary for temporal analytical methods— where one text utterance can be assigned more than one qualitative code and the assignment order matters. This problem goes beyond multi-class and multi-label classification and, therefore, cannot be easily tackled using classic language models such as BERT. Recent advances in generative artificial intelligence, especially with the advent...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

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This study seeks to understand the effects of a personalized learning platform, which applied an open learner model with self-regulation and AI-enabled data visualization features, on students' self-regulated learning strategies used and behavioral patterns during their self-directed online learning process. Results were based on a self-regulated learning scale and a prior knowledge test from 182 university students and supplemented with students' system logs to understand their behavioral patterns while interacting with the personalized learning platform. It showed that the combined self-regulation and data visualization features (dual features) improve student performance via self...

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