Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y enseñanza-aprendizaje de lenguas revisión de bibliografía

Resumen:

This study examines the effectiveness of artificial intelligence (AI) in language teaching, particularly in English as a Foreign Language (EFL) classrooms, following AI's increased adoption after the COVID-19 pandemic. Through a multilevel meta-analysis of 117 effect sizes across 46 empirical studies published between 2022 and 2025, results show that AI has a statistically significant medium-to-large overall impact on language learning (g = 0.74, 95 % CI [0.57, 0.92], p < .001) across all five major skills, with vocabulary showing the strongest effects, followed by reading, writing, listening, and speaking.Grounded in constructivist, adaptive learning, and cognitive load theories,...

Directive, metacognitive, or a blend of both? A comparison of AI-generated feedback types on student engagement, confidence, and outcomes

Omar Alsaiari, Nilufar Baghaei, Jason M. Lodge (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación IA y aprendizaje estudio empírico

Resumen:

Effective feedback is a central component of successful student learning, with extensive research examining how best to implement it in educational settings. Increasingly, feedback is being generated by artificial intelligence (AI), offering scalable and adaptive responses. Two widely studied approaches are directive feedback, which gives explicit explanations and reduces cognitive load to speed up learning, and metacognitive feedback which prompts learners to reflect, track their progress, and develop self-regulated learning (SRL) skills. While both approaches have clear theoretical advantages, their comparative effects on engagement, confidence, and quality of work remain underexplored....

Exploring factors influencing preschool teachers’ behavioral intention to use AI technologies in early childhood settings

Ziyang Duan, Yingfan Shan, Yue Gong (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

With the rapid advancement of artificial intelligence (AI) and its increasing integration into education, the early childhood education sector has begun to explore the potential of AI integration. As key agents in the classroom integration of technology, preschool teachers' willingness to use AI directly impacts the effectiveness of AI implementation in early childhood education. Grounded in an extended framework of the Technology Acceptance Model, this study investigates the mechanisms through which perceived usefulness (PU), perceived ease of use (PEOU), subjective norm (SN), AI anxiety (AIA), and AI self-efficacy (AISE) influence preschool teachers' behavioral intention (BI) to use AI. A...

Artificial intelligence in vocational education and training: A systematic review of educational purposes, theoretical conceptualizations, and empirical effectiveness

Viola Deutscher, Herbert Thomann, Olga Zlatkin-Troitschanskaia (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación IA y aprendizaje revisión de bibliografía

Resumen:

Background Artificial intelligence (AI) increasingly shapes vocational education and training (VET). Despite its transformative potential, a systematic overview of the design characteristics and empirical effectiveness of AI-based interventions in vocational contexts remains lacking. Aim This review synthesizes empirical research on AI-supported interventions in VET, focusing on educational purposes, theoretical conceptualizations of human-AI interaction, methodological designs, and evidence of learning outcomes. Method Following PRISMA guidelines, 26 empirical studies published between 2015 and 2026 were identified through ERIC, Web of Science, and Elicit, and analyzed using a theory-...

Teachers as reflective regulators of cognition: Understanding cognitive offloading in AI-augmented practice

Chun Sing Maxwell Ho, Junjun Chen (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

This study investigates how teachers perceive, manage, and reflect on the cognitive implications of integrating Generative Artificial Intelligence (GenAI) into their professional practice with a focus on the evolving interplay between human judgment and automation. Using a collective case-study design, we conducted interviews with 18 in-service teachers selected from mainland Chinese and Hong Kong educational settings. We employed the cognitive offloading framework to guide data collection and thematic coding, aiming to capture teachers’ reasoning within AI-supported teaching and administration. Results revealed three interrelated processes: recognising and evaluating the need of using...

Vision, challenges, roles and research issues of Artificial Intelligence in Education

Gwo-Jen Hwang, Haoran Xie, Benjamin W. Wah (2020)

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y educación conceptos básicos

Resumen:

The rapid advancement of computing technologies has facilitated the implementation of AIED (Artificial Intelligence in Education) applications. AIED refers to the use of AI (Artificial Intelligence) technologies or application programs in educational settings to facilitate teaching, learning, or decision making. With the help of AI technologies, which simulate human intelligence to make inferences, judgments, or predictions, computer systems can provide personalized guidance, supports, or feedback to students as well as assisting teachers or policymakers in making decisions. Although AIED has been identified as the primary research focus in the field of computers and education, the...

Conceptualizing AI literacy: An exploratory review

Davy Tsz Kit Ng, Jac Ka Lok Leung, Samuel Kai Wah Chu (2021)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación conceptos básicos revisión de bibliografía

Resumen:

Artificial Intelligence (AI) has spread across industries (e.g., business, science, art, education) to enhance user experience, improve work efficiency, and create many future job opportunities. However, public understanding of AI technologies and how to define AI literacy is under-explored. This vision poses upcoming challenges for our next generation to learn about AI. On this note, an exploratory review was conducted to conceptualize the newly emerging concept “AI literacy”, in search for a sound theoretical foundation to define, teach and evaluate AI literacy. Grounded in literature on 30 existing peer-reviewed articles, this review proposed four aspects (i.e., know and understand, use...

Educational applications of artificial intelligence in simulation-based learning: A systematic mapping review

Chih-Pu Dai, Fengfeng Ke (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

The field of education has experienced a transformation as artificial intelligence (AI) becomes increasingly applicable for learning purposes. AI has the potential to transform the social interactions in educational contexts among learners, teachers, and technologies. In this systematic mapping review, we focus on mapping and framing trends for educational applications of AI in simulation-based learning. Fifty-nine studies met the inclusion and exclusion criteria. We coded and analyzed six mapped categories in this literature review: (1) the year-of-study trend, (2) methods, (3) AI technologies, (4) simulation, (5) study trends, and (6) learning principles and theories. To provide nuanced...

University teachers' perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical study

Cormac McGrath, Teresa Cerratto Pargman, Niklas Juth (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación ética de la IA

Resumen:

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This study investigates university teachers’ relationships with emerging technologies by focusing on the uptake of artificial intelligence in higher education practices. We utilise an experimental philosophy approach to i) determine university teachers’ intuitions around universities’ responsibilities to adopt new artificial intelligence technologies, ii) understand the conditions under which university teachers consider artificial intelligence defensible and, hence, would be willing to introduce such tools and services into their daily practice and iii) specify teachers’ self-reported knowledge of artificial intelligence. An online survey, where participants were sent one of three...

English grammar multiple-choice question generation using Text-to-Text Transfer Transformer

Peerawat Chomphooyod, Atiwong Suchato, Nuengwong Tuaycharoen (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas IA y creación de materiales IA y evaluación estudio empírico

Resumen:

English grammar multiple-choice questions (MCQs) can be automatically generated to reduce preparation time. Previous studies have focused on semiautomated methods based on the transformation of human-made sentences/articles into MCQs, owing to which the number of generated questions is dependent on the size of a given text corpus. This study proposes an artificial intelligence-assisted MCQ generation system that increases the number of generable questions using controllable text generation techniques. In this system, the questions for MCQs are generated using a text generation model trained using the Text-to-Text Transfer Transformer (T5) architecture, a powerful deep learning model for...