Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Artificial intelligence (AI) literacy is widely recognized as a new set of competencies that people use AI effectively and ethically in everyday life. In K-12 education, educators have started to employ different pedagogical strategies to foster students' AI literacy. Using digital story writing (DSW) in the classroom is an effective inquiry-based pedagogical approach to address literacy development by improving language and technological abilities across disciplines. This study recruited 82 primary students in Hong Kong to attend a three-month DSW journey to learn AI and completed a knowledge test at the end of the program. Among the students, 16 best-achieving students were further...

The effectiveness of gamification in programming education: Evidence from a meta-analysis

Zehui Zhan, Luyao He, Yao Tong (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

This paper aimed at constructing a systematic framework and examining the effect of gamification in programming education through a meta-analysis conducted on 21 empirical studies published in the last decade. We examined the effects of game types, gamification applications, pedagogical agents, programming types, and schooling levels on students' academic achievement, cognitive load, motivation, and thinking skills in programming education by cross-tabulation analysis. Results verified the positive impact of gamification in programming education. Gamification has the largest effect on students' motivation, followed by academic achievement, whereas it has the least effect on students'...

Secondary school students' mental models and attitudes regarding artificial intelligence - A scoping review

Erik Marx, Thiemo Leonhardt, Nadine Bergner (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación conceptos básicos revisión de bibliografía

Resumen:

With the increasing relevance of Artificial Intelligence (AI) in society, AI literacy is increasingly being integrated into K-12 education. However, students already form conceptions about modern technologies (especially AI) from their interaction with their everyday environment. In this paper, we conduct a systematic scoping review on the emerging research field of secondary school students' mental models and attitudes regarding AI. Our goal is to identify research approaches and uncover research gaps. To achieve this, we reviewed literature published within the timeframe of 2012–2022 found in the ACM, IEEE, ERIC, and Science Direct databases. In total, we identified 18 relevant papers,...

Fine-tuning ChatGPT for automatic scoring

Ehsan Latif, Xiaoming Zhai (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación modelos de lenguaje (LLM) chatGPT estudio empírico

Resumen:

This study highlights the potential of fine-tuned ChatGPT (GPT-3.5) for automatically scoring student written constructed responses using example assessment tasks in science education. The application of ChatGPT in research and academic fields has greatly enhanced productivity and efficiency. Recent studies on ChatGPT based on OpenAI's generative model GPT-3.5 proved its superiority in predicting the natural language with high accuracy and human-like responses. GPT-3.5 has been trained over enormous online language materials such as journals and Wikipedia; however, direct usage of pre-trained GPT-3.5 is insufficient for automatic scoring as students do not utilize the same language as...

Large language models meet user interfaces: The case of provisioning feedback

Stanislav Pozdniakov, Jonathan Brazil, Solmaz Abdi (2024)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Incorporating Generative Artificial Intelligence (GenAI), especially Large Language Models (LLMs), into educational settings presents valuable opportunities to boost the efficiency of educators and enrich the learning experiences of students. A significant portion of the current use of LLMs by educators has involved using conversational user interfaces (CUIs), such as chat windows, for functions like generating educational materials or offering feedback to learners. The ability to engage in real-time conversations with LLMs, which can enhance educators' domain knowledge across various subjects, has been of high value. However, it also presents challenges to LLMs' widespread, ethical, and...

Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT

Victor R. Lee, Denise Pope, Sarah Miles (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT ética de la IA estudio empírico

Resumen:

The public release of ChatGPT and other generative AI chatbot technologies has been accompanied by questions about how academic integrity and student cheating behaviors will be impacted. We analyzed anonymous survey data from three high schools to see if self-reported cheating numbers changed following the introduction of ChatGPT and similar technologies. This survey data set is unique in that data on cheating had been collected with this set of schools both before and after November 2022, when ChatGPT was publicly released and drew attention to these educational concerns. The results suggested that cheating behaviors remained relatively stable after the introduction of this current...

Examining teachers’ behavioural intention of using generative artificial intelligence tools for teaching and learning based on the extended technology acceptance model

Siu-Cheung Kong, Yin Yang, Chunyu Hou (2024)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The rapid development of generative artificial intelligence (GenAI) tools has given rise to a growing discussion of the potential challenges and benefits that the use of these technologies may present in the field of education. This study examines the acceptance of the use of GenAI tools for teaching and learning among primary and secondary school teachers in Hong Kong. It uses an extension of the technology acceptance model (TAM) with a modified framework that incorporates two key factors: self-efficacy and subjective norm. Data were collected from a sample of 367 primary and secondary school teachers in Hong Kong using questionnaires containing items for six constructs: self-efficacy,...

A cross-national assessment of artificial intelligence (AI) Chatbot user perceptions in collegiate physics education

Benjamin Agyare, Joseph Asare, Amani Kraishan (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT chatbots estudio empírico

Resumen:

This study explores the perception of artificial intelligence (AI)-based Chatbots, specifically Open AI's ChatGPT use, among physics students in four universities in Ghana, Jordan, and the United States. We utilized a survey instrument adapted from the Technology Acceptance Model (TAM) to elicit responses from 804 students. TAM constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEU), Subjective Norms (SN), Attitude Towards Technology Use (ATU), Behavioral Intention (BI), and User Behavior (UB) were assessed. We also assessed perceptions of ethical use (EU) and student learning outcomes (SLO) using a Structural Equation Model (SEM) approach. A measurement model had good fit...

A cross-country analysis of self-determination and continuance use intention of AI tools in business education: Does instructor support matter?

Egena Ode, Rabake Nana, Irene O. Boro (2025)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This study builds on the recent interest in AI adoption research in academic settings by highlighting the need for culturally sensitive AI educational tools. The study achieved this by demonstrating how cultural differences shape students' motivation and AI use. This study adopts a cross-country comparative analytical approach to explore postgraduate students’ motivation to continue using AI tools in the context of higher education. The study developed a theoretical model based on Self-Determination Theory (SDT) and Expectation Disconfirmation Theory (EDT) to explore how perceived competence, perceived relatedness and perceived autonomy influence the continuance use intention of AI tools in...

Designing a model of sustainable education based on artificial intelligence in higher education

kamran Bagherimajd, Kosar khajedad (2025)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Artificial intelligence (AI) in higher education (HE) plays a role in promoting the sustainability of society by fostering innovation and preparing students for the digital age. In this regard, the aim of the present research has been to design an AI-based sustainable education (SE) model in HE. The research method was a monomethod design with multiple sequential, qualitative and qualitative phases. In the first part of the qualitative section, the meta-synthesis approach has been used in accordance with the findings of Springer, Emerald, and Elsevier international journals from 2000 to 2024. A total of 213 articles were reviewed and 39 articles were entered the final analysis. In the...