Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación IA y aprendizaje estudio empírico

Resumen:

Previous studies have found that the frequency and the regularity of taking the self-assessment are positively correlated with learning performance. However, as artificial intelligence is widely used for self-assessment in various educational contexts, numerous behaviors have been identified, including nonstandard behaviors that can negatively impact learning. Therefore, more analysis regarding students' self-assessment behaviors in different contexts and their influence on learning is required. In this study, we examined students’ behaviors in online self-assessment task and how it affects their learning performance. A 6-week experiment was conducted in an accounting course. Students were...

Teachers’ readiness and intention to teach artificial intelligence in schools

Musa Adekunle Ayanwale, Ismaila Temitayo Sanusi, Owolabi Paul Adelana (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

The emergence of artificial intelligence (AI) as a subject to be incorporated into K-12 educational levels places new demand on relevant stakeholders, especially teachers that drive the teaching and learning process. It is therefore important to understand how ready teachers are to teach the emerging subject as the success of AI education would probably be closely dependent on the readiness of teachers. As a result, this study presents an insight into factors influencing the behavioural intention and readiness of Nigerian in-service teachers to teach artificial intelligence. A total of 368 teachers, from elementary to high school participated in the study. We utilised quantitative...

Students’ use of large language models in engineering education: A case study on technology acceptance, perceptions, efficacy, and detection chances

Margherita Bernabei, Silvia Colabianchi, Andrea Falegnami (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT modelos de lenguaje (LLM) estudio empírico

Resumen:

The accessibility of advanced Artificial Intelligence-based tools, like ChatGPT, has made Large Language Models (LLMs) readily available to students. These LLMs can generate original written content to assist students in their academic assessments. With the rapid adoption of LLMs, exemplified by the popularity of OpenAI's ChatGPT, there is a growing need to explore their application in education. Few studies examine students' use of LLMs as learning tools. This paper focuses on the application of ChatGPT in engineering higher education through an in-depth case study. It investigates whether engineering students can generate high-quality university essays with LLMs assistance, whether...

Applying large language models and chain-of-thought for automatic scoring

Gyeong-Geon Lee, Ehsan Latif, Xuansheng Wu (2024)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

This study investigates the application of large language models (LLMs), specifically GPT-3.5 and GPT-4, with Chain-of-Though (CoT) in the automatic scoring of student-written responses to science assessments. We focused on overcoming the challenges of accessibility, technical complexity, and lack of explainability that have previously limited the use of artificial intelligence-based automatic scoring tools among researchers and educators. With a testing dataset comprising six assessment tasks (three binomial and three trinomial) with 1,650 student responses, we employed six prompt engineering strategies to automatically score student responses. The six strategies combined zero-shot or few-...

“ChatGPT seems too good to be true”: College students’ use and perceptions of generative AI

Clare Baek, Tamara Tate, Mark Warschauer (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT estudio empírico

Resumen:

This study investigates how U.S. college students (N = 1001) perceive and use ChatGPT, exploring its relationship with societal structures and student characteristics. Regression results show that gender, age, major, institution type, and institutional policy significantly influenced ChatGPT use for general, writing, and programming tasks. Students in their 30s–40s were more likely to use ChatGPT frequently than younger students. Non-native English speakers were more likely than native speakers to use ChatGPT frequently for writing, suggesting its potential as a support tool for language learners. Institutional policies allowing ChatGPT use predicted higher use of ChatGPT. Thematic analysis...

Exploring ChatGPT adoption among business and management students through the lens of diffusion of Innovation Theory

Alaa Amin Abdalla, Mohd Abass Bhat, Chandan Kumar Tiwari (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT estudio empírico

Resumen:

Purpose: this study aims to present an innovative approach (Diffusion of Innovation Theory) to investigate the adoption of ChatGPT by business and management students. The theory emphasizes integrating the variables Viz. relative advantage, compatibility, complexity, trialability, observability, attitude, and intention to adopt ChatGPT in the context of management education. Method: ology: a non-probability purposive sample of 383 students enrolled in management of Indian public and private institutions was taken to conduct survey to administer questionnaires. Partial Least Square-Structural Equation Modelling was employed to analyze the data using Smart PLS software. Findings: the findings...

Enhancing Feedback Quality at Scale: Leveraging Machine Learning for Learner-Centered Feedback

Ahmad Ari Aldino, Yi-Shan Tsai, Rafael Ferreira Mello (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación estudio empírico

Resumen:

In higher education, delivering effective feedback is pivotal for enhancing student learning but remains challenging due to the scale and diversity of student populations. Learner-centered feedback, a robust approach to effective feedback that tailors to individual student needs, encompasses three key dimensions—Future Impact, Sensemaking, and Agency, which collectively include eight specific components, thereby enhancing its relevance and impact in the learning process. However, providing consistent and effective learner-centered feedback at scale is challenging for educators. This study addresses this challenge by automating the analysis of feedback content to promote effective learner-...

The critical role of trust in adopting AI-powered educational technology for learning: An instrument for measuring student perceptions

Tanya Nazaretsky, Paola Mejia-Domenzain, Vinitra Swamy (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

In recent decades, we have witnessed the democratization of AI-powered Educational Technology (AI-EdTech). However, despite the increased accessibility and evolving technological capabilities, its adoption is accompanied by significant challenges, predominantly rooted in social and psychological aspects. At the same time, limited research has been conducted on human factors, especially trust, influencing students' readiness and willingness to adopt AI-EdTech. This study aims to bridge this gap by addressing the multidimensional nature of trust and developing a new instrument for measuring students' perceptions of adopting AI-EdTech. With 665 student responses, we employ Exploratory and...

AI ethics education: A systematic literature review

Lucas J. Wiese, Indira Patil, Daniel S. Schiff (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
ética de la IA IA y educación revisión de bibliografía

Resumen:

The potential of AI technology to transform human life, well-being, and daily work is faced with numerous risks and challenges yet to be fully accounted for. However, the complexity of AI ethics makes it hard to pin down what to teach, how to teach it, and how to assess its effectiveness. Drawing on an educational perspective, this paper presents a systematic literature review and qualitative analysis of the early years of AI ethics education as a formalized field to analyze whether its future trajectory is aligned with educational best practices. Our review highlights core challenges in AI ethics education and the content, assessment, and pedagogy used in real interventions over recent...

Scaffolding critical thinking with generative AI: Design principles for integrating large language models in higher education

Mireia Vendrell, Samantha-Kaye Johnston (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas:
modelos de lenguaje (LLM) IA y aprendizaje

Resumen:

The rapid adoption of Large Language Models (LLMs) such as GPT-4 and DeepSeek R1 is transforming learning in higher education, yet unstructured use can weaken critical thinking by encouraging cognitive offloading, metacognitive disengagement, and reduced epistemic agency. This paper presents a conceptual and normative analysis that synthesises research from cognitive psychology, educational theory, and AI ethics to develop a design-oriented pedagogical framework for integrating LLMs in ways that strengthen, rather than displace, higher-order thinking. Grounded in design-based research principles, the framework identifies six essential processes that underpin critical engagement: conceptual...