Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

Recent studies have recognized the potential and drawbacks of using generative artificial intelligence (GenAI), especially ChatGPT, in education. However, studies exploring the possibility of GenAI tools in language education are scarce from the perspective of critical pedagogy. This qualitative study explores the perspectives of 14 academics in Philippine higher education institutions (HEIs) regarding the use of GenAI in pedagogical contexts and how such use of these GenAI tools fosters an environment of inclusivity and equality among learners. Employing an open-ended survey questionnaire and follow-up individual interviews, the findings not only highlight the perceived benefits of GenAI...

Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach

Qing Ma, Peter Crosthwaite, Daner Sun (2024)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

With the widespread use of Generative AI in education, effectively utilizing and integrating it into teaching have become key focal points and challenges in education. Different subjects and target audiences require varied norms and strategies for implementing Generative AI, such as ChatGPT. These differences directly impact the educational integration of Generative AI in various educational contexts. To address these disparities and establish common ground, we propose the concept of ChatGPT literacy to bridge research gaps. In this study, we tailor the concept of ChatGPT literacy specifically for language teachers, aiming to delineate the essential competencies needed to proficiently and...

Generative AI in academic writing: Does information on authorship impact learners’ revision behavior?

Anna Radtke, Nikol Rummel (2025)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

The role of generative artificial intelligence (AI) in education has expanded significantly over recent years. AI-based text generators such as ChatGPT provide an accessible and effective tool for learners, particularly in academic writing. While revision is considered an essential part of both individual and collaborative writing, research on the revision of AI-generated texts remains limited. However, with the growing adoption of generative AI in education, learners’ ability to effectively revise AI-generated content is likely to become increasingly important in the future. The aim of this study was to investigate whether learners exhibit different revision behaviors when presented with...

Exploring the AI competencies of elementary school teachers in South Korea

Keunjae Kim, Kyungbin Kwon (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

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Although the importance of K–12 artificial intelligence (AI) education grows, the lack of teacher readiness hinders the integration of AI in schools. To address this issue, this study aimed to explore South Korean elementary school teachers' experiences teaching AI curricula and examine their competencies. A survey and interviews were conducted with 67 elementary school teachers who have been working in AI-leading schools in South Korea. The results indicated that teachers were least confident in content knowledge, followed by technological knowledge and pedagogical knowledge relevant to AI. Additionally, interviews with 13 teachers revealed five themes regarding AI education: (1)...

Optimising team dynamics: The role of AI in enhancing challenge-based learning participation experience and outcomes

Athina Georgara, Marc Santolini, Olga Kokshagina (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

The approach of engaging students with real-world challenges to enhance collaboration and problem-solving has attracted significant interest from scholars and practitioners across diverse disciplines. Often called Challenge-Based Learning (CBL), this educational approach emphasises developing collaborative and problem-solving skills, with significant learning occurring within team settings. Prior studies highlight the influence of team composition on the efficacy of learning outcomes, pointing out that factors such as gender diversity, personality trait diversity, and a wide range of skills affect team dynamics and performance. Despite these insights, the practical organisation of these...

A scoping literature review of prompt engineering for bridging students AI literacy in higher education

Fadlan Nugraha Nur Pangestu, Ida Hamidah, Lilis Widaningsih (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
prompts IA y educación revisión de bibliografía

Resumen:

Generative Artificial Intelligence (GenAI) has been widely used in education, yet many students still lack the skills to fully leverage its potential. A systematic search was conducted across three academic databases from 2020 to 2025. This scoping review explores the evolving landscape of GenAI applications and introduces prompt engineering as a critical competency students need to develop to bridge their AI literacy and enhance their technical skills and critical thinking in higher education. A search across Scopus, PubMed, and ERIC yielded 76 studies that were systematically reviewed to identify relevant research. The PRISMA-ScR guidelines were used to determine which studies met the...

Teaching AI awareness in middle school classrooms: Design, implementation and evaluation of two education modules on algorithmic bias and filter bubbles

Mehtab Iqbal, Khushbu Singh, Sushmita Khan (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación ética de la IA estudio empírico

Resumen:

The nascent digital footprints of adolescents make them particularly susceptible to being misrepresented by AI systems. We design, implement, and evaluate two educational modules on the causes and consequences of two particularly salient types of AI misrepresentation: algorithmic biases and filter bubbles. We implement these modules in middle school math and computer science classrooms by integrating our materials with the existing curricula and curricular requirements of the partner school. This integration, as well as the many confounding factors of the classroom, are nontrivial problems that have heretofore not been considered in privacy education research and required us to adopt...

How high-school pressure and autonomy support are linked to dual AI learning pathways: A cross-contextual SEM analysis

Shen Qinjie, Wynn Arunrugstichai (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

Generative AI tools are rapidly becoming embedded in students' everyday learning, yet students' AI use varies from constructive support to compulsive dependence. Drawing on Self-Determination Theory and the Hook model, this study proposes a dual-pathway framework examining how retrospective reports of high-school learning climate relate to university students’ GenAI-use patterns and perceived AI-supported learning quality through motivational and behavioral relations. Using cross-sectional survey data from university students with different high-school backgrounds and current university contexts (overall N = 508; China-HS group n = 305 and non-China-HS group n = 203; China-Uni n = 193 and...

Investigating the mediating role of TPACK on teachers’ AI competency and their teaching performance in higher education

Xiao Tan, Gary Cheng, Man Ho Ling (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

The growing integration of artificial intelligence (AI) in education has significantly influenced teachers' professional development. While AI offers substantial support for teaching practices and serves as a powerful instructional aid, it also places greater demands on teachers, prompting an urgent need for role transformation and skill enhancement. Therefore, the interplay among teachers' AI competency, technological pedagogical content knowledge (TPACK), and teaching performance has emerged as a critical area of research. This study employed a mixed-methods approach, combining questionnaire surveys with classroom observations, to assess the AI competency, TPACK levels, and teaching...

Measuring Acceptance of Age-Tiered AI Literacy Guidebooks: A Developmentally Informed Study of K-12 Students and Teachers

Li-Jen Wang, Tsung-Yen Chuang, Ying-Tien Wu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

As generative artificial intelligence (AI) becomes increasingly integrated into K-12 education, there is a pressing need for AI literacy initiatives to incorporate learning resources that are both age-appropriate and ethically grounded. This study examined acceptance of the AI Learning Application Guidebook, developed in Elementary and Advanced editions for learners aged 9–12 and 13–18, respectively. The Elementary edition features scaffolded, platform-based, non-generative activities, whereas the Advanced edition includes authentic applications, ethical reasoning exercises, and supervised engagement with generative AI. The guidebooks were evaluated in Taiwanese classrooms by 831...