Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Research on smart education has predominantly focused on macro-level concepts and frameworks, such as core principles and system architectures, while offering limited guidance for discipline-specific integration and practical implementation. This study addresses two critical gaps: (1) how an M.Ed. course can be enhanced through intelligent educational technologies, and (2) whether a smart classroom teaching mode can effectively improve M.Ed. students’ instructional design competence, particularly in terms of precision and professionalism.Adopting a pedagogically oriented approach rather than an algorithmic one, this study proposes a three-dimensional framework encompassing learning...

Conceptualizations of GenAI and students’ professionalization: Within the multi-layered environment of learning for higher education

Anselm Böhmer, Marcella Dillig, Daniel-Cosmin Andronache (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

As Generative Artificial Intelligence (GenAI) becomes increasingly integrated into higher education, there is a limited understanding of how students perceive this technology and how such perceptions influence learning and the associated systems. This study investigates how students metaphorically conceptualize GenAI, e.g., as a social actor, technique, learning material, or structure, particularly when engaging with a GenAI system designed to enhance intercultural competence, and how these conceptualizations relate to students' reported learning and professionalization-related reflections. Utilizing a triangulation of qualitative methodologies, namely Content Analysis and Grounded Theory,...

Reconceptualizing digital literacy in the AI era: A systematic review of validated frameworks from an ecological perspective

Zemin Guo, Wenhui Li, Laure Lu Chen (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

Advances in artificial intelligence (AI) have raised debate regarding whether the existing digital literacy frameworks are outdated and have called for developing new frameworks to keep pace with the growing adoption of AI technologies. Drawing on an ecological perspective and analyzing 80 validated frameworks (69 digital literacy and 11 AI literacy) published between January 2014 and February 2025, this study explored the variation in digital literacy frameworks by comparing and contrasting their sub-dimensions, identified the commonalities and differences, using DigComp 2.2 as a reference, across developing and developed regions, and evaluated the influences of AI technologies on updating...

Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions

Jennifer Meyer, Thorben Jansen, Ronja Schiller (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas IA y evaluación modelos de lenguaje (LLM) estudio empírico

Resumen:

Writing proficiency is an essential skill for upper secondary students that can be enhanced through effective feedback. Creating feedback on writing tasks, however, is time-intensive and presents a challenge for educators, often resulting in students receiving insufficient or no feedback. The advent of text-generating large language models (LLMs) offers a promising solution, namely, automated evidence-based feedback generation. Yet, empirical evidence from randomized controlled studies about the effectiveness of LLM-generated feedback is missing. To address this issue, the current study compared the effectiveness of LLM-generated feedback to no feedback. A sample of N = 459 upper secondary...

A Bayesian active learning approach to comparative judgement within education assessment

Andy Gray, Alma Rahat, Tom Crick (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación estudio empírico

Resumen:

Assessment is a crucial part of education. Traditional marking is a source of inconsistencies and unconscious bias, placing a high cognitive load on the assessors. One approach to address these issues is comparative judgement (CJ). In CJ, the assessor is presented with a pair of items of work, and asked to select the better one. Following a series of comparisons, a rank for any item may be derived using a ranking model, for example, the Bradley-Terry model, based on the pairwise comparisons. While CJ is considered to be a reliable method for conducting marking, there are concerns surrounding its transparency, and the ideal number of pairwise comparisons to generate a reliable estimation of...

Student and AI responses to physics problems examined through the lenses of sensemaking and mechanistic reasoning

Amogh Sirnoorkar, Dean Zollman, James T. Laverty (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
análisis de producción de IA estudio empírico

Resumen:

Several reports in education have called for transforming physics learning environments by promoting sensemaking of real-world scenarios in light of curricular ideas. Recent advancements in Generative-Artificial Intelligence have garnered increasing traction in educators' community by virtue of its potential to transform STEM learning. In this exploratory study, we adopt a mixed-methods approach in comparatively examining student- and AI-generated responses to two different formats of a physics problem through the theoretical lenses of sensemaking and mechanistic reasoning. The student data is derived from think-aloud interviews of introductory students and the AI data comes from ChatGPT's...

Developing and validating measures for AI literacy tests: From self-reported to objective measures

Thomas K.F. Chiu, Yifan Chen, King Woon Yau (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

The majority of AI literacy studies have designed and developed self-reported questionnaires to assess AI learning and understanding. These studies assessed students' perceived AI capability rather than AI literacy because self-perceptions are seldom an accurate account of true measures. International assessment programs that use objective measures to assess science, mathematical, digital, and computational literacy back up this argument. Furthermore, because AI education research is still in its infancy, the current definition of AI literacy in the literature may not meet the needs of young students. Therefore, this study aims to develop and validate an AI literacy test for school students...

Artificial intelligence in teaching and teacher professional development: A systematic review

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

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

The application of Artificial Intelligence (AI) technology in education is increasingly recognized as a key driver of educational innovation. While extensive literature exists on the integration of AI technologies in educational settings, less emphasis has been placed on the critical role of teachers and their professional development needs. This study systematically reviews research conducted between 2015 and 2024 on teachers' use of AI technology in their teaching and professional development, focusing on the relationship between the supply of professional development opportunities and the demand for AI integration among teachers. Using PRISMA principles and protocols, this review...

What percentage of secondary school students do their homework with the help of artificial intelligence? - A survey of attitudes towards artificial intelligence

Mátyás Turós, Róbert Nagy, Zoltán Szűts (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
análisis de producción de IA IA y educación estudio empírico

Resumen:

Based on practical experiences, news articles, and subjective reports, a significant proportion of high school students complete their writing assignments (essays) using ChatGPT or other text-generating software. However, to the best of our knowledge, there is a very limited amount of work on this topic. Therefore, our study has two objectives. First, through human coding, we determine whether student essays submitted as homework were created by humans or software, and second, we examine these essays' sentiment and authorship, as well as factors determining the use of artificial intelligence in learning. Data collection was conducted in April and May 2024 across thirty classes from twenty...

Predicting student achievement through peer network analysis for timely personalization via generative AI

Ivica Pesovski, Petar Jolakoski, Vladimir Trajkovik (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y creación de materiales IA y aprendizaje estudio empírico

Resumen:

Background: Peer influence is a significant determinant in shaping students' academic performance, yet it is often overlooked in traditional educational strategies. The ability to analyze peer influence and collaboration is an important piece in personalizing student educational experiences. Objective: This study aims to investigate how peer interactions can be used to predict students' achievement levels and create clusters based on these predictions. Building on these clusters, a novel AI-driven approach is introduced to personalize the learning experiences for each group, providing content aligned with students' predicted achievement levels and ensuring that students receive the right...