Bibliografía sobre IA y ELE

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT estudio empírico

Resumen:

ChatGPT has diffused widely and rapidly, with diverse positive and negative implications. In educational settings it is important to understand students' perceptions of the acceptability of ChatGPT for various learning activities and to examine whether prior digital divide concerns pertain to this digital innovation, in order to provide guidance for users, inform policymakers and other stakeholders, and extend digital divide research. The purpose is to investigate the associations of socioeconomic status (SES, both family and student), gender, and race/ethnicity with students’ perceived acceptability of common ChatGPT activities as well as their opinion about how beneficial ChatGPT is for...

Do teachers spot AI? Evaluating the detectability of AI-generated texts among student essays

Johanna Fleckenstein, Jennifer Meyer, Thorben Jansen (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas análisis de producción de IA IA y evaluación chatGPT

Resumen:

The potential application of generative artificial intelligence (AI) in schools and universities poses great challenges, especially for the assessment of students’ texts. Previous research has shown that people generally have difficulty distinguishing AI-generated from human-written texts; however, the ability of teachers to identify an AI-generated text among student essays has not yet been investigated. Here we show in two experimental studies that novice (N = 89) and experienced teachers (N = 200) could not identify texts generated by ChatGPT among student-written texts. However, there are some indications that more experienced teachers made more differentiated and more accurate...

Fostering responsible AI literacy: A systematic review of K-12 AI ethics education

Ming Ma, Davy Tsz Kit Ng, Zhichun Liu (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

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

Resumen:

AI ethics education remains significantly underprioritized in classroom practice, despite the global push for AI literacy in K-12 curricula. This systematic review analyzes 68 peer-reviewed publications (from January 2014 to March 2025) to map the research landscape of K-12 AI ethics education. The results reveal global trends in the current research landscape, pedagogical designs addressing major responsible AI (RAI) principles, and various learning assessment methods, and students’ ethical learning outcomes manifested across cognitive, affective, and behavioral domains. By further synthesizing findings, we identify disparities of eastern and western contexts, gaps in addressing RAI...

Assessing the quality of automatic-generated short answers using GPT-4

Luiz Rodrigues, Filipe Dwan Pereira, Luciano Cabral (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Open-ended assessments play a pivotal role in enabling instructors to evaluate student knowledge acquisition and provide constructive feedback. Integrating large language models (LLMs) such as GPT-4 in educational settings presents a transformative opportunity for assessment methodologies. However, existing literature on LLMs addressing open-ended questions lacks breadth, relying on limited data or overlooking question difficulty levels. This study evaluates GPT-4's proficiency in responding to open-ended questions spanning diverse topics and cognitive complexities in comparison to human responses. To facilitate this assessment, we generated a dataset of 738 open-ended questions across...

How does students' perception of ChatGPT shape online learning engagement and performance?

Mahboobeh Mehrvarz, Ghasem Salimi, Samaneh Abdoli (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT estudio empírico

Resumen:

Artiicial intelligence technologies, such as ChatGPT, Bert, LaMDA, and T5 have become deeply integrated into universities, influencing numerous functions within higher education and various aspects of students' lives. This article examined how students' perceptions of ChatGPT influence their engagement and performance in online learning, focusing on the mediating role of engagement. The perception of ChatGPT involves a student's understanding of, willingness to utilize, and concerns regarding the technology. These interconnected factors can influence students' online learning engagement with the software and, consequently, affect their academic performance. The study used self-reported data...

Unmasking the impacts of self-evaluation in AI-supported writing instruction on EFL learners’ emotion regulation, self-competence, motivation, and writing achievement

Tahereh Heydarnejad (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

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

Resumen:

This study explores the impact of embedding self-evaluation within AI-supported writing instruction on learners’ cognitive emotion regulation, self-competence, motivation, and writing achievement. Conducted at a high school in Iran, the research utilized a quantitative quasi-experimental pretest-posttest design involving two intact pre-intermediate writing classes randomly assigned to an experimental group and a control group. The experimental group received instruction that combined AI tools with structured self-evaluation activities, whereas the control group followed a traditional teaching approach without AI integration or self-evaluation. Data were collected using the Cognitive Emotion...

The Scaffolded AI literacy (SAIL) framework: Results of a Delphi study for equitable AI literacy framework design in education

Kathryn MacCallum, David Parsons, Mahsa Mohaghegh (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Developments in AI technologies and their increasing use in education have prompted ongoing interest in the development of generally applicable AI literacy frameworks to ensure equity of access to knowledge, skills, and understanding. Researchers have investigated the components of AI literacy, how they can be structured, and how they can be developed in educators and learners. Despite much work in this area, and the opportunities and challenges presented by generative AI technologies, most recent frameworks have been confined to those that simply aggregate older ideas from the literature or those that focus on non-generalisable contexts. Few existing frameworks provide novel perspectives...

Large language models in education: a systematic review of empirical applications, benefits, and challenges

Yuhong Shi, Kun Yu, Yifei Dong (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas:
modelos de lenguaje (LLM) IA y educación revisión de bibliografía

Resumen:

The rapid advancement of Large Language Models (LLMs), particularly following the release of ChatGPT in November 2022, has significantly transformed educational methodologies. This systematic review aims to synthesize empirical studies published between November 2022 and March 2025, examining the implementation and effectiveness of LLMs in educational settings. 88 empirical studies identified key applications, benefits, and challenges associated with LLM integration in education. Our findings reveal that LLMs are utilized across various educational contexts in six primary applications, with Intelligent Tutoring Systems being particularly prominent. The benefits include improved academic...

How to train your dragon: Evaluating prompting and fine-tuning for GPT-based item generation in L2 listening assessment

Vahid Aryadoust, Joann Wong (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Recent advances in large language models (LLMs), notably GPT models, have introduced new possibilities for automatic item generation (AIG) through prompt engineering. Although iterative prompt refinement can yield measurable improvements, this process eventually plateaus, as outputs remain inconsistent or misaligned with assessment constructs. This study reports an experimental comparison of prompting and fine-tuning to advance AIG for L2 listening assessment. First, we employed prompting and refined the instruction design over three successive iterations to determine an optimized prompt. We then fine-tuned GPT-4.1 using the same optimized prompt, holding prompt design constant to isolate...

Decoding divides: The role of socioeconomic status and personality traits in AI divides and educational inequality

Zeyu Wang, Sanne van Wetten, Eliane Segers (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

This study investigates whether the integration of AI in primary education relates to the digital divide and educational inequality, thereby examining the mediating roles of AI usage and digital literacy. Using survey and national registry data from 4497 Grade 6 students in the Netherlands (2022–2023), we examined relations between family socioeconomic status (SES) and personality traits (openness, extraversion, perseverance) via AI usage and digital literacy to academic performance. Our analyses revealed that digital literacy, not AI usage, positively mediated the relationship between all three personality traits and academic achievement. Family SES demonstrated a strong, direct...