Bibliografía sobre IA y ELE

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y enseñanza-aprendizaje de lenguas revisión de bibliografía

Resumen:

This systematic review examines the evolution of empirical research on generative AI in language learning and teaching from 2023 to 2024. Following PRISMA guidelines, we analyzed 144 peer-reviewed articles from Web of Science, Scopus, and ERIC databases to explore the field's progression, including identifying new developments, shifts in research priorities, and emerging themes that have arisen compared to the first year. The findings reveal an exponential growth in publications, with a significant shift from primarily exploratory inquiries to more systematic and empirically driven investigations. The analysis identified six main research foci: Perceptions and attitudes, psychological and...

Evaluating large language models as raters in large-scale writing assessments: A psychometric framework for reliability and validity

Yuehan Wang, Jinyan Huang, Lun Du (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

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

Resumen:

In large-scale international writing assessments, human raters often exhibit inconsistency, undermining reliability and validity. Large language models (LLMs) offer a potential solution, but their assessment reliability remains underexplored. This study employed generalizability theory and many-facet Rasch modeling to compare human and LLM raters across three essay genres (4315 samples).Findings reveal that human-LLM discrepancies stem from fundamental evaluation differences, with minimal divergence in key-point scoring. Humans excel in holistic scoring scenarios but struggle with complex analytical rubrics where LLMs demonstrate advantages. While LLMs perform adequately for relative...

Enhancing teachers’ AI competency: A professional development intervention study based on intelligent-TPACK framework

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

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

With the rapid penetration of generative artificial intelligence (AI) in higher education, university teachers' AI competency has become a critical determinant of effective technology integration in teaching. However, systematic and empirically validated intervention frameworks to support the development of this competency remain scarce. To address this gap, this study implemented a six-month professional development (PD) programme grounded in the Intelligent-TPACK framework and evaluated its effectiveness using a quasi-experimental pre-test-post-test design. A total of 64 teachers participated in the PD programme (experimental group), while pre- and post-test data were also collected from...

Design of a science integrated secondary school AI literacy curriculum: A youth & AI expert guided design-based research approach

Katherine S. Moore, Gabrielle Rabinowitz, Safinah Ali (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Educators are facing the challenge of redesigning curricula to integrate artificial intelligence (AI) and machine learning (ML) methods in a way that is relevant and engaging to youth. Design-based research (DBR) presents a unique opportunity to conduct iterative re-design of these curricula while incorporating feedback from stakeholders including youth and professionals in the field. In this paper we present a mixed methods analysis of the iterative design of an informal science-integrated ML curriculum for high school youth enrolled in a four-week summer program. Each step of the two year DBR process was informed by input from our advisory board consisting of alumni and industry experts....

Generative AI in high school English career preparation units: Student interactions, perceptions, and ethical concerns

Kyungbin Kwon, Sohheon Yang, Ugur Kale (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

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

Resumen:

The rapid integration of generative AI into K–12 education presents both opportunities and challenges for supporting students’ learning. This mixed-methods case study examined how high school students interacted with an AI-enhanced resume writing unit and a text-based mock interview unit within an English Language Arts course. Quantitative results indicated students’ positive perceptions of AI utility across constructs of awareness, usage, evaluation, and ethics. Qualitative analysis revealed that students used AI to explore career information, generate and refine resume content, and iteratively revise and refine interview responses. While many students engaged critically—questioning,...

Generative AI (GenAI) as a mindtool that supports generative learning (GL)

Nada Dabbagh, Helen Fake (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y aprendizaje

Resumen:

Grounded in the learning sciences, Generative Learning (GL), is a learning method or process that encourages students to actively generate information and make connections between new and existing knowledge. This active participation in the learning process promotes a deeper understanding of the instructional material, fosters long-term retention of knowledge, and cultivates critical thinking skills and problem-solving abilities. The magic lies in the “generation” process, where learners actively make sense of the material rather than passively receiving information. In this paper, we argue that Generative Artificial Intelligence (GenAI) can be used as a Mindtool (knowledge representation...

Preferred scaffolding does not lead to better learning performance: Empirical evidence from AI-supported mathematical modelling

Wangda Zhu, Yin Yang, Yuqin Yang (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

Mathematical modelling (MM) is widely recognized as a key competency for addressing complex real-world problems, which requires learners to engage in higher-order processes such as abstraction, representation, and iterative reasoning. However, students often experience difficulties in coordinating these processes within mathematics modelling tasks. While recent advances in artificial intelligence (AI) offer new possibilities for supporting mathematical modelling, limited research has examined how different forms of AI-mediated interaction shape students' learning processes in MM. To address this gap, the present study investigates five AI interaction roles, Tutor, Teaching Assistant, Peer,...

Novices’ conceptions of machine learning

Andreas Mühling, Gregor Große-Bölting (2023)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
conceptos básicos IA y educación estudio empírico

Resumen:

Texto completo en HTML

With machine learning becoming more and more prevalent in society, it also becomes a topic that is relevant for general K12 education. At the same time, modern machine learning is relying heavily on mathematics, requiring novel approaches to teaching it in settings where a full coverage is not possible. In this context the study presented here investigates the conceptions that students have about the workings of a particular type of machine learning system before and after a short workshop. Students (N = 57) gave open ended answers that were analyzed qualitatively, following the approach of phenomenography. The resulting model was then validated with semi-structured interviews with...

Adapting teaching and learning with existing generative AI by higher education Students: Comparative study of Zayed University and King Abdulaziz University

Dina Tbaishat, Ghada Amoudi, Maha Elfadel (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

This study examines the role of higher education students’ perceptions in adapting Generative AI (GenAI) tools for teaching and learning, with a particular focus on the factors that influence student satisfaction and engagement. A comparative approach is adopted, exploring student experiences at Zayed University (ZU) in the UAE and King Abdulaziz University (KAU) in Saudi Arabia. The principal variables of interest, including Expected Benefits (EB), University Support (US), Ethical Awareness (EA), and Technology Self-Efficacy (TSE), are examined, with particular attention to their direct and mediated influences through Behavioral Intention (BI) on student satisfaction (SS). Data were...

A hybrid MCDM approach for unveiling ChatGPT's effect on students' learning

Jannatul Ferdous Mim, Md. Mohibul Islam, Aizizul Haque Raza (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT IA y aprendizaje estudio empírico

Resumen:

The education sector received significant benefits from ChatGPT as an Artificial Intelligence (AI) chatbot because it strengthens human-machine teamwork while making education more efficient and adapting to individual students and reducing their workload. This research paper focuses on investigating three primary research objectives concerning the integration of ChatGPT into educational settings. Firstly, the study aims to assess the effects of ChatGPT on students' learning outcomes with identifying the main cause and effect impacts. Secondly, it seeks to identify and analyze various strategies that can be employed to effectively utilize ChatGPT for educational purposes. Lastly, the...