Bibliografía sobre IA y ELE

Detalles Cerrar ✕

Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y creación de materiales

Resumen:

Engaging students in creating novel content, also referred to as learnersourcing, is increasingly recognised as an effective approach to promoting higher-order learning, deeply engaging students with course material and developing large repositories of content suitable for personalised learning. Despite these benefits, some common concerns and criticisms are associated with learnersourcing (e.g., the quality of resources created by students, challenges in incentivising engagement and lack of availability of reliable learnersourcing systems), which have limited its adoption. This paper presents a framework that considers the existing learnersourcing literature, the latest insights from the...

“Your argumentation is good”, says the AI vs humans – The role of feedback providers and personalised language for feedback effectiveness

Theresa Ruwe, Elisabeth Mayweg-Paus (2023)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Argumentative writing is an important skill for (future) teachers, and this skill can be promoted with feedback. For such feedback to be effective, certain social and non-cognitive aspects must be considered. Building on this, our study investigated the influence of different feedback providers and language styles on learners’ motivation, emotions, self-efficacy, and perceptions about the provider and the feedback. A total of N = 98 German student teachers participated in the 3 (feedback provider: artificial intelligence (AI) vs educator vs peer) × 2 (feedback language: personalised vs neutral) experimental between-subjects design. Results showed that student teachers ascribed an AI,...

Synergizing collaborative writing and AI feedback: An investigation into enhancing L2 writing proficiency in wiki-based environments

Watcharapol Wiboolyasarin, Kanokpan Wiboolyasarin, Kanpabhat Suwanwihok (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Collaborative writing, paired with AI feedback, represents an innovative and effective pedagogical approach with the potential to revolutionize language learning practices. This study explores the influence of a three-step collaborative writing intervention, where AI feedback specially enhances the revision and editing stages of the L2 writing process for Thai-major undergraduate exchange students. Employing a quasi-experimental design, the study included 39 junior exchange students, with 18 in the experimental group and 21 in the control group. The approach employed a wiki-based collaborative writing strategy, integrating ChatGPT for written corrective feedback. The 10-week intervention...

Enhancing python learning with PyTutor: Efficacy of a ChatGPT-Based intelligent tutoring system in programming education

Albert C.M. Yang, Ji-Yang Lin, Cheng-Yan Lin (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT IA y aprendizaje estudio empírico

Resumen:

Programming is regarded as a focal point in the current rapidly evolving educational landscape. To aid learning in this domain, we developed PyTutor, an innovative intelligent tutoring system (ITS) that is designed to assist beginners in Python programming. PyTutor utilizes the ChatGPT model to offer continuous guidance, problem-solving hints, and detailed code explanations. It features a structured hint system for each question, covering pseudocode, cloze, basic, and advanced coding solutions. In our 11-week experiment, we compared 35 students who used PyTutor with 36 students who did not. The results indicated the effectiveness of PyTutor, particularly for students with weak foundations...

A Structural equation modeling analysis of generative AI chatbots adoption among students and educators in higher education

Afef Saihi, Mohamed Ben-Daya, Moncer Hariga (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
chatbots estudio empírico

Resumen:

In an era where artificial intelligence (AI) is reshaping educational paradigms, this study explores AI-based chatbot adoption in higher education among students and educators. Employing a Structural Equation Modeling (SEM) approach, the research focuses on developing and validating a comprehensive model to understand the multifaceted factors impacting the acceptance and use of these chatbots. The methodology integrates an extensive literature review, construction of a theoretical model, administration of a detailed questionnaire to a representative sample from the higher education sector, coupled with advanced SEM techniques for data analysis and interpretation. The SEM analysis validates...

Artificial intelligence in higher education: Modelling students’ motivation for continuous use of ChatGPT based on a modified self-determination theory

Nagaletchimee Annamalai, Brandford Bervell, Dickson Okoree Mireku (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

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

Resumen:

The purpose of this study was to investigate the determinants of higher education students' motivation towards continuous usage of ChatGPT for English language learning, based on a modified Self-Determination Theory (SDT). A quantitative approach hinged on a cross-sectional survey design was adopted, and an online questionnaire used to collect data from 324 students studying English as Foreign Language (EFL) and English as a Second Language (ESL). The data were analyzed using a Partial Least Squares-Structural Equation Modelling (PLS-SEM) technique. This study established that initial ChatGPT usage determined students' perceived autonomy, competence, relatedness and challenges in ChatGPT...

Understanding the practices, perceptions, and (dis)trust of generative AI among instructors: A mixed-methods study in the U.S. higher education

Wenhan Lyu, Shuang Zhang, Tingting Chung (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Generative AI (GenAI) has brought opportunities and challenges for higher education as it integrates into teaching and learning environments. As instructors navigate this new landscape, understanding their engagement with and attitudes toward GenAI is crucial. We surveyed 178 instructors from a single U.S. university to examine their current practices, perceptions, trust, and distrust of GenAI in higher education in March 2024. While most surveyed instructors reported moderate to high familiarity with GenAI-related concepts, their actual use of GenAI tools for direct instructional tasks remained limited. Our quantitative results show that trust and distrust in GenAI are related yet distinct...

Developing and validating the scale of language teachers’ design thinking competency in artificial intelligence language teaching (LTDTAILT)

Amir Reza Rahimi (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

Design thinking (DT) is one of the critical 21st-century digital skills that allows individuals to solve real-world problems by redesigning their problem procedure to achieve the desired outcome. Nowadays, cultivating DT within any educational program is becoming increasingly important for teachers since Artificial Intelligence (AI) and chatbots are available to all students. However, teachers themselves need to possess DT competency to effectively cultivate it in their students, particularly in humanistic fields like applied linguistics, Computer Assisted Language Learning (CALL), and Artificial Intelligence Language Teaching (AILT). For this reason, the researcher in the current study...

Unveiling the dynamics of generative AI adoption: A business intelligence analysis through topic modeling-based bibliometric study

Hanadi Aldreabi, Mohammad Alhur, Manaf Al-Okaily (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

Generative Artificial Intelligence (GenAI) has gained notable attention in educational literature, with supporters and critics expressing varying opinions. Despite its popularity, only a few reviews are available on the subject, with limitations such as small sample sizes and limited scope. This study aims to clarify the major themes influencing the discussion on GenAI in educational contexts. It employs a strong Business Intelligence paradigm and uses bibliometric analysis and topic modeling focusing on the R program's structural topic model (STM) Package, VOSviewer, and bibliometric software. The results highlight the esteem of GenAI in education and evidence of international...

Conceptualizing AI literacies for children and youth: A systematic review on the design of AI literacy educational programs

Osnat Atias, Areej Mawasi (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

The growing presence of Artificial Intelligence (AI) in society increases the exposure of children and youth to these technologies. In response, recent research introduced educational programs that foster AI knowledge and competencies, collectively comprising AI literacy. This study presents a systematic review of 23 articles published up to 2023 describing AI literacy programs for children and youth. We examined: (1) motivations for teaching AI literacy, (2) conceptualizations of AI literacy that informed program design, and (3) learning theories and pedagogical methods employed. The analysis identified five motivational themes: workforce, informed users, purposeful creators, advocacy, and...