Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT estudio empírico

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This study investigates how U.S. college students (N = 1001) perceive and use ChatGPT, exploring its relationship with societal structures and student characteristics. Regression results show that gender, age, major, institution type, and institutional policy significantly influenced ChatGPT use for general, writing, and programming tasks. Students in their 30s–40s were more likely to use ChatGPT frequently than younger students. Non-native English speakers were more likely than native speakers to use ChatGPT frequently for writing, suggesting its potential as a support tool for language learners. Institutional policies allowing ChatGPT use predicted higher use of ChatGPT. Thematic analysis...

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Tipo: artículo

Metodología: estudio empírico

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chatGPT estudio empírico

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Purpose: this study aims to present an innovative approach (Diffusion of Innovation Theory) to investigate the adoption of ChatGPT by business and management students. The theory emphasizes integrating the variables Viz. relative advantage, compatibility, complexity, trialability, observability, attitude, and intention to adopt ChatGPT in the context of management education. Method: ology: a non-probability purposive sample of 383 students enrolled in management of Indian public and private institutions was taken to conduct survey to administer questionnaires. Partial Least Square-Structural Equation Modelling was employed to analyze the data using Smart PLS software. Findings: the findings...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación estudio empírico

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In higher education, delivering effective feedback is pivotal for enhancing student learning but remains challenging due to the scale and diversity of student populations. Learner-centered feedback, a robust approach to effective feedback that tailors to individual student needs, encompasses three key dimensions—Future Impact, Sensemaking, and Agency, which collectively include eight specific components, thereby enhancing its relevance and impact in the learning process. However, providing consistent and effective learner-centered feedback at scale is challenging for educators. This study addresses this challenge by automating the analysis of feedback content to promote effective learner-...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

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In recent decades, we have witnessed the democratization of AI-powered Educational Technology (AI-EdTech). However, despite the increased accessibility and evolving technological capabilities, its adoption is accompanied by significant challenges, predominantly rooted in social and psychological aspects. At the same time, limited research has been conducted on human factors, especially trust, influencing students' readiness and willingness to adopt AI-EdTech. This study aims to bridge this gap by addressing the multidimensional nature of trust and developing a new instrument for measuring students' perceptions of adopting AI-EdTech. With 665 student responses, we employ Exploratory and...

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Tipo: artículo

Metodología: revisión bibliográfica

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

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The potential of AI technology to transform human life, well-being, and daily work is faced with numerous risks and challenges yet to be fully accounted for. However, the complexity of AI ethics makes it hard to pin down what to teach, how to teach it, and how to assess its effectiveness. Drawing on an educational perspective, this paper presents a systematic literature review and qualitative analysis of the early years of AI ethics education as a formalized field to analyze whether its future trajectory is aligned with educational best practices. Our review highlights core challenges in AI ethics education and the content, assessment, and pedagogy used in real interventions over recent...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

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Artificial Intelligence (AI) has gained much research interest recently and is rapidly transforming education around the world. However, there is still limited research with regards to its applications and effects on learning, in comparison to the available studies conducted at higher levels of education. This paper presents a systematic literature review conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. It explores the geographical distribution and frequency of research on AI in elementary education between 2013 and 2023. It provides an analysis of the various educational areas in which AI has been applied, and it synthesizes...

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Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

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As artificial intelligence (AI) becomes increasingly integrated into K–12 education, concerns about equity and access have grown. This scoping review explores how inclusive AI curricula are designed, implemented, and evaluated in educational settings. Guided by three research questions, we analyzed 17 empirical studies published between 2013 and 2024, focusing on (1) the contexts and characteristics of inclusive AI curricula, (2) instructional strategies that promote broader participation, and (3) learning outcomes associated with these approaches. The findings reveal five key instructional principles (identity, technology, design, content development, and sense of belonging) alongside...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

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Despite the growing global adoption of AI-powered academic advice, its impact remains underexplored. This study addresses this gap by evaluating the academic performance of at-risk students who receive AI-driven joint support. We proposed a practical framework for assessing academic outcomes by leveraging AI as a decision-making tool for advisors. Our study employs a quasi-experimental difference-in-differences (DID) methodology over three semesters. We compare the academic outcomes of at-risk students in pilot departments who received the intervention (treatment group, N = 516) with all other students in the analytic sample (control group, N = 12,004), supplemented with robustness checks....

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Metodología: estudio empírico

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IA y enseñanza-aprendizaje de lenguas chatbots modelos de lenguaje (LLM) estudio empírico

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This study investigates the effectiveness, affordances, limitations, and family perceptions of conversational AI for home literacy learning vs. human. We developed a large language model (LLM)-powered conversational AI system, named Vovo, to teach children vocabulary and co-construct stories using structured literacy pedagogy. The system was tested in home environments over six weeks with 10 families and their children aged 3–7 (M = 5.4). Across 150 learning sessions, Vovo delivered structured literacy instruction as effectively as parents, though children achieved higher learning outcomes when learning with parents. Video analysis revealed Vovo's advantages in pedagogical consistency,...

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Tipo: artículo

Metodología: estudio empírico

Temas:
ética de la IA estudio empírico

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Predictive analytics in education holds promise for supporting student learning but poses risks of bias potentially disadvantaging certain groups based on demographic attributes such as gender. Prior work on fairness in educational prediction has largely focused on binary outcomes in higher education, leaving continuous predictions, such as standardized test scores, comparatively understudied, especially in early schooling where consequences can be long-lasting. Despite a few fairness metrics available for continuous outcomes, they often rely on mean differences, obscuring distributional disparities that may disadvantage specific students. Even fewer studies have attempted to address bias...

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