Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study investigates the efficacy of six major Generative AI (GenAI) text detectors when confronted with machine-generated content that has been modified using techniques designed to evade detection by these tools (n=805). The results demonstrate that the detectors' already low accuracy rates (39.5%) show major reductions in accuracy (17.4%) when faced with manipulated content, with some techniques proving more effective than others in evading detection. The accuracy limitations and the potential for false accusations demonstrate that these tools cannot currently be recommended for determining whether violations of academic integrity have occurred, underscoring the challenges educators face in maintaining inclusive and...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Artificial intelligence (AI) is regarded as a pivotal instrument in the realm of inclusive education, offering a means to enhance accessibility and personalize learning experiences for students with disabilities. This study presents a comprehensive and systematic review of the impact of AI on inclusive education, elucidating both its advantages and the challenges associated with its implementation. In accordance with the PRISMA guidelines, studies published between 2021 and 2024 in databases including Scopus, Web of Science, ScienceDirect, and ERIC were subjected to analysis. A bibliometric analysis was conducted using Bibliometrix to identify key trends, and ATLAS.ti was employed to organize topics such as...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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This study comprehensively analyses how AI tools scaffold and share metacognitive processes, thereby facilitating students’ learning in STEM classrooms through a mixed-method research synthesis combining bibliometric analysis and systematic review. Using a convergent parallel mixed-methods design, the study draws on 135 peer-reviewed articles published between 2005 and 2025 to map publication trends, author and journal productivity, keyword patterns, and theoretical frameworks. Data were retrieved from Scopus and Web of Science using structured Boolean searches and analysed using Biblioshiny and VOSviewer. Guided by PRISMA 2020 protocols, 24 studies were selected for in-depth qualitative review. Findings show that...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Given the potential applications of generative AI (GenAI) in education and its rising interest in research, this systematic review mapped the thematic landscape of 407 publications indexed in the Web of Science, ScienceDirect and Scopus. Using EPPI Reviewer, publication type, educational level, disciplines, research areas and applications of GenAI were extracted. Eight discursive themes were identified, predominantly focused on ‘application, impact and potential’, ‘ethical implication and risks’, ‘perspectives and experiences’, ‘institutional and individual adoption’, and ‘performance and intelligence’. GenAI was conceptualised as a tool for ‘pedagogical enhancement’, ‘specialised training and practices’, ‘writing assistance and productivity’, ‘professional skills and development’, and as an ‘interdisciplinary learning tool’. Key gaps...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study investigates student responses to allegations of cheating using ChatGPT, a popular software platform capable of generating coherent text on various topics. Data comprising 49 Reddit posts and discussions between December 2022 and June 2023 were collected. Students shared their experiences, often asserting false accusations, and discussed strategies to navigate these situations. Thematic analysis identified five key themes: adopting a legalistic stance with argumentation and evidence; higher education's role as a societal gatekeeper; vicissitudes of trust in students vs. technology; questions of what constitutes cheating; and the need to rethink assessment. These findings will aid educators and institutions in crafting more meaningful assessments in the age of AI and establishing guidelines for student usage of ChatGPT and...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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The rapid advancement of artificial intelligence (AI) technologies, particularly OpenAI’s ChatGPT, has significantly impacted higher education institutions (HEIs), offering opportunities and challenges. While these tools enhance personalized learning and content generation, they threaten academic integrity, especially in assessment environments. This study systematically examines the impact of ChatGPT on academic integrity in HEIs, focusing on exam design, assessment strategies, AI detection tools, and policy frameworks. This research draws from current literature and expert recommendations to identify practical...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The integration of generative artificial intelligence (AI) tools is a paradigm shift in enhanced learning methodologies and assessment techniques. This study explores the adoption of generative AI tools in higher education assessments by examining the perceptions of 353 students through a survey and 17 in-depth interviews. Anchored in the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates the roles of perceived risk and tech-savviness in the use of AI tools. Perceived risk emerged as a significant deterrent, while trust and tech-savviness were pivotal in shaping student engagement with AI. Tech-savviness not only influenced adoption but also moderated the effect...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study explores the neural and behavioral consequences of LLM-assisted essay writing. Participants were divided into three groups: LLM, Search Engine, and Brain-only (no tools). Each completed three sessions under the same condition. In a fourth session, LLM users were reassigned to Brain-only group (LLM-to-Brain), and Brain-only users were reassigned to LLM condition (Brain-to-LLM). A total of 54 participants took part in Sessions 1-3, with 18 completing session 4. We used electroencephalography (EEG) to assess cognitive load during essay writing, and analyzed essays using NLP, as well as scoring essays with the help from human teachers and an AI judge. Across groups, NERs, n-gram patterns, and topic ontology showed...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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The emergence of OpenAI's ChatGPT has put intense spotlight on Generative AI (Gen-AI) systems and their possible impacts on Academic integrity. This paper provides an overview of the current arguments around ChatGPT and Academic integrity and concludes that although these technologies are capable of revolutionising academia, the way ChatGPT and other generative AI systems are used could surely undermine academic integrity. However, to ensure that the risks to academic integrity are mitigated for greater maximisation, institutional and multi-stakeholder efforts are required.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The release of ChatGPT in November 2022 has sparked discussions about integrating Generative Artificial Intelligence (GenAI) into teacher education. Teacher educators, as key facilitators of pre-service teachers, play a critical role in determining the successful adoption of GenAI. Their perceptions guide curriculum redesign, define best practices, and shape pre-service teachers’ experiences with GenAI, potentially multiplying its impact across future classrooms. This mixed-methods study explored Danish teacher educators’ perceptions of GenAI (n = 91), focusing on its transformative potential, challenges, and the knowledge pre-service teachers need to acquire. The study employed innovative methods, including GenAI-enhanced...

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