Didactic strategies for the use of AI in the classroom in higher education
| dc.book.title | Integration Strategies of Generative AI in Higher Education | |
| dc.contributor.author | Redondo Duarte, Sara | |
| dc.contributor.author | Ruiz Lázaro, Judit | |
| dc.contributor.author | Jiménez-García, Eva | |
| dc.contributor.author | Martínez Requejo, Sonia | |
| dc.contributor.editor | Arinushkina, Anna A. | |
| dc.date.accessioned | 2025-01-20T11:44:08Z | |
| dc.date.available | 2025-01-20T11:44:08Z | |
| dc.date.issued | 2024 | |
| dc.description | This Work is supported by Santander Universidades and Fundación Universidad Europea under the project: Chatbot For the monitoring and formative evaluation of students. Analysis, design, implementation and pilot test. Project code: XSAN002310. Referencias bibliográficas: • Battelleforkids (4th April 2024). Partnership for 21st Century Learning Frameworks & Resources. https://www.battelleforkids.org/insights/p21-resources/ • Chan C. K. Y. Hu W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education.International Journal of Educational Technology in Higher Education, 20(1), 43. 10.1186/s41239-023-00411-8 • Crawford J. Cowling M. Allen K. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI).Journal of University Teaching & Learning Practice, 20(3). Advance online publication. 10.53761/1.20.3.02 • Flores-Vivar J. M. García-Peñalvo F. J. (2023). Reflexiones sobre la ética, potencialidades y retos de la Inteligencia Artificial en el marco de la Educación de Calidad (ODS4).Comunicar, 31(74). Advance online publication. 10.3916/C74-2023-0 • García-Ramos J. M. (2012). Fundamentos pedagógicos de la evaluación. Síntesis. • Hashim, S., Omar, M., Jalil, H., & Sharef, N. (2022). Trends on Technologies and Artificial Intelligence in Education for Personalized Learning: Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development. https:/doi.org/.10.6007/IJARPED/v11-i1/12230 • Hasibuan R. Azizah A. (2023). Analyzing the Potential of Artificial Intelligence (AI) in Personalizing Learning to Foster Creativity in Students. Enigma in Education., 10.61996/edu.v1i1.2 • Holmes W. Hui Z. Miao F. Ronghuai H. (2021). Inteligencia artificial y educación: Guía para las personas a cargo de formular políticas. UNESCO Publishing. • Hu X. Liu Y. Huang J. Mu S. (2022). The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course.Sustainability (Basel), 14(19), 12674. 10.3390/su141912674 • Ibna Seraj P. M. Oteir I. (2022). Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age.Education Research International, 2022, 1–17. Advance online publication. 10.1155/2022/6468995 • Instituto Nacional de Tecnologías Educativas y Formación del Profesorado. INTEF (2024). Guía para implementar proyectos de Aprendizaje Basado en Proyectos. https://descargas.intef.es/cedec/proyectoedia/guias/contenidos/inteligencia_artificial/desarrollo_de_abp.html • Jobin A. Ienca M. Vayena E. (2019). Artificial Intelligence: The global landscape of ethics guidelines.Nature Machine Intelligence, 1(9), 389–399. 10.1038/s42256-019-0088-2 • Kataria K. (2023). AI- powered learning: The future of education.International Journal of Advanced Research, 11(9), 199–203. Advance online publication. 10.21474/IJAR01/17520 • Kuhail M. A. Alturki N. Alramlawi S. Alhejori K. (2023). Interacting with educational chatbots: A systematic review.Education and Information Technologies, 28(1), 973–1018. 10.1007/s10639-022-11177-3 • Lukas, J. F. y Santiago, K. (2004). Evaluación educativa. Alianza editorial. • Maghsudi S. Lan A. Xu J. van Der Schaar M. (2021). Personalized education in the artificial intelligence era: What to expect next.IEEE Signal Processing Magazine, 38(3), 37–50. 10.1109/MSP.2021.3055032 • Martínez, C. (2017). Evaluación de programas. UNED-Universidad Nacional de Educación a Distancia. • Martins, L. (2023). Una introducción a los chatbots y sus aplicaciones en educación. In M. Fernández-Ferrer, M. (ed.), Chatbots en educación. Tendencias actuales y desafíos futuros (pp. 15-38). LMI (Colección Transmedia XXI). • Miao, F., & Holmes, W. (2021). International Forum on AI and the Futures of Education, developing competencies for the AI Era, 7-8 December 2020: synthesis report. UNESCO Publishing. • Moreno, L. E. (2021). Innovación, tecnológica, robótica e inteligencia artificial marcan la educación y las profesiones del futuro. In Y.L., Alvarado Peña: La era de la transformación digital de las organizaciones y su impacto en la competitividad, pp. 27-34. Los libertadores, Fundación Universitaria. • Pérez J. Q. Daradoumis T. Puig J. M. M. (2020). Rediscovering the use of chatbots in education: A systematic literature review.Computer Applications in Engineering Education, 28(6), 1549–1565. 10.1002/cae.22326 • Popenici S. A. Kerr S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education.Research and Practice in Technology Enhanced Learning, 12(1), 22. 10.1186/s41039-017-0062-830595727 • Redondo-Duarte S. Martínez-Requejo S. Jiménez-García E. Ruiz-Lázaro J. (2024). The potential of educational chatbots for the support and formative assessment of students. In IbrahimM.AydoğmuşM.TükelY. (Eds.), New trends and promising directions in modern education (pp. 113–148). Palet Yayinlari. • Rusandi M. Ahman Saripah I. Khairun D. Y. Mutmainnah . (2023). No worries with ChatGPT: Building bridges between artificial intelligence and education with critical thinking soft skills.Journal of Public Health (Oxford, England), 45(3), e602–e603. 10.1093/pubmed/fdad04937099761 • Saadé R. Morin D. Thomas J. (2012). Critical thinking in E-learning environments.Computers in Human Behavior, 28(5), 1608–1617. 10.1016/j.chb.2012.03.025 • Sabzalieva, E., & Valentini, A. (2023). ChatGPT e inteligencia artificial en la educación superior: Guía de inicio rápido. UNESCO. https://bit.ly/3oeYm2f • Shelkande M. C. Mane M. R. Baramati S. V. Sonawane M. K. (2023). Comprehensive analysis of Chat GPT.The Online Journal of Distance Education and e-Learning : TOJDEL, 11(2). • Tapalova O. Zhiyenbayeva N. Gura D. (2022). Artificial Intelligence in Education: AIEd for Personalised Learning Pathways.Electronic Journal of e-Learning, 20(5), 639–653. 10.34190/ejel.20.5.2597 • UNESCO. (2019). Beijing Consensus on Artificial Intelligence and Education. Available at: https://unesdoc.unesco.org/ ark:/48223/pf0000368303 (Accessed 29 April 2024). • UNESCO. (1th April 2024). Currículos de IA para la enseñanza preescolar, primaria y secundaria: un mapeo de los currículos de IA aprobados por los gobiernos. https://unesdoc.unesco.org/ark:/48223/pf0000380602_spa • Villegas-Ch W. Arias-Navarrete A. Palacios-Pacheco X. (2020). Proposal of an Architecture for the Integration of a Chatbot with Artificial Intelligence in a Smart Campus for the Improvement of Learning.Sustainability (Basel), 12(4), 1–20. 10.3390/su12041500 • Xing H. (2021). Challenges and Countermeasures of artificial intelligence in classroom teaching.Frontiers in Educational Research, 4(1), 59–64. 10.25236/FER.2021.040113 | |
| dc.description.abstract | This chapter proposes a series of didactic strategies related to the use of Artificial Intelligence to improve learning in higher education students. Specifically, this chapter provides: • A literature-based overview on the transformative potential of AI to personalize learning: how should the student interact with AI to truly engage in a learning process and develop critical thinking? • Didactic strategies with AI for the design and implementation of active methodologies: How can AI models be used as assistants to generate teaching materials for an active learning? • Teaching strategies with AI for formative and summative assessment: How can AI help in the design of rubrics and other assessment tools? how can AI help in grading assignments and exams? • Ethical aspects: What are the main risks of AI in the teaching and learning process? What recommendations should faculty members keep in mind to foster students' ethical awareness in the use of AI? | |
| dc.description.department | Depto. de Estudios Educativos | |
| dc.description.faculty | Fac. de Educación | |
| dc.description.refereed | TRUE | |
| dc.description.sponsorship | Santander Universidades | |
| dc.description.sponsorship | Fundación Universidad Europea | |
| dc.description.status | pub | |
| dc.identifier.citation | Redondo-Duarte, S., Ruiz-Lázaro, J., Jiménez-García, E., & Requejo, S. M. (2025). Didactic Strategies for the Use of AI in the Classroom in Higher Education. In A. Arinushkina (Ed.), Integration Strategies of Generative AI in Higher Education (pp. 23-50). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-5518-3.ch002 | |
| dc.identifier.doi | 10.4018/979-8-3693-5518-3.CH002 | |
| dc.identifier.isbn | 979-83-693-5518-3 | |
| dc.identifier.isbn | 979-83-693-5519-0 | |
| dc.identifier.issn | 2326-8913 | |
| dc.identifier.officialurl | https://doi.org/10.4018/979-8-3693-5518-3.CH002 | |
| dc.identifier.relatedurl | https://produccioncientifica.ucm.es/documentos/66fad886dae88459a5e3955e | |
| dc.identifier.relatedurl | https://www.igi-global.com/chapter/didactic-strategies-for-the-use-of-ai-in-the-classroom-in-higher-education/357810 | |
| dc.identifier.relatedurl | https://doi.org/10.4018/979-8-3693-5518-3 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14352/115082 | |
| dc.language.iso | eng | |
| dc.page.final | 50 | |
| dc.page.initial | 23 | |
| dc.page.total | 27 | |
| dc.publisher | IGI Global Scientific Publishing | |
| dc.relation.projectID | XSAN002310 | |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | en |
| dc.rights.accessRights | metadata only access | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.subject.cdu | 159.953.5 | |
| dc.subject.cdu | 004.8 | |
| dc.subject.cdu | 371.3 | |
| dc.subject.cdu | 37.012 | |
| dc.subject.keyword | Inteligencia artificial | |
| dc.subject.keyword | Estrategias didácticas | |
| dc.subject.keyword | Educación superior | |
| dc.subject.keyword | Aprendizaje personalizado | |
| dc.subject.keyword | Aprendizaje activo | |
| dc.subject.ucm | Enseñanza universitaria | |
| dc.subject.ucm | Didáctica | |
| dc.subject.ucm | Aprendizaje | |
| dc.subject.unesco | 5801.01 Medios Audiovisuales | |
| dc.subject.unesco | 5801.07 Métodos Pedagógicos | |
| dc.title | Didactic strategies for the use of AI in the classroom in higher education | |
| dc.type | book part | |
| dc.type.hasVersion | VoR | |
| dspace.entity.type | Publication | |
| relation.isAuthorOfPublication | 2ca1d659-e167-4662-9735-312d029f2765 | |
| relation.isAuthorOfPublication | ca2b8afe-f039-4032-9d00-0f54a10c8bd4 | |
| relation.isAuthorOfPublication.latestForDiscovery | 2ca1d659-e167-4662-9735-312d029f2765 |
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