¿Puede ayudar la inteligencia artificial (IA) en la educación en ciencias de la computación? Un enfoque metaanalítico
DOI
10.22550/2174-0909.4172
Abstract
Several studies have investigated the effect of Artificial Intelligence (AI) on stu- dents’ learning achievement in education. However, limited research targeted Computer Science (CS) education, which is considered crucial regardless of the future profession. Consequently, scant information exists on how AI might impact students’ learning achievement in CS education. To address this research gap, this study conducts a systematic review and a meta-analysis to investigate how AI integration affects learning achievement in CS education and the potential moderating variables of this effect. Specifically, 28 studies (n = 2765 participants in total) were included and meta-analyzed, and the obtained effect size was very large (g = 1.36, p g=1.45; huge) as an AI technology. Additionally, the AI intervention duration and the geographical distribution of students are found to moderate the AI effect in CS education. The findings of this study can serve as a reference for various stakeholders (e. g., educators, computer scientists, instructional designers) on how to integrate AI and improve learning experiences and outcomes in CS education.
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Citación recomendada | Recommended citation
Tlili, A. (2024). Can artificial intelligence (AI) help in computer science education? A meta-analysis approach [¿Puede ayudar la inteligencia artificial (IA) en la educación en ciencias de la computación? Un enfoque metaanalítico]. Revista Española de Pedagogía, 82 (289). https://doi.org/10.22550/2174-0909.4172
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Palabras clave | Keywords
Computer science, computing, artificial intelligence, education, learning, collaborative intelligence, meta-analysis, learning achievement.
