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EDUCACIÓN

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Browsing EDUCACIÓN by Subject "ARTIFICIAL INTELLIGENCE"

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    The Effectiveness of Using Poetry with the Task-Based Approach Incorporating Artificial Intelligence (ChatGPT-4o) to Improve Language Proficiency and Critical Thinking in the Post-Pandemic Educational Context with Conversational English Technology 10th Graders at Colegio Madre del Divino Pastor (CMDP)
    (2025) Rodriguez Quiros, Angie; Arguedas Carballo, Yanory; Facultad de Educación; Universidad Hispanoamericana; Vargas Vindas, Ariel Gustavo; Enseñanza del inglés
    This thesis explores the innovative integration of poetry, Task-Based Learning (TBL), and Artificial Intelligence (AI) tools, specifically ChatGPT-4o, to revolutionize language learning and promote critical thinking among 10th-grade students in the Conversational English Technology program at Colegio Madre del Divino Pastor (CMDP) in Costa Rica. By harnessing AI's creative and analytical potential, this study demonstrates how traditional literary forms, such as poetry, can be reinvigorated in the post-pandemic classroom to re-engage learners and develop higher-order thinking skills. Over three dynamic extracurricular sessions, a carefully selected cohort of 20 students used poetry as a medium to explore language and critical analysis while leveraging AI for innovation and collaboration. The comprehensive data from questionnaires, entry-level and exit-level tests, an observable behavior checklist, and reflective feedback underscore the significant growth in student engagement, linguistic proficiency, and critical thinking abilities. Through the ethical AI use, this study provides a replicable model for 21st-century pedagogy. Addressing modern education's challenges, this research offers a forward-thinking framework for teaching practices in an era of rapid technological evolution.
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    The impact of applying the communicative language teaching (CLT) approach, supported by ChatGPT-generated texts and resources, to enhance reading skills among sixth graders at Santa Rosa Elementary School, Montes de Oro, Puntarenas, during the first period of 2025
    (Universidad Hispanoamericana, 2025) González Arrieta, Gabriela; Vargas Vindas, Ariel Gustavo; Facultad de Educación; Montero Nuñez, Jeffrey; Enseñanza del inglés para I y II ciclo de la educación general básica
    This research project aimed to determine the impact of applying the Communicative Language Teaching (CLT) approach, supported by AI-generated texts using ChatGPT, on enhancing the reading comprehension skills of sixth-grade students at Santa Rosa Elementary School, Montes de Oro, Puntarenas, during the first period of 2025. A mixed-methods approach was used, combining both quantitative and qualitative data collection tools. The study was conducted with a group of 20 students over a period of four weeks. During the intervention, students were exposed to customized reading materials generated through AI and engaged in interactive reading comprehension activities based on the CLT approach. Two reading comprehension instruments were administered weekly to assess progress, alongside teacher observations and student feedback. The results indicated a modest improvement in reading comprehension scores, while a significant increase in student motivation and engagement was observed. The findings suggest that the integration of AI-generated texts and communicative activities can enhance learner interest and interaction, although long-term implementation and structured reading strategies may be necessary to achieve substantial academic progress.