CRIS

Permanent URI for this communityhttps://cris-udd.scimago.es/handle/123456789/1

Browse

Settings

Language: search.filters.language.EnglishSubject: search.filters.subject.artificial intelligence

Search Results

Now showing 1 - 3 of 3
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Neuroeducation and the influence of AI on early childhood education: A systematic review
    (2026)
    Burbano Enriquez, Betty Paulina  
    ;
    Moncayo, Hugo  
    ;
    Andrea Andrade-Zuleta
    Neuroeducation integrates knowledge from neuroscience, psychology, and pedagogy to inform evidence-based teaching strategies, especially during early childhood—a stage of heightened brain plasticity and foundational learning. Concurrently, artificial intelligence (AI) offers adaptive and personalized tools that can support neurocognitive development through data-driven educational interventions. This systematic review examines the empirical convergence between neuroeducation and AI in early childhood education, analyzing how AI-enabled tools reflect and apply neuroeducational principles. The review followed the PRISMA protocol to ensure methodological rigor. A total of 735 records were initially identified across five major databases (Scopus, Web of Science, PubMed, PsycINFO, and Elsevier). After applying strict inclusion and exclusion criteria, 18 peer-reviewed studies published between 2020 and 2025 were selected for final analysis. Each study was classified according to a four-part taxonomy of AI interaction modalities: embodied robots, screen-based systems, voice-only interfaces, and multimodal environments. The findings reveal that AI-supported interventions can enhance executive functions, cognitive flexibility, attention regulation, and socioemotional development when designed in alignment with neurodevelopmental needs. Embodied and multimodal AI systems demonstrated effectiveness in fostering engagement, interaction, and social cognition, while screen-based and voice-only systems proved useful for cognitive and linguistic skills. Ethical challenges were also identified, including privacy concerns, emotional dependency, equity of access, and developmental appropriateness. This study highlights that the integration of AI and neuroeducation requires careful interdisciplinary collaboration among educators, technologists, and policymakers. Beyond summarizing current evidence, the review underscores the importance of adopting developmentally appropriate practices, ensuring ethical safeguards, and fostering teacher training in AI-informed pedagogy. By synthesizing empirical research, this work provides a conceptual and practical foundation for advancing early childhood education through a neuroeducational framework enriched by AI technologies.
      14
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Intervention against school bullying through emerging technologies: a literature review
    (2025)
    Acosta Pérez, Paul Bladimir  
    ;
    Espinosa Pinos, Carlos Alberto  
    ;
    Saa, Fernando  
    ;
    Francisco Sebastián Vaca-Pinto
    School bullying remains a persistent issue that negatively affects students' well-being and academic performance. Private educational institutions face unique challenges in addressing this problem due to limited resources and teacher training. This literature review explores the use of emerging technologies - such as virtual reality (VR), mobile applications, and artificial intelligence (AI) - as innovative tools to prevent and mitigate school bullying. Recent studies that implement these technologies in educational settings were analyzed to assess their effectiveness and applicability. The findings suggest that such tools can foster empathy, facilitate anonymous reporting, and enable early detection of incidents, contributing to the development of safer and more supportive school environments. © 2025 IEEE.
      19
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    A brief review of robotics and artificial intelligence in education
    (2025)
    Sebastián Aucapiña
    ;
    Manuel Cardona
    ;
    Varela Aldas, José  
    New technologies are consistently integrated into the educational sector to improve its processes and improve learning outcomes. This paper presents a systematic review of the use of robots and artificial intelligence (AI) in education, with a particular focus on systems that incorporate voice recognition or conversational interaction. Educational robots have increasingly supported learning environments, from primary schools to higher education, enhancing motivation, engagement, and participation. Robots with humanoid features and voice capabilities, such as chatbots or speech recognition modules, are especially effective at capturing student attention and fostering interactive learning experiences. The review includes 30 peer-reviewed articles published in the last decade, identified using a PRISMA-based methodology. Studies were selected based on clear methodologies, measurable outcomes, and relevance to general education, excluding medical or highly specialized STEM applications. Mixedmethod analysis combines quantitative assessments of learning gains with qualitative insights into student perceptions. The findings highlight consistent improvements in motivation and classroom dynamics, although cognitive benefits vary depending on educational level, robot design, and integration with pedagogical goals. Limitations include a high reliance on simulations, a strong geographical bias toward English-speaking countries, and a lack of local data sets. In addition, some studies did not find significant learning improvements, highlighting that these technologies should complement rather than replace human teachers. The review identifies future research needs, such as domain adaptation for real-world applications and more extensive studies in underrepresented regions such as Latin America. In general, voice-enabled educational robots demonstrate great potential as interactive learning assistants when thoughtfully implemented, contributing to more engaging, adaptable, and effective educational environments. © 2025 IEEE.
      19