https://hdl.handle.net/10481/4462 2026-04-18T16:27:11Z 2026-04-18T16:27:11Z Victoria Maldonado, Juan José Alonso García, Santiago Martínez Menéndez, Alejandro Lorenzo-Martín, Manuel Enrique https://hdl.handle.net/10481/112874 2026-04-17T10:13:08Z

Exploring Pre-Service Teachers' Intention to Use Artificial Intelligence in Education: A Structural Equation Modeling Approach Based on UTAUT2 Victoria Maldonado, Juan José; Alonso García, Santiago; Martínez Menéndez, Alejandro; Lorenzo-Martín, Manuel Enrique The growing relevance of Artificial Intelligence (AI) in education necessitates a better understanding of its acceptance among future educators. This study investigates the factors influencing pre-service teachers' intention to use AI, employing the UTAUT2 model extended with sociodemographic moderators. A cross-sectional quantitative design was applied to a sample of 908 undergraduate students from Early Childhood and Primary Education programs in Andalusia, Spain. Structural equation modeling results reveal that performance expectancy, effort expectancy, and habitual use are significant predictors of behavioral intention toward AI use. In contrast, the proposed moderating effects of gender and academic year were found to be non-significant. Findings highlight the pivotal role of habitual engagement with AI while questioning the effectiveness of current curricular approaches in promoting its pedagogical use, as academic progression showed no moderating influence. The study emphasizes the need for targeted training and curricular updates to foster meaningful AI integration in teacher education.

López Sánchez, Manuel Jiménez Torres, Manuel Gabriel Guerrero Ramos, Daniel Lorenzo-Martín, Manuel Enrique https://hdl.handle.net/10481/112863 2026-04-17T07:58:00Z

¿Puede explicar la teoría del flujo las diferencias de rendimiento escolar entre los niños con y sin TDAH? López Sánchez, Manuel; Jiménez Torres, Manuel Gabriel; Guerrero Ramos, Daniel; Lorenzo-Martín, Manuel Enrique

Lorenzo-Martín, Manuel Enrique Ramos Navas-Parejo, Magdalena Victoria Maldonado, Juan José Martínez Menéndez, Alejandro https://hdl.handle.net/10481/112862 2026-04-17T07:49:50Z

Brechas de percepción docente - discente sobre accesibilidad, autonomía y motivación: un estudio descriptivo-comparativo en Educación Superior Lorenzo-Martín, Manuel Enrique; Ramos Navas-Parejo, Magdalena; Victoria Maldonado, Juan José; Martínez Menéndez, Alejandro El estudio analiza las posibles brechas de percepción entre profesorado y estudiantado de educación superior respecto a accesibilidad, autonomía y motivación académica. Se llevó a cabo un diseño cuantitativo descriptivo-comparativo mediante un cuestionario validado tipo Likert administrado a 144 participantes vinculados a la Universidad de Granada: profesorado, estudiantado general y estudiantado con discapacidad visual. Se realizaron análisis de corte descriptivo-comparativo de los datos recogidos durante los meses de octubre y noviembre de 2025. Los resultados señalaron brechas significativas en la autonomía percibida, donde el profesorado tendió a valorar este aspecto más positivamente que el alumnado con discapacidad visual. Asimismo, el estudiantado (especialmente quienes presentan discapacidad visual) mostró percepciones más críticas sobre la accesibilidad y niveles de motivación algo inferiores en comparación con el profesorado. Se identificó también una correlación elevada entre motivación y autonomía en todo el estudiantado. En conjunto, los hallazgos muestran divergencias perceptivas entre los perfiles docente-discentes y permiten identificar cómo las mismas se manifiestan los elementos clave para la participación académica. Con ello, se obtienen unas implicaciones que sirven para orientar la mejora de la práctica docente y la planificación educativa accesible en educación superior.; The study analyses potential perception gaps between university teaching staff and students regarding accessibility, autonomy and academic motivation. A descriptive–comparative quantitative design was conducted using a validated Likert-type questionnaire administered to 144 participants affiliated with the University of Granada: teaching staff, general students and students with visual impairment. Descriptive–comparative analyses were carried out on data collected during October and November 2025. The results indicated significant gaps in perceived autonomy, with teaching staff tending to evaluate this aspect more positively than students with visual impairment. Likewise, students (particularly those with visual impairment) expressed more critical perceptions of accessibility and slightly lower levels of motivation compared with teaching staff. A strong correlation between motivation and autonomy was also identified across the student population. Overall, the findings reveal perceptual divergences between teaching and student profiles and help illustrate how these differences emerge as key elements shaping academic participation. These insights provide implications for improving teaching practice and accessible educational planning in higher education.; O estudo analisa possíveis lacunas de percepção entre docentes e estudantes do ensino superior relativamente à acessibilidade, à autonomia e à motivação académica. Realizou-se um delineamento quantitativo descritivo-comparativo por meio de um questionário validado do tipo Likert, aplicado a 144 participantes vinculados à Universidade de Granada: docentes, estudantes em geral e estudantes com deficiência visual. Foram conduzidas análises descritivo-comparativas dos dados recolhidos durante os meses de outubro e novembro de 2025. Os resultados evidenciaram lacunas significativas na autonomia percebida, uma vez que os docentes tendiam a avaliá-la de forma mais positiva do que os estudantes com deficiência visual. Do mesmo modo, o corpo discente (especialmente aqueles com deficiência visual) apresentou percepções mais críticas sobre a acessibilidade e níveis de motivação ligeiramente inferiores em comparação com os docentes. Identificou-se também uma forte correlação entre motivação e autonomia em todo o conjunto estudantil. No global, os achados revelam divergências perceptivas entre os perfis docente e discente e ajudam a compreender como tais diferenças se manifestam como elementoschave para a participação académica. Esses resultados oferecem implicações relevantes para orientar a melhoria da prática docente e do planejamento educacional acessível no ensino superior.

Khaled Gijón, Meriem Gijón Puerta, José https://hdl.handle.net/10481/112780 2026-04-13T08:32:30Z

Tic, Educación y Cambios Sociales. Tema 1 (Educación, sociedad y TIC). Curso 25/26 Khaled Gijón, Meriem; Gijón Puerta, José

Crisol Moya, Emilio Gámiz Sánchez, Vanesa María Checa Domene, Lara Romero López, María Asunción https://hdl.handle.net/10481/112727 2026-04-09T11:27:21Z

Student Perception of the Use of Artificial Intelligence (AI) Tools in Academic Tasks: Construction and Validation of the PEHIA-TA Crisol Moya, Emilio; Gámiz Sánchez, Vanesa María; Checa Domene, Lara; Romero López, María Asunción The aim of this study was to design and validate a questionnaire to assess students’ per ceptions of the use of Artificial Intelligence (AI) tools in academic tasks (PEHIA-TA). To determine the psychometric properties of the PEHIA-TA, a descriptive, exploratory and confirmatory factor analysis was carried out. The sample used in this study consisted of 546 students. The results confirmed that it is a valid and reliable scale with a five-factor structure: “Uses of Artificial Intelligence (AI)” (student opinion, knowledge and experience in relation to AI); “Perceptions of skills needed to use AI” (type of skills they consider necessary to work with this type of tool); “Plagiarism and lack of academic integrity” (issues related to what the student considers plagiarism and lack of academic integrity in order to identify possible risks or associated moral dilemmas); “Perception of the benefits of AI” (assessment of the beneficial aspects of the use of AI in the academic context by students); and “Perception of the problems of AI” (analyses how students assess the prob lems associated with the use of AI tools in the development of their tasks). The instrument allows for the traceability of training needs in digital literacy, as well as the formulation of institutional policies on the use of AI that contribute to the prevention of behaviours associated with academic dishonesty and ensure critical reflection by students on the risks and opportunities of AI in their educational process.