Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers.

The intricate relationship between teenagers' literacy and technology underscores the need for a comprehensive understanding, particularly in the Spanish context. This study employs explainable artificial intelligence (AI) to delve into this complex interplay, focusing on the pivotal role of reading comprehension skills in the personal and career development of Spanish teenagers. With a sample of 22,400 15-year-olds from the PISA dataset, we investigate the impact of socioeconomic factors, technology habits, parental education, residential location, and school type on reading comprehension skills. Utilizing machine learning techniques, our analysis reveals a nuanced connection between autonomy, technological proficiency, and academic performance. Notably, family oversight of technology use emerges as a crucial factor in managing the impact of digital technology and the Internet on reading comprehension skills. The study emphasizes the necessity for a balanced and supervised introduction to technology from an early age. Contrary to current trends, our findings indicate that online gaming may not contribute positively to reading comprehension skills, while moderate daily Internet use (1-4 h) proves beneficial. Furthermore, the study underscores the ongoing nature of acquiring reading comprehension and technological skills, emphasizing the need for continuous attention and guidance from childhood. Parental education levels are identified as partial predictors of children's performance, emphasizing the importance of a holistic educational approach that considers autonomy and technological literacy. This study advocates for addressing socio-economic and gender inequalities in education and highlights the crucial role of cooperation between schools and families, particularly those with lower educational levels.

Research on Papua, a digital tool with artificial intelligence in favor of learning and linguistic attitudes towards the learning of the English language in students of Spanish language as L1.

This study examines learners' perceptions of the linguistic and learning potential of an AI-based English language learning app called Papua. The study took a quasi-experimental approach in which 128 students of the degree in Primary Education at the University of Huelva, Spain, gained experience of using the app over a six-week period, and then answered a questionnaire. This was of a quantitative design, and included the following components: attitudes towards learning English; attitudes towards learning oral and written skills, and towards opportunities for interacting in English; and attitudes towards the motivation provided by the app. These attitudes were contrasted according to the variables memory and self-evaluation. The results of the study showed that oral skills were perceived as the most improved skill. Participants also foregrounded the enhancement of memorization of vocabulary, and positively evaluated the self-evaluation feature included in the app.