2026-05-31T05:18:09Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/379072026-02-03T10:55:02Zcom_10630_2254col_10630_37953

Ruiz Viruel, Sergio Sánchez-Rivas, Enrique Ruiz-Palmero, Julio 2025-02-17T11:54:29Z 2025-02-17T11:54:29Z 2025-01-26 Ruiz Viruel, S.; Sánchez Rivas, E.; Ruiz Palmero, J. The Role of Artificial Intelligence in Project-Based Learning: Teacher Perceptions and Pedagogical Implications. Educ. Sci. 2025, 15, 150. https://doi.org/10.3390/educsci15020150 https://hdl.handle.net/10630/37907 10.3390/educsci15020150 This study is based on the development of a design focused on underlining what artificial intelligence can achieve to bring value to learning quality especially when implementing active methodologies, such as project-based learning (PBL). This study analyzed the perceptions of AI-integrated PBL versus non-AI-integrated PBL among teachers in primary, secondary, and higher education. Conducted with a sample of teachers (n = 300), this study investigated perceived effectiveness, the AI-powered personalization of learning, and motivation. A Student’s t-test, as well as normality, homogeneity of variance, and Cohen’s d tests, revealed that AI-enhanced PBL is rated significantly higher than regular PBL without AI, with a Cohen’s d effect size of 1.30, signifying a large impact. These findings underpin the development of an optimized AI-driven PBL model, particularly within both the prototype production and evaluation phases, providing greater autonomy, responsive feedback, and adaptive personalization, all towards advancing a more effective AI-supported pedagogical model of teaching. eng http://creativecommons.org/licenses/by-sa/4.0/ open access Atribución-CompartirIgual 4.0 Internacional Tecnología educativa Inteligencia artificial Pedagogía The Role of Artificial Intelligence in Project-Based Learning: Teacher Perceptions and Pedagogical Implications. journal article