LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3082.
DOI: https://doi.org/10.56712/latam.v6i4.4492
The role of artificial intelligence as a teacher’s ally
El papel de la inteligencia artificial como aliada del docente
Yoshida Gonzales Ticona
ygonzalest@univalle.edu
https://orcid.org/0009-0005-9799-5626
Universidad Privada del Valle
La Paz – Bolivia
Eddy Duran Peñaranda
eddydp214@gmail.com
https://orcid.org 0009-0005-1671-9743
Universidad Privada del Valle
La Paz – Bolivia
Artículo recibido: 03 de junio de 2025. Aceptado para publicación: 17 de septiembre de 2025.
Conflictos de Interés: Ninguno que declarar.
Abstract
Lesson planning, content creation, grading, and tutoring are some of the activities that teachers deal
with everyday. This can leave little time to prepare a class with varied activities; representing a heavy
workload for teachers, especially if teachers have a large group of students. In this context, Artificial
intelligence can help teachers with different activities without increasing work hours in teaching and
learning. A literature review of Scopus, DOAJ, Scielo, Latindex, Google Scholar was performed to gain
a comprehensive understanding of existing research and scholarly debates related to ways artificial
intelligence can help educators. Not only can AI help teachers with different activities in the planning
and content of a class, but it can also help improve the teaching approach and keep students focused.
In this context, a sample of 214 students was surveyed to gather information about their experiences
with different aspects of the teaching approach used in the classroom and how AI can help. Also, an
interview with students was conducted to gather more profound information about their perception of
the use of AI in the classroom. The findings revealed that the use of a traditional approach, dissertation
of teachers with little intervention of students, makes it hard to keep focused in class. However, other
approaches may require more investment of time; this is where AI becomes an ally of a teacher
allowing them to spend less time on teacher daily activities and concentrate more on individualized
learning and deepening a topic. In this way, the classroom is transformed into an environment where
students can increase the development of their skills and expand their knowledge.
Keywords: activities, diversity, teachers, ally, artificial intelligence
Resumen
La planificación de clases, la creación de contenido, la calificación y la tutoría son algunas de las
actividades que los docentes realizan a diario. Esto puede dejar poco tiempo para preparar una clase
con actividades variadas, lo que representa una gran carga de trabajo para los docentes,
especialmente si tienen un grupo numeroso de estudiantes. En este contexto, la inteligencia artificial
puede ayudar a los docentes con diferentes actividades sin aumentar las horas de trabajo en la
enseñanza y el aprendizaje. Se realizó una revisión bibliográfica en Scopus, DOAJ, Scielo, Latindex y
Google Scholar para comprender a fondo la investigación existente y los debates académicos
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3083.
relacionados con las formas en que la inteligencia artificial puede ayudar a los educadores. La IA no
solo puede ayudar a los docentes con diferentes actividades en la planificación y el contenido de una
clase, sino que también puede ayudar a mejorar el enfoque de enseñanza y a mantener la
concentración de los estudiantes. En este contexto, se encuestó a una muestra de 214 estudiantes
para recopilar información sobre sus experiencias con diferentes aspectos del enfoque de enseñanza
utilizado en el aula y cómo la IA puede ayudar. Además, se realizó una entrevista con los estudiantes
para recopilar información más profunda sobre su percepción del uso de la IA en el aula. Los hallazgos
revelaron que el uso de un enfoque tradicional, con la disertación de los profesores y poca intervención
de los estudiantes, dificulta mantener la concentración en clase. Sin embargo, otros enfoques pueden
requerir una mayor inversión de tiempo; aquí es donde la IA se convierte en un aliado del profesor,
permitiéndole dedicar menos tiempo a las actividades diarias del profesor y concentrarse más en el
aprendizaje individualizado y la profundización de un tema. De esta manera, el aula se transforma en
un entorno donde los estudiantes pueden aumentar el desarrollo de sus habilidades y ampliar sus
conocimientos.
Palabras clave: actividades, diversidad, maestros, aliado, inteligencia artificial
Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicado en este sitio está disponibles bajo Licencia Creative Commons.
Cómo citar: Gonzales Ticona, Y., & Duran Peñaranda, E. (2025). The role of artificial intelligence as a
teacher’s ally. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 6 (4), 3082 –
3094. https://doi.org/10.56712/latam.v6i4.4492
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3084.
INTRODUCTION
Teachers have the objective of ensuring students´ learning. A lot has been written about how to foster
students´ learning by making a class engaging and interesting; however, all of this can be time
consuming for teachers. On the other hand, classes that only depend on old techniques fail to link
learning to students' interests or real-life situations. Research indicates that this approach results in
low retention of knowledge and feelings of boredom. To tackle these challenges, it´s necessary to use
a different approach in which technology and artificial intelligence can play a crucial role. Artificial
Intelligence, if managed properly, can become an ally of teachers to have a more interactive and
productive class (Myers, 2020).
While some may view AI as a threat to traditional teaching roles, it can be used both to enhance teaching
and learning. AI can aid teachers with many activities that are time consuming; it can also help them
with creative content creation, quizzes, games, and tutoring; thus, improving the approach their use. On
the other hand, students will benefit from a more tailored approach and increase their focus spans,
allowing their learning to excel (Bikic, 2020).
METHODOLOGY
A combination of quantitative and qualitative methodologies was utilized for this study. First, literature
review was performed using various academic databases such as Scopus, DOAJ, Scielo, Latindex and
Google Scholar to understand how artificial intelligence can be used by a teacher in and out of the
classroom. Also, a survey of 214 ages 18 to 22 was carried out to understand how technology and
artificial intelligence are being used nowadays and how it can help with the teaching approach used in
class. In addition, interviews with students were conducted to gather more profound data about how
they perceive the use of AI in the classroom.
DEVELOPMENT
The losing of focus in class, an everyday challenge for a teacher
Students losing focus, the ability to absorb and retain new information, in class is a multifaceted issue
that significantly impacts learning outcomes, cognitive development, and classroom dynamics. Various
studies and educational leaders emphasize that lack of focus is among the top barriers to effective
learning today (Unsworth, 2017)
Focus or attention span is the length of time an individual can concentrate on a task or stimulus without
becoming distracted (Esterman, 2020). It reflects cognitive endurance and the ability to sustain
focused mental effort, which is critical for learning, productivity, communication, and overall cognitive
functioning (Allison, 2020). Focus span differs significantly based on age, the nature of the task,
motivation, and personal characteristics (Ali, 2019).
Traditional methods, lectures and note-taking, of teaching fail to engage students to the topic being
used. Students may not have a chance to engage with the material because this is not stimulating
(Esterman, 2013). Usually, tasks that are fun or have intrinsic motivation are more likely to maintain
attention for a longer time. Factors like tiredness, hunger, noise, and emotional strain can shorten focus
span, as well (Fortenbaugh, 2015).
In addition, students' enthusiasm and curiosity about a topic play a significant role in how well they
concentrate. If learners perceive the content as insignificant or too easy, they often tune out and
become distracted. On the other hand, content that is appropriately challenging for students can help
keep their attention and encourage more in-depth understanding (Lewis, 2017). The way material is
taught is also crucial; teaching that is interactive, and visually engaging typically keeps students more
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3085.
involved compared to standard lecture methods (Mak, 2018). Additionally, learners who feel a
meaningful connection to the subject tend to pay more attention, while those who lack specific
objectives are more likely to become distracted and less attentive (Bala, 2024).
Educators may have a hard time engaging their students because a tailored class with a modern
approach needs time investment. Learners are unable to sustain their focus throughout a whole one-
or two-hour lesson with a traditional approach (Esterman, 2014). However, tailored approaches can be
attained with the help of AI nowadays, giving a educators a chance to concentrate on other aspects,
such as individualized teaching and going beyond a topic (Allison, 2020).
Artificial intelligence in education
Artificial Intelligence has been playing an important role in education these last years, however, some
teachers are still dubious about its use, and may view it as a threat, especially its use by students in the
elaboration of different assignments. However, well managed AI can have great results. Teachers can
us AI in different activities in the class and reduce workload and students should use it as an aid to get
more profound information, different perspectives for the elaboration of different assignments
(Cardona, 2023).
AI is capable of handling repetitive activities such as evaluating assignments, overseeing student
records, and creating practice materials. AI-driven applications can also simplify administrative duties,
including organizing schedules and generating reports, which enhances overall productivity of
educators (Liu, 2024). All teachers should be knowledgeable on how to handle AI for these activities,
adapting to these tools to keep up with advancements in digital literacy.
In addition, AI can help in recognizing learning difficulties and offer specific support for students with
varying educational requirements. This can contribute to fostering a learning atmosphere that is more
inclusive and fairer for every student. Experiences in virtual and augmented reality powered by AI are
being designed to foster richer and more captivating educational settings. Chatbots that utilize AI can
offer students instant information and assistance.
In summary, artificial intelligence is revolutionizing education by making it more effective. Although
there are continuous debates regarding the ethical concerns and obstacles of incorporating AI into
education, the advantages it offers are considerable, and AI is expected to become a more prominent
factor in the future of learning (UNESCO, 2024). Incorporating AI-driven personalized learning tools can
boost teaching approaches and learning at the same time, allowing students to have deeper learning.
However, careful management of data is needed. Also, managing screen usage alongside offline
activities like mindfulness practices, physical exercise, or personal interests is essential to alleviate
digital exhaustion and enhance overall concentration. In conclusion, a diverse strategy that integrates
educational tools driven by AI, organized concentration methods, and a mix of offline engagements can
effectively increase university students´ attention span in classrooms (Kirk, 2017).
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3086.
RESULTS
Quantitative findings
Table 1
Time Students can Keep Concentrated in Class by Gender
Time range students can concentrate without getting
distracted in class
Less than 20
min.
From 20 to 40
min.
More than 40
mn.
Total
Gender Male Count 20 60 32 112
Percentage 17,9% 53,6% 28,6% 100,0%
Female Count 14 67 21 102
Percentage 13,7% 65,7% 20,6% 100,0%
Total Count 34 127 53 214
Percentage 15,9% 59,3% 24,8% 100,0%
Source: own elaboration.
Table 1 shows the time range students can keep focused in class. According to the data, 59,3% of
students can remain focused for a range of 20 to 40 min. After that, concentration levels start
diminishing. Within this time range, a larger percentage of female, 65,7%, students can keep
concentration levels stable compared to 53,6% of male students. This data reveals that most students
will start losing their concentration levels after 40 min. A smaller percentage, 24,8%, can stay
concentrated for longer which corresponds to older college students.
Table 2
Focus Time Range by Age
Time range you can focus without getting distracted in class
Less than 20
min.
From 20 to 40
min.
More than 40
min.
Total
Age Less than
18
Count 1 5 2 8
Percentage 12,5% 62,5% 25,0% 100,0%
18-20 Count 21 65 26 112
Percentage 18,8% 58,0% 23,2% 100,0%
20-22 Count 9 29 10 48
Percentage 18,8% 60,4% 20,8% 100,0%
More than
22
Count 3 28 15 46
Percentage 6,5% 60,9% 32,6% 100,0%
Total Count 34 127 53 214
Percentage 15,9% 59,3% 24,8% 100,0%
Source: own elaboration.
Table 2 shows focus time ranges by age. Students in all age groups show higher percentages in the
time range between 20 to 40 min. Students that are over 22 show the highest percentage, 60,9%, for
this time range. This reveals that with age students might be able to stay concentrated for longer
periods. Older college students can keep focus for more time.
Table 3
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3087.
Reasons why students lose concentration in class by age
Why do you lose concentration in class?
Class where
mostly the
professor
intervenes
Insufficient
utilization of
different resources
in class
Getting
easily
distracted
Total
AGE Less than 18 Count 1 2 5 8
Percentage 12,5% 25,0% 62,5% 100,0%
18-20 Count 59 17 36 112
Percentage 52,7% 15,2% 32,1% 100,0%
20-22 Count 23 9 16 48
Percentage 47,9% 18,8% 33,3% 100,0%
More tan 22 Count 26 7 13 46
Percentage 56,5% 15,2% 28,3% 100,0%
Total Count 109 35 70 214
Percentage 50,9% 16,4% 32,7% 100,0%
Source: own elaboration.
Table 3 shows that younger students, under 18, lose concentration because they get easily distracted.
This reveals that younger students have a hard time ignoring distractions (Mak, 2018). The data also
reveals that students over 18 lose their concentration because of monotony in the class, when only the
professor intervenes; the percentages are high for this reason. Older students can be more focused
but still need diversity of activities in class.
Table 4
What can help you concentrate longer in class?
A more
interactive and
interesting
class
Use of
different
resources
in class
Use of
more
technology
in class
All Total
AGE Less than 18 Count 4 1 0 3 8
Percentage 50,0% 12,5% 0,0% 37,5% 100,0%
18-20 Count 64 5 10 33 112
Percentage 57,1% 4,5% 8,9% 29,5% 100,0%
20-22 Count 23 4 8 13 48
Percentage 47,9% 8,3% 16,7% 27,1% 100,0%
More than 22 Count 20 3 5 18 46
Percentage 43,5% 6,5% 10,9% 39,1% 100,0%
Total Count 111 13 23 67 214
Percentage 51,9% 6,1% 10,7% 31,3% 100,0%
Source: own elaboration.
As shown on Table 4, a more interactive class is needed to help students keep focused. 51,9% of
students surveyed agree that a more interactive environment would help them. Artificial Intelligence
can help educators by making their class more interactive.
Graph 1
Do you use internet, Moodle in class?
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3088.
Source: own elaboration.
Students were also asked about their frequency in use of technological tools in the classroom. As
shown on Graph 1, 45,52% of students use internet, Moodle and email frequently; and 29,44% use these
tools sometimes. This reveals that technology is present in the classroom and that students are very
familiar with these tools.
Graph 2
Do you use teams, google meet, or zoom in class?
Source: own elaboration.
Graph 2 shows that a large percentage,32,24% of students frequently use teams, google meet, and
zoom, and 35,51% use these tools sometimes. This reveals that the use of this technology has
diminished after the pandemic, but it´s still present for hybrid learning or other types of group activities.
Graph 3
Do You Use Quizziz, Kahoot, and Educaplay in Class?
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3089.
Source: own elaboration.
Graph 3 shows that online evaluation and games are part of the class, 35,98% of students utilize this
type of technology frequently and 35,98% utilize it sometimes. This reveals that more professors are
using this type of tool in class which generates more engagement with the topic (Myers, 2020).
Graph 4
Multimedia
Source: own elaboration.
As shown on Graph 4, 35,51% of students use multimedia sometimes and 28,04% students use it
frequently. This reveals that multimedia is a popular way to get students to get interested in a specific
subject.
Graph 5
Would Varied Activities with the Help of Technology and AI Help You Keep Concentration in Class?
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3090.
Source: own elaboration.
Graph 5 shows the perception of students regarding the diversity of activities in class. It could be
inferred that even though technology is being used in the classroom, a variation of activities is lacking.
It´s not enough to use technology, more activities with a clear purpose are needed.
Ways teachers may use artificial intelligence
There are many ways teachers may use artificial intelligence, but AI can be very helpful in the following
areas. This will allow teachers to have more time to reach higher levels of learning in students.
Lesson planning and content creation
Lesson planning is a procedure that a teacher uses to achieve learning goals. To support student
learning, it considers the topic, instructional tactics, learning exercises, and evaluation techniques in a
logical, cohesive, and efficient way. A lesson plan serves as a guide that specifies the content that
students must learn, the way the instructor will present it, and the methods by which learning will be
assessed. By considering the students’ past knowledge, choosing relevant teaching resources, and
organizing for student participation and any potential challenges throughout the lesson, it assists
teachers in getting ready for the class. Good lesson planning increases instructor self-assurance,
guarantees improved time management, and improves the standard of instruction and learning in
general (Kirk, 2020).
Teachers can save a lot of time using AI for lesson planning and content creation. AI tools can create
lesson plans based on subject, grade level, and learning objectives. Teachers only must include the key
points, and the AI produces draft plans that can be customized to fit specific classroom needs. Many
AI platforms ensure that lesson plans fit the curriculum standards, helping teachers meet educational
requirements efficiently. In addition, AI can suggest engaging lesson hooks, activities, and
assessments, spark creativity and save time on brainstorming enabling the creation of differentiated
materials for various learning styles and abilities, ensuring all students are supported (Mohd, 2023).
The process of creating materials that complement the lesson plan and aid in student learning is known
as content creation in the field of education. This entails developing or choosing educational resources
that support the class objectives, such as worksheets, multimedia presentations, quizzes, exercises,
and textbooks. The goal of content development is to address the various needs of learners by
presenting knowledge in an interesting, approachable, and meaningful way. It frequently entails
modifying resources to accommodate varying learning levels, adding interactive components, and
making sure the information is pertinent and in line with curricular requirements. By offering rich
learning experiences and a clear structure, content development, when combined with lesson planning,
serves as the cornerstone of effective teaching.
A lot of content creation can be done with the use of Artificial Intelligence with no additional time
investment.
Assessment and feedback
Assessment is the systematic, continuous, and purposeful gathering of information about students’
knowledge, skills, and understanding to evaluate their learning progress. It can be formative and
summative. Formative assessment conducted during the learning process helps both teachers and
students identify areas in which students can improve and adjust the content.
Summative Assessment is conducted at the end of a unit or course, it evaluates what students have
learned and is often graded. Assessments can take many forms, including tests, quizzes, projects,
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3091.
presentations, and portfolios. The goal is not only to measure achievement but also to inform teaching
strategies and support student growth.
One of the best things about AI in assessment is that it can grade tests, quizzes, projects and other
types of assignments automatically, which saves teachers a lot of time on other activities that will make
their class more productive. Also, teachers will also have more time to focus on individualized teaching
which can foster students´ learning in a great manner.
Real-time Classroom support with chatbots
Sometimes it´s hard to continue with a topic when there are students that are having a difficult time
with it, maybe because they have some weaknesses from previous learning. Chatbots can become
tutors that can assist students in different ways. In addition, some teachers use AI chatbots for student
counseling or to facilitate debates and discussions, providing immediate support and stimulating
critical thinking.
Chatbots can also manage repetitive questions from students and parents concerning homework,
deadlines, schedules, and course information, saving teachers time addressing the same questions
over and over. This allows teachers to focus more on instruction and personal support; they can also
provide fast responses to student inquiries and explanations, allowing students to study independently
outside of class hours. This decreases the level of individual student help that teachers must deliver
directly.
DISCUSSION
Lesson planning, content creation, grading, and tutoring can take a lot of time from a teacher. A
teacher´s time is very precious, and AI has the potential to support various educational approaches
without the extra workload. These activities include interactive simulations, game-like learning
experiences, and AI-supported brainstorming sessions that encourage curiosity and analytical thought.
By integrating such diverse activities, teachers can address a range of learning styles and preferences,
thereby enhancing learning and participation.
A traditional approach will not excel learning; it will have the opposite effect. The findings show that
students have a hard time keeping focused in class because of the teaching approach that is being
used. A significant number of students believe that subjects or classes deemed uninteresting or
unrelated do not spark curiosity or emotional involvement, resulting in distracted minds and decreased
focus. Traditional classes that depend primarily on lectures, especially those that are large and offer
little interaction, can appear tiresome.
Students interviewed were also invited to share their thoughts about the incorporation of AI in their
learning environment. They clearly recognize that when an educator uses AI proficiently, it can boost
the involvement and excitement of a class. However, educators should employ a range of these
resources to alleviate monotony in the classroom, but this also needs educational design that enhances
participation, promotes understanding, reduces repetition, and encourages motivation (Hillman, 2008).
The analysis indicates that effectively utilizing AI should extend beyond mere access to digital
platforms: it necessitates an instructional design that enhances engagement, supports
understanding, reduces redundancy, and boosts motivation. This will enable technology to act as an
active promoter of learning, rather than serving as a distraction or an obstacle. Strategies backed by
applications that utilize AI to track and manage study periods, aid learners in organizing their study
sessions efficiently by mixing concentrated work with brief rest periods. Moreover, AI can help reduce
distractions by managing alerts or recommending the best places to study according to personal
habits.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3092.
AI in the classroom, while potentially beneficial, can also lead to cognitive fatigue and low motivation if
not handled properly by the professor. This reveals that technology must be used selectively and
purposefully to acquire the desired results ensuring students are not overloaded
Combining non-digital activities with tech-based ones and AI and balancing their use is crucial. In
addition, practices like mindfulness, physical exercise, and personal interactions enhance AI-supported
learning by alleviating screen fatigue and boosting overall mental performance. This well-rounded
strategy helps students avoid excessive dependence on screens, which can hinder their focus over
time.
CONCLUSION
Educators can make AI an ally for different activities before, during and after a class period. This can
alleviate all the work that involves the education field and deal with the challenge of students losing
focus in class. Educators also must remember that teaching approaches that are engaging and
stimulating have better results in the learning process. With the use of AI, instructors will not need to
spend excessive time and will be more productive and concentrate on advancing into topics on a deeper
level.
However, balance is necessary in the use of AI, other offline activities are needed as well. In addition,
practices like mindfulness, exercise, and social engagement work in tandem with AI-facilitated
education by alleviating screen fatigue and enhancing mental performance. This comprehensive
method prevents students from becoming excessively dependent on digital devices, which may
negatively affect their focus as time goes on.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3093.
REFERENCES
Ali, M. et al. (2019). Teachers’ and Students’ Opinions About Students’ Attention Problems During the
Lesson. Journal of Education and Learning; Vol. 8, No. 6; 2019 ISSN 1927-5250 E-ISSN 1927-5269,
https://doi.org/10.5539/jel.v8n6p15.
Allison, N. (2020). Students’ attention in class: Patterns, perceptions of cause and a tool for measuring
classroom quality of life. 8(2):58, https://doi.org/10.14297/jpaap.v8i2.427
Bala, M. et al. (2024). Unravelling the Attention Crisis: Investigating Student Engagement in
Contemporary Classrooms. EVERGREEN Joint Journal of Novel Carbon Resource Sciences & Green
Asia Strategy, Vol. 11, Issue 02, pp586-601, https://doi.org/10.5109/7183314
Bikic et al. (2017). A double-blind randomized pilot trial comparing computerized cognitive exercises to
Tetris in adolescents with attention-deficit/hyperactivity disorder. Nord. J. Psychiatry, 71 (6), pp. 455-
464, https://doi.org/10.1080/08039488.2017.1328070
Cardona, M. et al. (2023). Artificial Intelligence and the Future of Teaching and Learning. Office of
Educational Technology, https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf
Esterman & Rothlein, (2019). Models of sustained attention. Curr. Opin. Psychol., 29 (2019), pp. 174-
180, https://doi.org/10.1016/j.copsyc.2019.03.005
Esterman, M. et al. (2013). In the zone or zoning out? Tracking behavioral and neural fluctuations during
sustained attention Cereb. Cortex, 23 (11), pp. 2712-2723, https://doi.org/10.1093/cercor/bhs261
Esterman, M. et al. (2014). Intrinsic fluctuations in sustained attention and distractor processing. J.
Neurosci., 34 (5), pp. 1724-1730, https://doi.org/10.1523/JNEUROSCI.2658-13.2014
Farrer, A. (2023). What Are the DifferentTheories of Attention?
https://www.pamelarutledge.com/resources/articles/theories-of-attention/
Fortenbaugh F. et al. (2015). Intrinsic Fluctuations in Sustained Attention and Distractor Processing
Green, C. et al. (2019), Improving methodological standards in behavioral interventions for cognitive
enhancement J. Cogn. Enhanc., 3 (1), pp. 2-29, 10.1007/s41465-018-0115.
Hillman, C. et al. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nat.
Rev. Neurosci., 9 (1), pp. 58-65, 10.1038/nrn2298
https://doi.org/10.1523/JNEUROSCI.2658-13.2014
Kirk et al., (2017). Impact of attention training on academic achievement, executive functioning, and
behavior: a randomized controlled trial Am. J. Intellect. Dev. Disabil., 122 (2) (2017), pp. 97-117,
10.1352/1944-7558-122.2.97
Kirk, H. et al. (2020). Examining potential predictors of attention training outcomes in children with
intellectual and developmental disorders. J. Intellect. Dev. Disabil, pp. 1-7,
10.3109/13668250.2020.1821939
Lewis, F. et al. (2017). Sustained attention to a predictable, unengaging Go/No-Go task shows ongoing
development between 6 and 11 years. Atten. Percept. Psychophys., 79 (6), pp. 1726-1741,
10.3758/s13414-017-1351-4
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 3094.
Liu, Z., & Yushchik, E. (2024). Exploring the prospects of using artificial intelligence in education. Cogent
Education, 11(1).
Mak, C. et al. (2018). Efficacy of mindfulness-based interventions for attention and executive function
in children and adolescents—A systematic review Mindfulness, 9 (1), pp. 59-78, 10.1007/s12671-017-
0770-6
Mohd, C., et al. (2023). A review of gamification tools to boost students' motivation and engagement.
Journal of Theoretical and Applied Information Technology, 101(7), 2771- 2782. Nord. J. Psychiatry, 73
(4–5) (2019), pp. 233-243, 10.1080/08039488.2019.1612467
Myers, D. et al. (2020). Creating engaging classroom for all learners. Oxford Research Encyclopedia.
https://doi.org/10.1093/acrefore/9780190264093.013.1181
UNESCO, 2024. unesco.org/en/digital-education/artificial-intelligence
Unsworth, N. et al. (2017). Attentional disengagements in educational contexts: a diary investigation
of everyday mind-wandering and distraction. Cogn Res Princ Implic. 2017;2(1):32. doi:
10.1186/s41235-017-0070-7.
Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, publicados en
este sitio está disponibles bajo Licencia Creative Commons .