In the digital age, the integration of technology in education is gaining attention. However, there is limited evidence of its use in promoting historical thinking. Students need to develop critical thinking skills to address post-truth and fake news, enabling them to question sources, evaluate biases, and consider credibility. With the advancement of artificial intelligence (AI), historical thinking becomes even more crucial, as chatbots appear capable of analysing, synthesizing, interpreting, and writing similarly to humans. This makes it more difficult to distinguish between human and AI-generated resources. This mixed study explores the potential of AI in developing an argumentative historical text compared to future teachers. After 103 preservice teachers were instructed in historical thinking, they assessed a text written by a human and an AI-written text without knowing their authors. The obtained results indicate that participants assessed the AI text better based on historical thinking skills. Conversely, when asked about the capability of AI to develop a similar text, they emphasized its impossibility due to the belief that AI is incapable of expressing personal opinions and reflecting. This highlights the importance of instructing them in the correct use and possibilities of AI for future historical teaching.

This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th‐grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi‐experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA‐based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes. Practitioner notes: What is already known about this topic Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics. Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties. Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments. There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms. What this paper adds Empirical evidence about how LA‐based formative assessments can enable personalised homework to support student understanding of fractions. Personalised homework based on an LA‐based formative assessment improves the students' comprehension of fractions. Using ARS for the teaching of fractions has a positive effect in terms of student motivation. Implications for practice and/or policy Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction. Researchers should continue exploring these potentially beneficial educational implementations in other areas.

En la actualidad, es cada vez más habitual la incorporación de acciones educativas de carácter lúdico a los procesos de aprendizaje, entre los que destaca especialmente la gamificación. A pesar de ello, con frecuencia en estos proyectos no se presta la suficiente atención a la evaluación del aprendizaje producido durante el propio proceso de enseñanza; recurriéndose normalmente a sistemas de evaluación sumativos, como son, por ejemplo, los tradicionales exámenes, al finalizar el proyecto. En el presente estudio pre-experimental, a partir de una metodología mixta y en el contexto de una unidad didáctica gamificada con 24 alumnos de 6º curso de Educación Primaria en la asignatura de Ciencias Naturales, se evalúa el potencial de un sistema de evaluación formativo gamificado a través del uso de puntos de experiencia y de la renovación tecnológica del tradicional diario de clase o cuaderno del profesor. Los resultados evidencian que este sistema es efectivo tanto para la evaluación del rendimiento académico, como para la evaluación de aspectos educativos transversales como son el trabajo cooperativo, el interés en clase o la revisión de tareas diarias. Además, los resultados revelan que el alumnado muestra un alto nivel de motivación con la dinámica gamificada implementada durante el estudio.

Current pedagogical trends move towards the implementation of active methodologies; however, little research has been conducted in the field of history teaching. Purely memorised learning no longer has a place in today’s age of information and technology. Simulating the role of historians in the classroom, what is known as promoting historical thinking, makes more sense. Thus, training teachers on how to develop historical thinking by active methodologies such as error-based learning (EBL) becomes necessary. Moreover, the traditional summative test does not demonstrate the assessment of the level of historical thinking. Nevertheless, technology enables formative assessment by different techniques and tools such as learning analytics (LA). Then, to analyse the potential of combining EBL and LA to foster and evaluate historical thinking can be interesting. To this end, in the present quantitative quasi-experimental study, the impact of EBL and LA to encourage and assess historical thinking skills have been analysed with 107 pre-service teachers. To this end, while 66 students worked with EBL with sources where errors were introduced in a controlled way, the other 41 students worked with the same unmodified sources. At the end of each session, LA was used to analyse the students’ level of knowledge in the six dimensions of historical thinking through interactive questionnaires. The results obtained show an improvement in the historical thinking of future teachers due to the use of EBL. Furthermore, it has been proven that the data obtained from the LA enables predicting the results obtained by the students in a later test. In this way, the usefulness of active methodologies such as EBL combined with LA in the training of future teachers in our area of knowledge contrasts with the methods currently used.