PEDAGOGICAL POSSIBILITIES OF ARTIFICIAL INTELLIGENCE IN EDUCATION WITH LABIA BLOCKS: MEDIATION AND AUTONOMY IN PROGRAMMING EDUCATION
DOI:
https://doi.org/10.5902/2675995098227Keywords:
Artificial intelligence in education, Block-based programming, Programming education, LabIA Blocks, Active methodologiesAbstract
Generative artificial intelligence has gained increasing relevance in educational practices because it can provide explanations, hints, feedback, and individualized support during problem solving. This study analyzes the pedagogical possibilities of using artificial intelligence in education through LabIA Blocks, an educational platform designed for introductory programming and game creation with HTML, CSS, and JavaScript blocks. The work is characterized as an analysis of innovative educational technology, with an applied and descriptive approach based on functional inspection of the block editor and its relationship with textual code, the AI Tutor, teacher-controlled assistance levels, and resources that support the instructional process. The analysis indicates that AI can act as contextual mediation in concept understanding, game-logic planning, block selection and configuration, debugging, comparison between visual blocks and textual code, pedagogical differentiation, and formative assessment. The platform also allows the teacher to regulate AI assistance, enabling learning paths with different levels of autonomy. Inferred pedagogical potential includes broader feedback during learning, support for experimentation, and stronger student authorship when generated suggestions are tested, explained, and revised. Because the study did not include empirical application with students, the findings are interpreted as pedagogical possibilities rather than evidence of learning effectiveness. The study concludes that AI can enrich active methodologies in programming education when its use remains guided by pedagogical purposes, teacher supervision, and critical verification of generated responses.
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