Integración estratégica de la inteligencia artificial en el ámbito educativo: potenciando el aprendizaje mediante prácticas docentes innovadoras
DOI:
https://doi.org/10.71068/gp000036Palabras clave:
inteligencia artificial generativa, innovación docente, autorregulación, metacognición, evaluación auténticaResumen
La integración de inteligencia artificial (IA) en la educación superior exige superar el uso ocasional de herramientas y vincularlas con objetivos, actividades, evaluación, autorregulación y supervisión docente. El objetivo fue analizar, en la muestra analizada, la relación entre una condición de intervención basada en uso pedagógico responsable de IA y resultados de aprendizaje. Se empleó un diseño cuasiexperimental pretest-postest con grupo de comparación y 240 registros, distribuidos en 120 casos por grupo. El instrumento incluyó 12 ítems Likert; se estimaron consistencia interna, estadísticos descriptivos, t de Welch, d de Cohen y regresión lineal ajustada por pretest. El grupo de intervención alcanzó un postest de 70,35 (DE = 10,05), frente a 60,49 (DE = 10,25) en el grupo de comparación; t = 7,521, p < ,001, d = 0,971. Ajustando por pretest, la diferencia estimada fue 7,53 puntos (IC 95% [6,29, 8,76], p < ,001), con α = ,894. Los resultados muestran un patrón favorable a una integración pedagógicamente estructurada, cuya interpretación debe considerar el diseño cuasiexperimental y sus alcances. Se concluye que una adopción responsable requiere alfabetización en IA, tareas auténticas, evaluación rediseñada, verificación de contenidos, protección de datos y estudios posteriores con mayor alcance y seguimiento.
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Derechos de autor 2024 Veronica Annabel Estrella Romero (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
