Uso de la inteligencia artificial entre estudiantes universitarios en la educación superior
Use of artificial intelligence among university students in higher education
DOI:
https://doi.org/10.33936/cognosis.v10iEE(1).7122Resumen
La inteligencia artificial (IA) se ha consolidado como una herramienta clave en el ámbito educativo, transformando la manera en que los estudiantes acceden y procesan la información. Este cambio ha suscitado interés por comprender cómo se percibe y utiliza la IA en contextos académicos. El presente estudio se enfocó en analizar el uso y la percepción de las herramientas de IA entre los estudiantes de la Facultad de Ciencias Humanísticas y Sociales de la Universidad Técnica de Manabí. Se adoptó una metodología cuantitativa con un diseño descriptivo-correlacional, que permitió examinar la relación entre la percepción y el uso de IA en la educación superior. Para la recolección de datos, se aplicó un cuestionario estructurado a una muestra de 211 estudiantes, analizando la información mediante métodos estadísticos y cumpliendo con las normas éticas. Los resultados del estudio, validados mediante análisis factorial (KMO = 0,862), indican que los estudiantes consideran la IA útil para el aprendizaje. Sin embargo, se observan diferencias significativas según el nivel académico y preocupaciones éticas, especialmente en estudiantes de niveles avanzados. Los análisis de ANOVA y HSD de Tukey revelan una percepción más favorable en los niveles iniciales, que disminuye en los avanzados debido a una exposición crítica. Se concluye que, si bien existe una aceptación general de la IA como competencia esencial, las diferencias en percepción sugieren la necesidad de investigar su impacto en diversos contextos académicos y explorar factores como el soporte institucional y el conocimiento técnico.
PALABRAS CLAVE: Inteligencia artificial; educación superior; percepción; análisis factorial; ética.
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Derechos de autor 2025 Letty Carolina García-Zambrano, Rafael Tejeda-Díaz
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
