Use of artificial intelligence among university students in higher education

Uso de la inteligencia artificial entre estudiantes universitarios en la educación superior

Authors

Letty Carolina García-Zambrano Universidad Técnica de Manabí. Ecuador https://orcid.org/0009-0002-1051-2969
Rafael Tejeda-Díaz Universidad Técnica de Manabí. Ecuador https://orcid.org/0000-0001-8098-9661

DOI:

https://doi.org/10.33936/cognosis.v10iEE(1).7122

Abstract

Artificial intelligence (AI) has established itself as a key tool in the educational field, transforming the way students access and process information. This shift has generated interest in understanding how AI is perceived and utilized in academic contexts. This study focused on analyzing the use and perception of AI tools among students at the Faculty of Humanistic and Social Sciences at the Universidad Técnica de Manabí. A quantitative methodology with a descriptive-correlational design was adopted, allowing the examination of the relationship between perception and the use of AI in higher education. Data was collected through a structured questionnaire applied to a sample of 211 students, with information analyzed using statistical methods and ethical guidelines adhered to throughout the process. The study’s results, validated through factor analysis (KMO = 0.862), indicate that students consider AI useful for learning. However, significant differences were observed according to academic level and ethical concerns, especially among advanced-level students. ANOVA and Tukey HSD analyses reveal a more favorable perception at initial levels, which decreases in advanced levels due to critical exposure. In conclusion, while there is a general acceptance of AI as an essential skill, differences in perception suggest the need to investigate its impact across various academic contexts and explore factors such as institutional support and technical knowledge.

KEYWORDS: Artificial intelligence; higher education; perception; factor analysis; ethics.

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Author Biographies

Letty Carolina García-Zambrano, Universidad Técnica de Manabí. Ecuador

Licenciada en Ciencias de la Educación, Mención Psicología Educativa y Orientación Vocacional.

Rafael Tejeda-Díaz, Universidad Técnica de Manabí. Ecuador

Doctor en Ciencias Pedagógicas. Posdoctorado en la Universidad Federal de Minas Gerais, Brasil en Formación de Competencias en la Educación Superior. Licenciado en Educación. Master en Pedagogía Profesional. Profesor titular No 1. Tiempo completo en la Universidad Técnica de Manabí, Ecuador. Director del Grupo de investigación PROINNOEDUCA y del Centro de Estudios sobre el desarrollo de la Educación Superior (CEDES).

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