De la asistencia a la autonomía: la influencia de los asistentes virtuales de IA en el comportamiento de aprendizaje de los estudiantes de educación superior
DOI:
https://doi.org/10.48017/dj.v11i1.3544Palabras clave:
Asistentes virtuales de IA, aprendizaje autorregulado, comportamiento de aprendizaje estudiantil, educación superiorResumen
La aparición de asistentes virtuales de inteligencia artificial (IA) ha introducido nuevas dinámicas en el panorama de la educación superior, lo que genera la necesidad de comprender su influencia en el comportamiento de aprendizaje del alumnado. Este estudio investiga los patrones de uso de herramientas de IA y sus efectos percibidos en el aprendizaje autorregulado y el comportamiento académico entre estudiantes de segundo año del Marikina Polytechnic College. El estudio empleó un enfoque cuantitativo basado en encuestas que incluyeron a 186 estudiantes mediante un muestreo de respuesta voluntaria. Un cuestionario estructurado midió tres dominios clave: uso situacional de la IA, aprendizaje autorregulado y comportamiento académico. Las estadísticas descriptivas revelaron que los estudiantes utilizan la IA de forma moderada y situacional, especialmente durante dificultades académicas, manteniendo al mismo tiempo la autonomía en tareas de aprendizaje como la toma de apuntes y el pensamiento crítico. Si bien los estudiantes reconocieron la utilidad de la IA para aclarar temas complejos, su influencia en el rendimiento académico, la productividad en el estudio y la gestión de tareas se percibió como neutral. Los hallazgos sugieren una fase de transición en la que los estudiantes incorporan la IA estratégicamente sin volverse dependientes de ella, lo que indica tanto oportunidades como limitaciones en el papel académico de la IA. El estudio destaca la necesidad de que las instituciones de educación superior desarrollen marcos de alfabetización en IA, integren el uso ético y con propósito de la IA en los planes de estudio y apoyen el desarrollo de la autonomía digital. Esta investigación contribuye a una comprensión más contextualizada del papel de la IA en la educación superior filipina y ofrece implicaciones prácticas para el diseño instruccional, el desarrollo de políticas y la innovación institucional.
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