Efeitos Cognitivos Relatados por Estudantes do Uso de Inteligência Artificial (IA) em Salas de Aula nas Filipinas: Uma Revisão Integrativa Empírica
DOI:
https://doi.org/10.48017/dj.v10iSpecial_3.3739Palavras-chave:
Revisão não sistemática, educação a distância, tecnologia educacionalResumo
Esta revisão integrativa empírica não sistemática apresenta uma síntese de estudos conduzidos por acadêmicos filipinos entre 2020 e 2025 sobre os efeitos cognitivos autorrelatados de ferramentas de Inteligência Artificial (IA) em salas de aula filipinas. Os principais insights derivados da revisão destacam que as ferramentas de IA podem (a) promover habilidades de pensamento crítico e aumentar a autoeficácia, (b) se adaptar para criar uma experiência de aprendizagem personalizada e (c) aprimorar habilidades de escrita acadêmica, principalmente por meio de modelos linguísticos abrangentes e sistemas de aprendizagem adaptativos. No entanto, surgem preocupações em relação a (a) a dependência excessiva dos alunos da IA, (b) a alteração dos processos cognitivos fundamentais e (c) efeitos adversos na saúde física e mental. Esses achados ilustram o paradoxo da aprendizagem potencializada pela IA, onde as vantagens da tecnologia no ensino e na aprendizagem coexistem com suas limitações, podendo comprometer o engajamento profundo e reflexivo. Para lidar com essa questão, recomenda-se que as ferramentas de IA sejam integradas em o currículo com a máxima cautela, priorizando a ética. As medidas de precaução devem incluir uma avaliação crítica do conteúdo gerado por IA, a promoção de recursos de saúde mental relacionados ao uso de IA e a implementação contextualizada que considere os ambientes locais de sala de aula. Mais pesquisas são necessárias para examinar minuciosamente seus efeitos cognitivos e socioemocionais a longo prazo. Esta síntese pode orientar educadores, formuladores de políticas e partes interessadas na tomada de decisões informadas e baseadas em evidências, aproveitando o potencial da IA enquanto mitiga seus riscos.
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Copyright (c) 2025 Maria Eliza Cruz-Ocampo, Peter Paul Ocampo, Philip Baldera, Alhay Marc Patiam
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