Uso y percepción de ChatGPT en la educación superior

Abstract

This article aims to analyze higher education students' management and perception regarding using ChatGPT in their academic activities. To accomplish this, a descriptive study with a qualitative approach was employed to analyze the data obtained through a questionnaire administered to students from various majors at the Universidad Autónoma de Sinaloa. The instrument consisted of two sections with closed-ended questions and a Likert scale to measure the learners' perception. The results revealed that a minority of the respondents (33%) had used ChatGPT in their school practices. Additionally, it was found that a significant proportion (75%) did not consider the use of this tool suitable for their educational tasks, and a similar percentage (79%) did not perceive improvements in their research and data analysis skills. A low dependence on using this tool for school assignments was observed (4%), along with a lack of confidence in teachers' preparedness to effectively incorporate this technology into their classes (83%). In conclusion, educational institutions are recommended to carefully consider integrating artificial intelligence tools in didactic exercises, taking into account the concerns expressed by the students.

Barreras de la Inteligencia Artificial generativa en estudiantes de educación superior. Percepción docente

“…Por otro lado, los investigadores [20] y [21] proponen el uso de la IA, específicamente ChatGPT, como una herramienta para fomentar el pensamiento crítico en los estudiantes. Esta perspectiva se alinea con las opiniones de los docentes M2, M4 y M6, quienes ven el potencial de la IA para mejorar la calidad de la educación y apoyar el desarrollo profesional de los docentes.…”

“…García Sánchez [20] llevó a cabo un estudio descriptivo con un enfoque cualitativo para analizar los datos recopilados a través de una encuesta administrada a estudiantes de diferentes facultades de la Universidad Autónoma de Sinaloa. La encuesta consta de dos partes, que incluyen preguntas cerradas y una escala Likert para medir las percepciones de los estudiantes.…”

ChatGPT as a Digital Co-Educator: Promoting Students' Responsible and Ethical Use of OpenAI tools in Educational Contexts

“…It also helps students stay on track with their knowledge acquisition by allowing them to adjust to their own learning preferences. More student interest and engagement are fostered by this individualized and customized approach to instruction, highlighting the critical role that education plays in improving the caliber of the teaching and learning process (Sánchez, 2023). ChatGPT encourages cooperation among students by letting them pool their resources to do group research projects and hone their teamwork and communication abilities while using this technology to enhance the learning process.…”

Impact of the Implementation of ChatGPT in Education: A Systematic Review

“…By providing quick and personalised responses, this system has the ability to address individual student needs, offer immediate feedback and facilitate the understanding of complex concepts. In this way, it becomes a promising tool that promotes a student's active participation and cognitive advancement by adapting to their learning pace and offering continuous support in their knowledge acquisition process [6].…”

“…All of this results in having more individualised and personalised learning, which leads to an improvement in motivation and commitment on the part of students, being considered as a fundamental educational support for the improvement of the teaching and learning process [6]. At the same time, ChatGPT promotes collaboration by allowing students to work together to research topics and develop communication and teamwork skills, leveraging this tool to support the educational process.…”