Ms. Edgar Rolando Morales Caluña Universidad Estatal de Milagro (Ecuador)
Ms. Dario Javier Cervantes Diaz Universidad Estatal de Milagro (Ecuador)
Ms. Cristian Ismael Morales Caluña Universidad Técnica de Ambato (Ecuador)
Keywords
Inteligencia artificial, educación superior, ChatGPT, brecha digital, percepción estudiantil, análisis de clúster.
Abstract
El estudio investiga las percepciones y actitudes de los estudiantes universitarios ecuatorianos hacia ChatGPT como herramienta educativa, analizando patrones de uso y factores que influyen en su adopción. A diferencia de estudios previos, esta investigación emplea un enfoque estadístico avanzado combinando HJ-Biplot y análisis de conglomerados, lo que permite segmentar perfiles según su grado de aceptación. Se recopilaron datos primarios de 210 estudiantes de distintas universidades ecuatorianas mediante un cuestionario validado, es un estudio de corte transversal que utiliza técnicas HJ-Biplot y análisis de conglomerados. Los resultados identificaron tres perfiles diferenciados: (1) estudiantes con percepciones altamente positivas y acceso tecnológico constante, (2) estudiantes con percepciones intermedias, influenciados por limitaciones tecnológicas en zonas rurales, y (3) estudiantes escépticos, con menor exposición tecnológica. Las variables sociodemográficas, como género, universidad y zona de residencia, mostraron un impacto significativo en la aceptación de ChatGPT. Los hallazgos sugieren que la brecha digital y las diferencias de acceso a la tecnología determinan en gran medida la adopción de ChatGPT. Se propone diseñar estrategias personalizadas para cada perfil: potenciar el uso avanzado en el primer grupo, proporcionar capacitación tecnológica en el segundo y reducir el escepticismo mediante evidencia empírica y experiencias guiadas en el tercer grupo. Este estudio aporta una perspectiva novedosa sobre la segmentación de estudiantes basada en análisis multivariado, brindando evidencia para futuras intervenciones en el uso de IA en educación superior.
References
Adel, A., Ahsan, A. y Davison, C. (2024). ChatGPT Promises and Challenges in Education: Computational and Ethical Perspectives. Education Sciences, 14(8), 814. https://doi.org/10.3390/educsci14080814
Adewale, S. (2025). Exploring ChatGPT usage amongst female academics and researchers in the academia. The International Journal of Information and Learning Technology, 42(1), 49-66. https://doi.org/10.1108/IJILT-01-2024-0012
Aithal, P. S. y Aithal, S. (2023). Application of ChatGPT in Higher Education and Research – A Futuristic Analysis. International Journal of Applied Engineering and Management Letters (IJAEML), 7(3), 168-194. https://doi.org/10.47992/IJAEML.2581.7000.0193
Al-kfairy, M. (2024). Factors Impacting the Adoption and Acceptance of ChatGPT in Educational Settings: A Narrative Review of Empirical Studies. Applied System Innovation, 7(6), 110. https://doi.org/10.3390/asi7060110
Al-khresheh, M. H. (2024). Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education: Artificial Intelligence, 6, 100218. https://doi.org/10.1016/j.caeai.2024.100218
Almarzouqi, A., Aburayya, A., Alfaisal, R., Elbadawi, M. A. y Salloum, S. A. (2024). Ethical Implications of Using ChatGPT in Educational Environments: A Comprehensive Review. En A. Al-Marzouqi, S. A. Salloum, M. Al-Saidat, A. Aburayya, y B. Gupta (Eds.), Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 185-199). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-52280-2_13
Alqahtani, T., Badreldin, H. A., Alrashed, M., Alshaya, A. I., Alghamdi, S. S., bin Saleh, K., et al. (2023). The emergent role of artificial intelligence, natural learning processing, and large language models in higher education and research. Research in Social and Administrative Pharmacy, 19(8), 1236-1242. https://doi.org/10.1016/j.sapharm.2023.05.016
Alshahrani, A. (2023). The Impact of ChatGPT on Blended Learning: Current Trends and Future Research Directions. International Journal of Data & Network Science, 7(4), 2029-2040. https://doi.org/10.5267/j.ijdns.2023.6.010
Bhaskar, P., Misra, P. y Chopra, G. (2024). Shall I use ChatGPT? A study on perceived trust and perceived risk towards ChatGPT usage by teachers at higher education institutions. The International Journal of Information and Learning Technology, 41(4), 428-447. https://doi.org/10.1108/IJILT-11-2023-0220
Bhutoria, A. (2022). Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model. Computers and Education: Artificial Intelligence, 3, 100068. https://doi.org/10.1016/j. caeai.2022.100068
Bouteraa, M., Chekima, B., Thurasamy, R., Bin-Nashwan, S. A., Al-Daihani, M., Baddou, A., et al. (2024). Open Innovation in the Financial Sector: A Mixed-Methods Approach to Assess Bankers’ Willingness to Embrace Open-AI ChatGPT. Journal of Open Innovation: Technology, Market, and Complexity, 10(1), 100216. https://doi.org/10.1016/j.joitmc.2024.100216
Bozkurt, A., Junhong, X., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., et al. (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape. Asian Journal of Distance Education, 18(1), 53-130. https://doi.org/10.5281/zenodo.7636568
Bulathwela, S., Pérez-Ortiz, M., Holloway, C., Cukurova, M. y Shawe-Taylor, J. (2024). Artificial Intelligence Alone Will Not Democratise Education: On Educational Inequality, Techno-Solutionism and Inclusive Tools. Sustainability, 16(2), 781. https://doi.org/10.3390/su16020781
Cai, L., Msafiri, M. M. y Kangwa, D. (2024). Exploring the impact of integrating AI tools in higher education using the Zone of Proximal Development. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13112-0
Castelló-Sirvent, F., Félix, V. G. y Canós-Darós, L. (2023). AI In Higher Education: New Ethical Challenges For Students And Teachers. En EDULEARN23 Proceedings (pp. 4463-4470). IATED. https://doi.org/10.21125/edulearn.2023.1172
Chan, C. K. Y. y Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8
Chen, L., Chen, P. y Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
De Lara, A., García-Avilés, J.-A. y Arias-Robles, F. (2022). Implantación de la Inteligencia Artificial en los medios españoles: análisis de las percepciones de los profesionales. Textual & Visual Media, (15), 1-16. https://doi.org/10.56418/txt.15.2022.001
Foroughi, B., Senali, M. G., Iranmanesh, M., Khanfar, A., Ghobakhloo, M., Annamalai, N., et al. (2024). Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA. International Journal of Human–Computer Interaction, 40(17), 4501-4520. https://doi.org/10.1080/10447318.2023.2226495
Fu, Y. y Weng, Z. (2024). Navigating the ethical terrain of AI in education: A systematic review on framing responsible human centered AI practices. Computers and Education: Artificial Intelligence, 7, 100306. https://doi.org/10.1016/j.caeai.2024.100306
García-Peñalvo, F. J., Llorens-Largo, F. y Vidal, J. (2024). La nueva realidad de la educación ante los avances de la inteligencia artificial generativa. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 9-39. https://doi.org/10.5944/ried.27.1.37716
Gladstone, R. (2023). Using ChatGPT in the Classroom: Opportunities, Limitations, and Ethical Considerations. Spicer Adventist University Research Articles Journal, 2(1), 17-25. https://www.sauraj.in/index.php/SAURAJ/article/view/143
Gupta, V. y Yang, H. (2024). Study protocol for factors influencing the adoption of ChatGPT technology by startups: Perceptions and attitudes of entrepreneurs. PloS One, 19(2), e0298427. https://doi.org/10.1371/journal.pone.0298427
Hussain, T., Wang, D. y Li, B. (2024). The influence of the COVID-19 pandemic on the adoption and impact of AI ChatGPT: Challenges, applications, and ethical considerations. Acta Psychologica, 246, 104264. https://doi.org/10.1016/j.actpsy.2024.104264
Kim, S. D. (2024). Application and Challenges of the Technology Acceptance Model in Elderly Healthcare: Insights from ChatGPT. Technologies, 12(5), 68. https://doi.org/10.3390/technologies12050068
Li, K. (2023). Determinants of College Students’ Actual Use of AI-Based Systems: An Extension of the Technology Acceptance Model. Sustainability, 15(6), 5221. https://doi.org/10.3390/su15065221
Mhlanga, D. (2023). Open AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning. En D. Mhlanga (Ed.), FinTech and Artificial Intelligence for Sustainable Development: The Role of Smart Technologies in Achieving Development Goals (pp. 387-409). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-37776-1_17
Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M. y López-Meneses, E. (2023). Impact of the Implementation of ChatGPT in Education: A Systematic Review. Computers, 12(8), 153. https://doi.org/10.3390/computers12080153
Mosquera-Navarro, R., Contreras-Pacheco, O. E. y Parra Osorio, L. (2025). Enseñanza de la ergonomía a través del uso de Chat GPT en la ingeniería industrial. Formación universitaria, 18(1), 43-52. https://doi.org/10.4067/s0718-50062025000100043
Nedungadi, P., Tang, K.-Y. y Raman, R. (2024). The Transformative Power of Generative Artificial Intelligence for Achieving the Sustainable Development Goal of Quality Education. Sustainability, 16(22), 9779. https://doi.org/10.3390/su16229779
Oli?ski, M., Krukowski, K. y Sieci?ski, K. (2024). Bibliometric Overview of ChatGPT: New Perspectives in Social Sciences. Publications, 12(1), 9. https://doi.org/10.3390/publications12010009
Ossiannilsson, E. (2021). Some Challenges for Universities, in a Post Crisis, as Covid-19. En D. Burgos, A. Tlili, y A. Tabacco (Eds.), Radical Solutions for Education in a Crisis Context: COVID-19 as an Opportunity for Global Learning (pp. 99-112). Springer Singapore. https://doi.org/10.1007/978-981-15-7869-4_7
Sallam, M., Salim, N., Barakat, M., Al-Mahzoum, K., Al-Tammemi, A. B., Malaeb, D., et al. (2023). Validation of a Technology Acceptance Model-Based Scale TAMEChatGPT on Health Students Attitudes and Usage of ChatGPT in Jordan. JMIR Preprints. https://doi.org/10.2196/preprints.48254
Saritha, D., Rekha, V., Pavani, M., Ambika, T., Rani, P. S., Manasa, B. B., et al. (2024). Exploring Chat GPT: A Comprehensive Analysis of Performance, User Perception, and Satisfaction. IJO-International Journal of Business Management, 7(02), 01-15. https://www.ijojournals.com/index.php/bm/article/view/827
Soto, D., Higashida, M., Shirai, S., Ueda, M. y Uranishi, Y. (2024). Enhancing Learning Dynamics: Integrating Interactive Learning Environments and ChatGPT for Computer Networking Lessons. Procedia Computer Science, 246, 3595-3604. https://doi.org/10.1016/j.procs.2024.09.198
Tiwari, C. K., Bhat, M. A., Khan, S. T., Subramaniam, R. y Khan, M. A. I. (2024). What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPT. Interactive Technology and Smart Education, 21(3), 333-355. https://doi.org/10.1108/ITSE-04-2023-0061
Xu, W. y Ouyang, F. (2022). A systematic review of AI role in the educational system based on a proposed conceptual framework. Education and Information Technologies, 27(3), 4195-4223. https://doi.org/10.1007/s10639-021-10774-y
Yilmaz, H., Maxutov, S., Baitekov, A. y Balta, N. (2023). Student Attitudes towards Chat GPT: A Technology Acceptance Model Survey. International Educational Review, 1(1), 57-83. https://doi.org/10.58693/ier.114
Fundref
Este artículo de investigación se ha realizado dentro de las horas asignadas la jornada laboral por la Universidad Estatal de Milagro
Technical information
Received: 2024-12-18 | Reviewed: 2025-02-25 | Accepted: 2025-03-29 | Online First: 2025-04-18 | Published: 2025-04-20
Metrics
Metrics of this article
Views: 38099
Abstract readings: 36810
PDF downloads: 1289
Full metrics of Comunicar 77
Views: 459033
Abstract readings: 446071
PDF downloads: 12962
Cited by
Cites in Web of Science
Currently there are no citations to this document
Cites in Scopus
Currently there are no citations to this document
Cites in Google Scholar
Currently there are no citations to this document
Métricas alternativas
Cómo citar
Ms. Edgar Rolando Morales Caluña., Ms. Dario Javier Cervantes Diaz., Ms. Cristian Ismael Morales Caluña. (2025). Patrones de percepción y uso de ChatGPT en estudiantes universitarios: Un análisis HJ-Biplot y de conglomerados. Comunicar, 33(80). 10.58262/C80-2025-04