Brayan Diaz Utah State University, Logan, UT (USA)
Gongfan Chen University of North Carolina Charlotte, Charlotte, NC (USA)
Edward Jaselskis North Carolina State University, Raleigh, NC (USA)
Cesar Delgado North Carolina State University, Raleigh (USA)
Keywords
ChatGPT, IA generativa, educación superior, IA centrada en la pedagogía, desempeño académico, estudiantes
Abstract
Esta investigación examina el uso de la IA generativa (GenAI) en un curso universitario que fomentó el uso de ChatGPT para tareas de la clase específicas. Utilizando el marco de IA Centrada en lo Pedagógico (PCAI, por sus siglas en inglés), exploramos cómo los estudiantes perciben, utilizan y posicionan a ChatGPT, y cómo los patrones de uso influyeron en el rendimiento académico. Los estudiantes utilizaron ChatGPT durante la segunda mitad del semestre de primavera de 2024. Se realizaron comparaciones con la primera mitad del curso y con iteraciones previas (2022 y 2023) sin GenAI. Los datos incluyen 18 entrevistas con estudiantes de la cohorte de 2024 y trabajos estudiantiles de todas las iteraciones. Las entrevistas se analizaron cualitativamente mediante análisis temático deductivo utilizando los códigos predefinidos de PCAI. PCAI enmarca la IA en la educación a través de seis teorías de aprendizaje: conductismo, cognitivismo, constructivismo, constructivismo social, aprendizaje experiencial y comunidades de práctica. Los materiales de clase y los registros académicos se analizaron cuantitativamente mediante estadísticas inferenciales. Los hallazgos revelan que los estudiantes consideran la IA principalmente desde una perspective conductista: como una herramienta para completar tareas. Algunos alinearon su uso con el cognitivismo, utilizando la IA para reducir la carga cognitiva, mientras que otros adoptaron perspectivas constructivistas o constructivistas sociales, utilizando la IA para construir conocimiento mediante las funciones de retroalimentación y repaso para exámenes. El uso excesivo de ChatGPT se correlacionó con calificaciones más bajas, aunque solo un estudiante reconoció su impacto negativo en el aprendizaje. Discutimos las implicaciones para la educación superior y destacamos cómo ChatGPT apoya enfoques diversos de enseñanza y aprendizaje adaptados a las necesidades de los estudiantes. En particular, las estrategias alineadas con el constructivismo, el constructivismo social y las comunidades de práctica parecen mejorar el aprendizaje de los estudiantes. Sin embargo, los enfoques conductistas en el uso de la IA podrían obstaculizar los resultados de aprendizaje. Aunque la mayoría de los estudiantes eran conscientes del impacto negativo del uso excesivo de la IA, también mencionaron que en otras clases se proporcionó poca formación y explicación sobre su uso, lo que resalta la necesidad de un programa más integral para fomentar la alfabetización en IA en la educación superior.
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The first author thanks the support of the National Center for Artificial Intelligence CENIA FB210017, Basal ANID.
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Received: 2025-02-26 | Reviewed: 2025-04-05 | Accepted: 2025-04-06 | Online First: 2025-07-21 | Published: 2025-07-24
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Brayan Diaz., Gongfan Chen., Edward Jaselskis., Cesar Delgado. (2025). Apoyando la alfabetización en IA generativa: Explorando los roles pedagógicos que los estudiantes asignan a ChatGPT y su impacto en las calificaciones del curso. Comunicar, 33(82). 10.5281/zenodo.15993999