Inteligencia artificial en la enseñanza-aprendizaje universitaria: una revisión semi-sistemática

Maritza Principal; Anymir Orellana

doi:10.57175/evsos.v2i4.157

Autores/as

Maritza Principal UFT
Anymir Orellana

DOI:

https://doi.org/10.57175/evsos.v2i4.157

Palabras clave:

virtualidad, enseñanza-aprendizaje, estrategia pedagógica, innovación

Resumen

Esta revisión semi-sistemática de la literatura tuvo el propósito de reflexionar sobre los significados atribuidos a la inteligencia artificial respecto a su uso en el proceso de enseñanza-aprendizaje universitaria. Se consultaron resúmenes de artículos en el idioma inglés en el período del 2018 al 2023, llevando cabo la búsqueda booleana inicial con los operadores lógicos AND y OR, a través de las palabras clave artificial intelligence y university teaching, en las bases de datos de Scopus, Web of Science, y ScienceDirect. Se siguió la adaptación de Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), con criterios de exclusión como la duplicidad de las publicaciones, capítulos de libros, y aquellos que no estaban en el período de consulta ni en inglés. Los resultados incluyen un subtotal de 34 artículos utilizados en las unidades de análisis, del total general de 51 consultas. Se abordaron aspectos sobre las expectativas educativas, estrategias pedagógicas y desafíos relacionados con el uso de la inteligencia artificial. Se concluyó sobre la importancia de sistemas de tutoría inteligente para la retroalimentación personalizada, la ética en el uso de la IA para el desarrollo humano y la necesidad de capacitación docente al aprovechar plenamente sus beneficios en el proceso de enseñanza-aprendizaje.

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