La inteligencia artificial generativa y su relación con el modelo de comunidad de indagación en estudiantes de Educación Superior
DOI:
https://doi.org/10.62305/alcon.v6i4.1222Palabras clave:
Inteligencia artificial; tecnología educacional; educación superior; aprendizaje; innovación educacionalResumen
La incorporación de la inteligencia artificial generativa en la educación superior ha modificado las formas de acceso a la información, resolución de tareas y acompañamiento del aprendizaje. El estudio tuvo como objetivo analizar la relación entre la inteligencia artificial generativa y el modelo CoI en estudiantes de educación superior. Se desarrolló una investigación cuantitativa, no experimental, transversal y de alcance explicativo, con una muestra de 147 estudiantes seleccionados mediante muestreo no probabilístico por conveniencia. La información se obtuvo a través de dos cuestionarios estructurados y se procesó mediante estadística descriptiva, correlación de Pearson y regresión lineal simple. Los resultados mostraron una valoración elevada de la utilidad académica, el apoyo al aprendizaje y el uso responsable de la inteligencia artificial generativa. Se identificó una relación positiva, alta y estadísticamente significativa entre ambas variables (r=,844; p<,001). El modelo general explicó el 71,2 % de la variabilidad de la Comunidad de Indagación, mientras que los modelos específicos mostraron una mayor capacidad explicativa sobre la presencia docente, seguida de la presencia cognitiva y la presencia social. Los hallazgos permiten sostener que la inteligencia artificial generativa puede fortalecer la experiencia educativa cuando se integra mediante una planificación didáctica intencional y acompañamiento docente.
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